Embedding social innovation and social impact across the disciplines: Identifying “Changemaker” attributes
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 10 August 2015
Abstract
Purpose
The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton.
Design/methodology/approach
The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories.
Findings
Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker.
Research limitations/implications
The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning.
Practical implications
The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice.
Originality/value
The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.
Keywords
Acknowledgements
The authors are grateful to Professor Simon Denny, Dr Sue Allen, Jane Bunce, Wray Irwin, Tim Curtis, Dr Rachel Maxwell and the Changemaker Core Group for their peer review.
Citation
Alden Rivers, B., Armellini, A. and Nie, M. (2015), "Embedding social innovation and social impact across the disciplines: Identifying “Changemaker” attributes", Higher Education, Skills and Work-Based Learning, Vol. 5 No. 3, pp. 242-257. https://doi.org/10.1108/HESWBL-10-2014-0051
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited