A Student-Centred Understanding of What Influences Character Development in Higher Education
Anna Huvos, Tessa Leesen, John Gelissen, Alkeline van Lenning
Jubilee Centre for character and virtue·Read paper
Abstract
There remains limited empirical evidence examining the typology of character ‘caught’, ‘taught’ and
‘sought’ in practice—particularly in higher education. Several universities in the Netherlands articulate
their (desired) role in fostering character alongside knowledge and skills, thus research must investigate
whether these goals are met. It is especially important to assess how students actually experience their
own character development. Therefore, we ask: ‘What factors do students recognise to be influential in their IPC character learning gain during their undergraduate studies?’
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