Michael Blissenden, Sandra Clarke and Caroline Strevens
The purpose of this paper is to develop and evaluate the use of a closed community for first year law students. The purpose of the closed community, which could be a wiki or a…
Abstract
Purpose
The purpose of this paper is to develop and evaluate the use of a closed community for first year law students. The purpose of the closed community, which could be a wiki or a discussion board, is twofold. The first purpose is to assist new undergraduates in making the transition to University. Research tells us that socialising is an important part of this transition. A second purpose is to encourage students to learn from each other but to understand when the line is crossed and plagiarism results. The use of social networks for learning is an interesting subject for study both for its potential pedagogic value and as a means of developing “employability”, particularly for those considering a career as in‐house counsel.
Design/methodology/approach
This paper will evaluate three projects which aimed at establishing closed online communities.
Findings
From the authors' project results there seems to be a direct correlation between student interaction, student learning and assessment. It seems clear that student learning will not, of itself, be facilitated through the use of an online community. The learning is interlinked with student perceptions of a tangible benefit, usually in the form of an assessment item.
Originality/value
This paper will be of interest to those considering new methods of encouraging use of virtual networks to promote student learning.
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Keywords
Charlotte Laura Clarke, Mike Titterton, Jane Wilcockson, Jane Reed, Wendy Moyle, Barbara Klein, Sandra Marais and Glenda Cook
The purpose of this paper is to explore the experience of older people and their sense of developing wellbeing, including consideration of the strategies they employ to respond to…
Abstract
Purpose
The purpose of this paper is to explore the experience of older people and their sense of developing wellbeing, including consideration of the strategies they employ to respond to perceived risk.
Design/methodology/approach
An Appreciative Inquiry study was used, which collected data with 58 participants in focus group and individual interviews. Interviews focussed on ways in which older people in South Africa, Australia, Germany and the UK understand and seek to maintain wellbeing.
Findings
The changing time horizons of older people lead to perceptions of risk and concerns that embrace societal as well as individual concerns. Often, this leads to a sense of societal responsibility and desire for social change, which is frustrated by a perceived exclusion from participation in society.
Social implications
In mental health practice and education, it is imperative to embrace the shift from ageist concerns (with later life viewed as risky and tragic in itself) towards a greater sensitivity for older people’s resilience, the strategies they deploy to maintain this, and their desire for more control and respect for their potential to contribute to society.
Originality/value
Variation in time horizons leads to changes in temporal accounting, which may be under-utilised by society. Consequently, societies may not recognise and support the resilience of older people to the detriment of older people as individuals and to the wider society.
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Ellen Pipers, Melissa De Regge, Jochen Bergs, Sara Leroi-Werelds, Katrien Verleye and Sandra Streukens
The aim of this study is twofold: (1) to gain insight into the different perspectives on the relationship between patient and person centeredness and (2) to learn more about the…
Abstract
Purpose
The aim of this study is twofold: (1) to gain insight into the different perspectives on the relationship between patient and person centeredness and (2) to learn more about the differences between non-academic and academic stakeholders in the healthcare system.
Design/methodology/approach
This mixed-methods study includes a scoping review on person and patient centeredness and in-depth interviews with patients, caregivers, staff and management of healthcare organizations. The data were analyzed by following the six phases of Braun and Clarke.
Findings
The analysis of the data showed four different perspectives on patient versus person centeredness: (1) they are synonyms; (2) one term is favorite; (3) they should be in balance; and (4) person centeredness is the surplus on top of patient centeredness.
Research limitations/implications
There are different perspectives on patient versus person centeredness. Perspectives differ between people and can change over time. Some people feel like a patient all the time, other people feel like a person all the time, and some feel like a patient at one point in time and as a person at another point in time.
Practical implications
These different perspectives can have important implications for the so-called moments of truth. In their role as patients, people value functional encounters and in their identity as people they value meaningful encounters with caregivers.
Originality/value
By unraveling these different perspectives, novel insights were found in the different perspectives people can take.
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Charlotte Kroløkke, Thomas Søbirk Petersen, Janne Rothmar Herrmann, Anna Sofie Bach, Stine Willum Adrian, Rune Klingenberg and Michael Nebeling Petersen
Michael Healy, Sandra Cochrane, Paula Grant and Marita Basson
Professional networks are conduits for career insight, vehicles for career exploration and incubators of professional identity. Accordingly, LinkedIn is a rich environment for…
Abstract
Purpose
Professional networks are conduits for career insight, vehicles for career exploration and incubators of professional identity. Accordingly, LinkedIn is a rich environment for university students' careers and employability learning. In this article, the authors review how the pedagogical use of LinkedIn has been conceived, implemented and evaluated in higher education research.
Design/methodology/approach
The authors conducted a scoping literature review on research articles and chapters investigating the use of LinkedIn for careers and employability learning. The authors conducted a systematic database search and screened the results, resulting in 30 eligible studies. Each study was analysed for research characteristics, theoretical foundations, reported affordances or outcomes and critical concerns.
Findings
The authors find little evidence of cohesion or consistency in the existing research. Studies draw on different theoretical and methodological approaches and use different measures of networking behaviours and competencies. Studies tend not to consider ethical concerns about using LinkedIn as a pedagogical tool.
Practical implications
The authors argue this is not yet a body of research that supports the synthesis necessary for a reliable evidence base. The authors recommend that educators employing LinkedIn in the curriculum ground their work in more coherent, cohesive and integrated theories of careers and employability learning.
Originality/value
This review summarises a body of literature on the use of LinkedIn as a pedagogical tool for careers and employability learning in higher education. This review describes and critiques the beginnings of an evidence-base from which educators can further investigate how students can be supported to develop their online professional networking skills.
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Charlotte Cooke, Kate Jones, Rebecca Rieley and Sandra Sylvester
The purpose of this paper is to consider how a South East project approached systems change to improve unsupported temporary accommodation (UTA) and the changes made for people…
Abstract
Purpose
The purpose of this paper is to consider how a South East project approached systems change to improve unsupported temporary accommodation (UTA) and the changes made for people experiencing multiple disadvantage (“multiple and complex needs”). This paper also covers some matters that are hard to change or uncertain, such as housing shortages and financial constraints. The paper focuses on a case study of the East Sussex Temporary Accommodation Action Group (TAAG) – a multi-agency action group.
Design/methodology/approach
A qualitative case study involving a thematic analysis of seven semi-structured interviews, with a review of published literature and internal documentation.
Findings
This example of setting up a TAAG shows us the value of having a dedicated forum to look at a part of the system that requires changing and to identify what works well. Creating a collaborative and democratic space with a common purpose brings different stakeholders and perspectives together and opens discussions to new ways of working. Equalising partners creates an opportunity to create change from the bottom-up within a system traditionally governed by statutory bodies. This study found that the TAAG has facilitated learning around trauma-informed practice and nurtured more sustainable changes towards a Standards Charter and women-only safe UTA.
Originality/value
This is one of the first qualitative case studies of a local systems change approach to improving UTA for people experiencing multiple disadvantage in East Sussex.