Barbara Tomasella, Anne Wylie and Devi Gill
The purpose of this paper is to understand how higher education institutions (HEIs) educate future leaders with social impact contributing to the sustainable development goals…
Abstract
Purpose
The purpose of this paper is to understand how higher education institutions (HEIs) educate future leaders with social impact contributing to the sustainable development goals (SDGs). HEIs have an interest in developing leaders with social impact, but there is a lack of knowledge on the best teaching and learning strategies to engage students with social action aimed at the SDGs. This paper fills this gap by addressing the question of how HEIs can shape the sustainability mindsets of future leaders with social impact contributing to the SDGs.
Design/methodology/approach
This research used a mixed method research design, including a quantitative survey and qualitative semi-structured interviews of UK students involved in HEIs experiential learning programmes, focused on social impact and entrepreneurial action, developed in partnership with the organisation Enactus.
Findings
This research highlighted the importance of experiential learning, as it develops the knowledge, values and competency underpinning the sustainability mindset of future leaders contributing to the SDGs, in particular their emotional intelligence.
Originality/value
This research shows that HEIs can educate future leaders with social impact contributing to the SDGs, through real-world experiential learning that develops their sustainability mindset; in terms of aligning the curriculum to the SDGs, more focus on the systems perspective of the sustainability mindset framework is needed.
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Aaron D. Hill, Jane K. Lê, Aaron F. McKenny, Paula O'Kane, Sotirios Paroutis and Anne D. Smith
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Anne Jordan and Donna McGhie-Richmond
Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in…
Abstract
Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in Canadian regular education classrooms. These studies revealed that teachers who rate high in adapting and calibrating instruction for students who have special needs are the most successful overall with all their students. In this chapter, we present an adaptation of the observation scale that we used to rate effective inclusive instructional practices. The adapted scale can be used both as a self-rating and as a third-party measurement scale of effective teaching practices. We link each element of the scale to the Universal Design for Learning framework. We discuss how challenges to effective practices are affected by teacher beliefs about ability and disability, collegial differences in beliefs and practices, and the focus set by the leadership in the school.
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To appraise progress towards “the professional project” for the public relations profession in the UK using the Royal Charter application as a pivotal assessment point in the…
Abstract
Purpose
To appraise progress towards “the professional project” for the public relations profession in the UK using the Royal Charter application as a pivotal assessment point in the journey.
Design/methodology/approach
Primary and secondary, qualitative research, with participant observation and chronological and thematic analysis of archival documents at the time of the Charter process: 2003 to 2005. Two expert interviews were also conducted for a view on progress. The study is contextualised within the professions literature and the 2019 State of the Profession study undertaken by the Chartered Institute of Public Relations.
Findings
The Institute faced significant challenges during the Charter application raised by Institutions such as the Government Department for Education and Skills, including the diversity of the profession, standards of education and training, practitioner standards, including ethical, as indicated by their levels of membership and commitment to ongoing professional development. These challenges remain.
Research limitations/implications
Diversity, social acceptance, qualifications and professional progress provide an important, ongoing research agenda.
Practical implications
Social acceptance, qualifications and professional progress remain elusive for the practice and more radical action is required to achieve progress.
Social implications
The profession is making limited progress towards legitimacy. Continued press ambivalence, recent scandals, such as the Bell Pottinger affair in South Africa and jurisdictional infringement by other professions continue to threaten its attempts to move towards social closure.
Originality/value
This is the first academic article to chronicle the charter journey using the original documentation as source materials and the first to review progress towards the goals that chartered status signified for public relations.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
New Zealand continues to struggle with interpreting and implementing its current policy of inclusion, especially as it relates to children traditionally known as having “special…
Abstract
Purpose
New Zealand continues to struggle with interpreting and implementing its current policy of inclusion, especially as it relates to children traditionally known as having “special educational needs”. The purpose of this paper is to trace the discursive development of institutionalised Special Education in New Zealand and examines how the funding and policy mechanisms of neoliberalism within which rights-based inclusion was introduced have complicated the planning and delivery of services in schools.
Design/methodology/approach
The paper draws on Gillian Fulcher’s (1989) discourses of disability as they are expressed through policy documents and educational reports to examine the language and values that have underpinned the development of Special Education policy and provision in New Zealand.
Findings
The paper has identified and attempted to explain the extent to which traditional forms of exclusion have continued to structure current policy and practice despite a paradigm shift to inclusion. It argues that this has militated against clear understanding, acceptance and success of this major paradigm shift.
Research limitations/implications
In examining the social nature of disability, and its implications in the structures of education today, it is possible to consider opportunities for acting to address these.
Originality/value
The value of this work is in taking an historical approach to help understand why there continues be a distance between policy rhetoric and the reality of its implementation in practice.
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In a paper published in 1986, Helen B. Josephine and Deborah K. Blouin discuss four areas where new reference works in women's studies were needed: statistical sources…
Abstract
In a paper published in 1986, Helen B. Josephine and Deborah K. Blouin discuss four areas where new reference works in women's studies were needed: statistical sources, encyclopedias, yearbooks, and abstracting and indexing services. Using modified criteria outlined in Josephine's and Blouin's article, this article evaluates print statistical sources that specifically cover women and that were published in English during the 1990s. Evaluations discuss titles in terms of their inclusion of comparisons based on gender, age, race/ethnicity, and time period (historical) in both statistical material and indexing. Evaluations also mention the variety of sources cited, scope, and the presence or absence of introductory material, narrative highlights, bibliographies of sources, full citation for each statistic, and explanatory footnotes. Evaluation of the accuracy of the statistics themselves or the adequacy of statistical methodology is beyond the scope of this article.
This paper is intended to inform debate regarding proposed restrictions on advertising to children, particularly in New Zealand. It reviews the literature and arguments for and…
Abstract
This paper is intended to inform debate regarding proposed restrictions on advertising to children, particularly in New Zealand. It reviews the literature and arguments for and against such restrictions and attempts to establish whether these restrictions are likely to work as intended. Alternatives for addressing the legislative, regulatory and ethical dimensions associated with advertising to children are discussed together with a future research agenda.
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The only comprehensive list of British medical libraries hitherto available has been that in The Aslib directory 1928, and there is an extended account of those in London in…
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The only comprehensive list of British medical libraries hitherto available has been that in The Aslib directory 1928, and there is an extended account of those in London in Reginald Rye, The students' guide to the libraries of London (3rd ed., 1927), pp. 362–77. The new list, here put forward, is intended to bring the information from those two books of reference up to date, after nearly twenty years. British libraries are briefly listed among ‘Medical libraries outside North America’ in the Medical Library Association's A handbook of medical library practice, ed. Janet Doe, Chicago, American library association 1943, chapter 1, appendix 2, pages 41–64. The meagre information in that list, if contrasted with the detailed documentation of American and Canadian libraries in successive issues of the American medical directory, accentuates the need for us to know ourselves better. Several, perhaps many, medical librarians have had to compile lists of kindred libraries for their own convenience. A list which I had thus prepared seemed to Aslib to offer adequate basis for a Directory of British medical libraries, and in order to complete it Aslib issued a questionnaire in the autumn of 1944 to libraries known to possess medical collections and to hospitals, medical societies, and medical institutions throughout the British Isles. The information obtained from the generous response to this questionnaire is epitomized in the list which follows. I am responsible for all omissions and errors and I hope that those who detect any will supply corrections and additions so that this preliminary list may be revised and become a definitive Directory.