Perception of Values: A Study of Future Professionals

Abstract

Values represent the basic convictions that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. 1 Kluckhohn conceptualized values as principles for action encompassing abstract goals in life and modes of conduct that an individual prefers across contexts and situations. 2 Schwartz defined values as desirable, trans-situational goals, varying in importance that serves as guiding Perception of Values: A Study of Future Professionals SAPNA PARASHAR SANTOSH DHAR UPINDER DHAR Values have been defined narrowly in terms of object attractiveness and broadly as abstract principles guiding social life. They are principles for action encompassing abstract goals in life and modes of conduct that an individual prefers across different situations. Certain variables are valued because they are fundamental characteristics or needs to make a better society and facilitate to differentiate between desirable and desired, delectable and electable, short term and long term, and pleasant and good. Values develop in early years. The lifelong behavioural pattern, attitude and perception of individuals are guided and directed by these values. They are most often reinforced by society, since sources of values are national culture, family, teachers, friends and other environmental factors. This article is an attempt to understand the perception of students, who happen to be future professionals, about existing values and the values they think ought to be present in society.

Profession and Dietary Habits as Determinants of Perceived and Expected Values

“…Kothari et al (1998) too had reported team spirit and punctuality as the values perceived by teachers of technomanagement education. In another study, Parashar et al (2004) reported that both postgraduate as well as undergraduate students of professional studies had perceived team spirit and patriotism as existing values, thus, falling in line with the fi ndings of the present study wherein teachers happen to be in agreement with the students. Discipline, duty, respect, trustworthiness, equity and worship have been perceived exclusively by vegetarian teachers as existing values.…”

“…Perhaps the expectation is to see peace as a major terminal value-a destination where all routes converge. In a study of postgraduate and undergraduate students of professional studies, Parashar et al (2004) had found that all such students expected peace and justice as ought to be variables. The fi ndings of the present study, therefore, reveal common expectations of teachers and are taught in terms of these two values.…”

“…In the purest form, peace is the inner repose, empowered with truth. When thoughts, words and actions of an individual are stable and non-violent, the inner agitation stops and individual feels peaceful (Parashar et al 2004). …”

Values and Corporate Social Responsibility Perceptions of Chinese University Students

“…A theme emerging from the literature is that personal values affect human perception and behaviour because they contain a judgement element in which they formulate social norms and emotions about what is right, good or desirable (Hemingway 2005;Parashar et al 2004). The following table exhibits some important value definitions which emphasize the function of value as motivations for behaviour, attitude, and action (Table 1).…”

A Comparison of Youth’s Value Systems: The Case of Vietnamese Ethnic Groups

“…Rokeach (1973), well-known as the first scientist who raised the theory about different kinds of values, believed that there are two kinds of values: instrumental values and terminal values. Although some scientists want to re-assess some parts of the Rokeach value theory, such as a value concept (Jemna & Curelaru, 2009), structure of values (Braithwaite, 1982;Schwartz & Bilsky, 1987) and value survey (Braithwaite & Law, 1985;Parashar, Dhar, & Dhar, 2004), but his two kinds of value theory has been almost accepted broadly.…”