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Article
Publication date: 18 February 2025

Úna Quinn, Paul McCusker and Padraig Gallagher

The development of social enterprises in Ireland holds much promise with regards to the potential to create innovation and growth within local economies. However, fulfilling this…

70

Abstract

Purpose

The development of social enterprises in Ireland holds much promise with regards to the potential to create innovation and growth within local economies. However, fulfilling this promise requires the ability to recognise the complexities of this multifaced sector. In response, this article proposes Actor-Network-Theory (ANT) as having the theoretical capability to develop and create further progress in social enterprise development in Ireland.

Design/methodology/approach

ANT upholds that reality consists of series of heterogeneous networks composed of relations between entities. This relational lens foregrounds the interactions among the varied actors involved in social enterprise. To investigate the capabilities of ANT, this paper aligns ANT with three core areas of concern for social enterprise research: structure, power and shared meaning.

Findings

ANT works to address these identified key concerns by bridging the conceptual divide between theory and practice within the social enterprise sector. This brings to light the state of affairs as empirically practiced and not as recognised under traditional dualisms. As a result, the influences which shape the collective reality of social enterprise networks can be empirically investigated.

Originality/value

As an alternative sensibility, the core capabilities of ANT lie in the ability of the theory to reclaim an empirical grasp of a local environment. In this instance, it is demonstrated as to how this theoretical approach can be used to understand how growth and development manifests within social enterprise networks. From this, there is a great potential to use these insights to direct change in the place of random, and often contested, growth.

Details

Journal of Business and Socio-economic Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2635-1374

Keywords

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Article
Publication date: 11 October 2021

Simon Stephens and Padraig Gallagher

This paper aims to explore the experiences, attitudes and expectations of higher education managers in relation to the increased use of metrics. Specifically, the authors examine…

220

Abstract

Purpose

This paper aims to explore the experiences, attitudes and expectations of higher education managers in relation to the increased use of metrics. Specifically, the authors examine a system of metrics which was introduced as part of the process for establishing Technological Universities in Ireland.

Design/methodology/approach

A total of 12 managers were interviewed. The authors present data from the interviews in which the authors explore: the previous use of metrics; the impacts of the introduction of metrics; and the future use of metrics. A mix of narrative structuring and thematic analysis is used.

Findings

The introduction of metrics evokes a mixed reaction from the managers. The metrics allow performance in a range of activities to be measured, assessed and benchmarked. However, there are both direct and indirect impacts of the transition to a metric-based system, which the authors explore using six themes.

Originality/value

The authors apply the Academics Responding to Change model proposed by Trowler (1998) as the theoretical lens. This helps to capture the complex mix of direct and indirect effects that metrics can have on activities both at an individual and institutional level.

Details

Quality Assurance in Education, vol. 30 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

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Article
Publication date: 24 August 2012

J. Goggins

The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow…

921

Abstract

Purpose

The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow students to complete engineering projects in the community, enabling them to learn by doing.

Design/methodology/approach

A formal commitment to civic engagement was undertaken by the NUIG in 2001 with the establishment of the Community Knowledge Initiative (CKI) to work on mainstreaming civic engagement (service learning) within the curriculum across the institution. Today, the majority of undergraduate and postgraduate degree programmes in the College of Engineering and Informatics at NUIG have embedded service learning into their curriculum. These initiatives allow students to work with and in local communities, international communities and multi‐disciplinary groups as part of their academic courses. The paper investigates and shows that community‐based projects can enhance student learning and engagement in a number of ways. At NUIG, these projects are framed by a research orientation, commitments to civic engagement and building university‐community partnerships, city‐university partnerships and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results.

Findings

It was found that the students got a sense of pride and satisfaction out of the knowledge that their work may be helping communities and that learning is not just to get marks to pass the exam! The projects can increase the students’ sense of ownership of their own learning. Learners are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others.

Research limitations/implications

The work represents work done in one institution affecting a region in a country. This can be extended to include more institutions and other regions. This paper presents evidence from the aforementioned projects that by creating service‐based learning the students’ energy in learning can have a positive impact on the community.

Practical implications

The energy and enthusiasm of learners can be better utilised (and increased) by setting assignments as real community‐based projects.

Originality/value

This lies in the design of projects and assessment involving education providers and public for the benefit of learners and the society at large.

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Article
Publication date: 1 February 1991

Pat Milmoe McCarrick

In April 1988, the National Reference Center for Bioethics Literature (NRC) (see sidebar) published “AIDS: Law, Ethics and Public Policy.” As part of the NRC's Scope Note Series…

231

Abstract

In April 1988, the National Reference Center for Bioethics Literature (NRC) (see sidebar) published “AIDS: Law, Ethics and Public Policy.” As part of the NRC's Scope Note Series, the paper offered a current overview of issues and viewpoints related to AIDS and ethics. Not meant to be a comprehensive review of all AIDS literature, it contained selected citations referring to facts, opinion, and legal precedents, as well as a discussion of different ethical aspects surrounding AIDS. Updating the earlier work, this bibliography provides ethical citations from literature published from 1988 to the present.

Details

Reference Services Review, vol. 19 no. 2
Type: Research Article
ISSN: 0090-7324

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