This is confirmed by Kuh (2005) cited in Hersch and Schneider (2005)...

This is confirmed by Kuh (2005) cited in Hersch and Schneider (2005), who reported that in the previous decade there was a significant decrease in the number of students who had reported developments in their values and ethics during their time in higher education. In addition, Cleaver et al (2005) found that schools encountered significant difficulties in involving pupils in decision-making, which resonates with the experience of HEIs.

In consumer –driven market economies, in which, the distribution of wealth, power and status dominate, it is difficult to see where the notion of individual moral responsibility may lie. Sandolow (1991) argues this point and suggests that HEIs are critiqued from both conservative and liberal standpoints for neither teaching the ethics of individual moral responsibility or a commitment to improving society through social change.

Carr (1999) proposes that there are two questions involved: the ‘proper direction’ of moral education, and whether what happens in our educational institutions can improve public behaviour. The problem is when moral education focuses only on issues of social order and the inculcation of desirable social habits.

Although this is generally seen as part of the moral educational process, it is problematical to consider an education that goes beyond this and tackling issues of ‘absolute and universal moral significance.’(p26). Carr warns we must be careful not to confuse ‘moral education and social engineering’, because although the latter may be positively affected by success in the former, they are not the same thing.

Hersch and Schneider (2005) argue that despite the difficulties, this is not an issue HEIs can duck. Moral messages are part of what takes place in HEIs and, as they cannot be ignored, these messages must not be left to chance (Colby et al.,2003). Hersch and Schneider (2005) suggest that concerns about imposing moral values on students and the fragmentation of ethical certainties may suggest that others’ social and moral responsibility is ‘none of our business’.

However, the authors discount this view on the basis that whether formally planned or not, being part of a higher education community will convey moral values and influence the development of students’ social and moral responsibility. If this is the case, then HEIs need to consider the ways in which that influence is best expressed.