The introduction of a People’s Academy (PA) within the School of Health and Social Care (HSC) at London South Bank University has created ripples across the pond that is Higher Education. The paper aims to discuss this issue.
Working as a coproduction innovation hub, the PA celebrates inclusion of those with a lived experience of HSC services into the academic community as valued members of the teaching and learning team. In its second year the PA has gained attention and achieved a “highly commended” status from external regulating bodies.
In this paper the authors report on aspects arising from an entrepreneurial education approach. First, is the work-based learning experience students achieve within the Higher Education Institution (HEI) setting, preparing them for clinical placements and client encounters. Second are ripples of activity the PA work streams have sent throughout the academic staff via critically creative working practices as a process of entrepreneurial education. Conclusions focus on a sustainable approach to recovery and resilience (whether physical or psychological) and overall well-being that PA members recognise as a raised level of compassion for sustainable health and well-being for all.
The work and enthusiasm of the PA as an authentic social engagement process rippling across the “University” experience; whether for students in the classroom or when working alongside academic staff, is identifiable in all aspects of academic activities. Most importantly is a positive gain in terms of knowledge, skills and confidence for the PA members themselves and their own well-being enhancement.
The PA approach to entrepreneurial education and work-based learning across the HEI setting is one of the first of its kind. This paper outlines core practices to achieve innovative coproduction approach that others may wish to replicate.
Hardy, S.E., Malby, R., Hallett, N., Farooq, A., Chamley, C., Young, G., White, X.H. and Turner, W. (2018), "Introducing a People’s Academy into Higher Education: A coproduction approach to sustained well-being", Higher Education, Skills and Work-Based Learning, Vol. 8 No. 1, pp. 70-79. https://doi.org/10.1108/HESWBL-10-2017-0075Download as .RIS
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