Teaching Ethics in Higher Education Using the Values – Issues – Action (VIA) Model

Abstract

Ethics content within higher education graduate programs can help higher education students as emerging leaders become more thoughtful about the decision making process. The purpose of the present manuscript is to explore one vehicle through which current and future higher education leaders can actively contemplate their values and how their values influence their actions when faced with an ethical challenge. The Values -Issue -Action (VIA) Model for Ethical Decision Making is a tool for both classroom use and professional reflection through which one can reflect on their values (V) and how those values shape how they perceive issues (I), and in turn shape their actions (A). Implications for teaching, learning, and practice are discussed.

Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

“…An ethical decision has both legal and moral implications for the larger community. As such, ethical decision making occurs situationally within social, cultural, economic, political, and organizational contexts (Chambers & Ransom, 2016; Jones, 1991).…”

“…The VIA Model for ethical decision making is designed to help leaders actively reflect on personal values, prioritize competing values, and resolve issues ethically (Chambers & Ransom, 2016). Chambers and Ransom (2016) situate the decision-making process within social, cultural, economic, and organizational contexts and contend that within these nested contexts, an individual’s values shape how they perceive an ethical issue which in turn influences how they make decisions and act. In other words, once an issue is framed, leaders create a solution set that matches that frame (Bollman & Gallos, 2011).…”

“…According to Chambers and Ransom (2016), individuals have values before ethical dilemmas present themselves and enter those dilemmas with that value set.…”

“…A leader’s values and moral system define and shape the change process, allowing his or her actions to become reality (Vogel, 2012). Commonly held values within democratic spaces include equity, efficiency, security, liberty, and justice are shared throughout democratic spaces (Chambers & Ransom, 2016; Stone, 2002).…”

“…Equity in education usually implies that individuals should have access to have their educational needs met, which would allow them to reach their potential (Chambers & Ransom, 2016). Field, Kuczera, and Pont (2007) examine two dimensions of equity in education.…”