1,721,140 research outputs found
SOPHIE (Self-exploration through Ontological, Phenomenological, Humanistic, Ideological, and Existential expressions) - A Mentoring Framework
No full textIntroduction
No full textHigher education is now living in a TEF era and institutions from different categorisations (e.g. Russell Group, University Alliance, MillionPlus, Cathedrals Group) will have to provide an equal balance in the quality of research and in teaching and learning at their institutions. The first section of this chapter examines the new levels of scrutiny by central government. Moving on from this, the second section will present an overview of the strategies that have been put in to place to respond to the close scrutiny of the sector. The final section of the chapter will summarise the contributing chapters within this edited volume
Where are we now
No full textThe aim of the introductory chapter is to set the scene of this volume. This chapter is divided into three parts. The first part of this chapter critically explores the changing discipline of social sciences, within the university sector. Then the chapter moves on to discuss the teaching and learning strategies in higher education. The final section gives an overview on the chapters that will follow. Throughout this volume the case studies that are discussed are from United Kingdom (UK) perspective
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SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework
No full textThis chapter is based upon a presentation held as part of a “Developing Social Sciences Curriculum” Symposium held at the University of Huddersfield in the summer of 2017. Within this chapter we present a discussion of what we consider to be the key elements that shape the developing curricula and the impact of pedagogy upon the learner. We suggest that a combination of mentoring, solution focussed teaching and learning within a heutagogical approach will enhance the student experience. To achieve this, educators must adopt an holistic approach to education; however, educators and mentors in their interaction with learners and mentees generally do not have the skills to engage with the spiritual domain of holistic practice. This chapter concludes by offering a framework that can be used by an educator or mentor to facilitate effective holistic practice
Peer Mentoring: Guaranteed Gold?
No full textThis chapter explores the nature of mentoring within higher education, its impact, how this may be measured and evaluated and the challenges this presents. Impact will be contextualised within the Teaching and Excellence Framework, (Department for Education (2017) Teaching Excellence and Student Outcomes Framework Specification: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/658490/Teaching_Excellence_and_Student_Outcomes_Framework_Specification.pdf . Reviewed 3rd December 2017) a potential relationship explored and the significance to the student, staff, institution and wider community considered. Mentoring is complex; it is a term that is used interchangeably and inconsistently within practice, across different disciplines and within published studies exploring the notion of mentoring. This can be seen when the following illustrations are considered
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Conclusion:A Shifting Recognition of Global Civil Society?
Full text linkIn the final chapter of this edited book, the authors provide a summary of the key messages of civil society in a globalized world. To do this, the authors firstly discuss the future direction of civil society, and then examine the enhancement of social movements in contemporary society. In the final part of this chapter, the authors provide some observations regarding the recent global health crisis (COVID-19) and why civil society is vitally important in a globalized world
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Conclusion: The Future Direction of Social Enterprise
No full textThis edited book addresses social enterprise in the higher education context. The book began with the introduction of the key concepts, namely: globalization, higher education in a global context, and social enterprise. Throughout, the contributors provide particular and specialised viewpoints on social enterprise and the ways in which it relates to societal issues and higher education. This concluding chapter seeks to draw together the common themes identified in the discussion of social enterprise, to provide some recommendations in this diverse research area
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Introduction
No full textSocial enterprise has become an increasingly important factor in societal issues in a local, national and global context (Sinclair et al., 2018; Park et al., 2017; Moizer and Tracey, 2010). In respect of higher education, in many subject areas social enterprise has been perceived as a linchpin, bringing different stakeholders together (Oberoi et al., 2018a; Sutton, 2018; Hoefer and Sliva, 2016; Rae, 2010). Therefore, the aim of Chapter 1 of this book is to set the scene of the key debates around social enterprise in a globalised world. The authors of this chapter begin with a theoretical discussion of the key processes of globalisation and the ways in which the theoretical approach has been forced to adjust in the age of austerity. Then, in the second part of the chapter the authors provide an overview of higher education in a historical context, the changes and where we might be headed. Moving on from this, the chapter will examine the emergence of social enterprise in a societal setting and how the concept is viewed in the higher education sector. Finally, the chapter concludes with an overview of each forthcoming chapter to provide the reader with some insight into the specific topics they discuss
Integrating Social Enterprise into a Social Science Curriculum
No full textSocial Enterprise has long been associated with social science disciplines and traditionally is intrinsically linked with business studies and economics. There has been little attention paid to the ways in which social enterprise can be integrated into other social science subject areas. The authors of this chapter explore the practices of social enterprise and how it can be encapsulated into other social science subjects, namely: behavioural sciences, criminology, geography, sociology, and psychology. The authors of this chapter provide a contemporary illustration of the ways in which social enterprise can be used as a best practice model in the university sector
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Social Enterprise as a Bridge between Public and Private Sectors: Stories from India and the UK
No full textThe ‘rise’ and the ‘spring’ of social entrepreneurship (Steyaert and Hjorth, 2006), along with the present buzz around it, seem inevitable. This interest appears to be emerging simultaneously in diverse spheres. Social enterprise and entrepreneurship “forms the ‘hybrid’ signifier and ‘oxymoron’ that can cover many diverse initiatives, oriented as an approach that can change welfare and social problems in the interfaces of the non-profit, public, voluntary, philanthropic and private sectors” (Steyaert and Hjorth, 2006, pp. 3-4). The study of Social Enterprise (SE) is reasonably fresh, and the pioneering model of organization, crossing the boundaries between for-profits and non-profits, has grown in significance. Social enterprise is located in the interstitial space of intersectionality between market, government and civil society.
This chapter explores the concept of social enterprise to scrutinise the theoretical frameworks supporting social enterprise hybrids as the ideal type. The core ideas will be examined within the landscape of empirical evidence confirming the growing relevance of social enterprises in the UK and India as an organizational structure geared to create social values
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