Prelims

Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development

ISBN: 978-1-83909-465-1, eISBN: 978-1-83909-464-4

ISSN: 2055-3641

Publication date: 23 June 2020

Citation

(2020), "Prelims", Sengupta, E., Blessinger, P. and Mahoney, C. (Ed.) Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development (Innovations in Higher Education Teaching and Learning, Vol. 21), Emerald Publishing Limited, Leeds, pp. i-x. https://doi.org/10.1108/S2055-364120200000021001

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Emerald Publishing Limited


Half Title Page

Civil Society and Social Responsibility in Higher Education

Series Page

Innovations in Higher Education Teaching and Learning

Series Editor: Patrick Blessinger

Recent Volumes

Volume 3: Inquiry-based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora
Volume 4: Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora
Volume 5: University Partnerships for Community and School System Development – Edited by Barbara Cozza and Patrick Blessinger
Volume 6: Emerging Directions In Doctoral Education – Edited by Patrick Blessinger and Denise Stockley
Volume 7: University Partnerships for Academic Programs and Professional Development
Volume 8: University Partnerships for International Development
Volume 9: Engaging Dissonance
Volume 10: University Partnerships for Pre-service and Teacher Development
Volume 11: Refugee Education: Integration and Acceptance of Refugees in Mainstream Society
Volume 12: Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 13: Strategies, Policies, and Directions for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger
Volume 14: Perspectives on Diverse Student Identities in Higher Education – Edited by Patrick Blessinger
Volume 15: Language, Teaching and Pedagogy for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger
Volume 16: Strategies for Fostering Inclusive Classrooms in Higher Education – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 17: Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya
Volume 18: Integrating Sustainable Development into the Curriculum – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 19: Teaching and Learning Strategies for Sustainable Development – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin
Volume 20: University Partnerships for Sustainable Development – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin

Title Page

INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING VOLUME 21

CIVIL SOCIETY AND SOCIAL RESPONSIBILITY IN HIGHER EDUCATION: INTERNATIONAL PERSPECTIVES ON CURRICULUM AND TEACHING DEVELOPMENT

EDITED BY

ENAKSHI SENGUPTA

Centre for Advanced Research in Higher Education, USA

International HETL Association, USA

PATRICK BLESSINGER

St. John’s University, USA

International HETL Association, USA

CRAIG MAHONEY

University of the West Scotland, UK

Created in partnership with the International Higher Education Teaching and Learning Association

https://www.hetl.org/

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Chapter 12 © 2020 George Richard Lueddeke. All other chapters and editorial matter © 2020 Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83909-465-1 (Print)

ISBN: 978-1-83909-464-4 (Online)

ISBN: 978-1-83909-466-8 (Epub)

ISSN: 2055-3641 (Series)

Contents

List of Contributors vii
Series Editors’ Introduction ix
PART I LEARNING EXPERIENCES
Introduction to Curriculum and Teaching Development: International Perspectives on Civil Society and Social Responsibility in Higher Education
Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
3
Chapter 1 Proposal for a Global Agenda to Eliminate Racism in Nursing and Nursing Education
Kechinyere C. Iheduru-Anderson and Monika M. Wahi
17
Chapter 2 Pay Attention to What is Behind the Curtain: Interrogating whiteness using Contemplative Practices in Graduate Management Education
Rosemary C. Reilly
45
Chapter 3 Pushing Beyond the Protest: Teaching Writing for Advocacy and Active Citizenship
Danny Wade and Muffy Walter
61
Chapter 4 Integrating Social Responsibility into theCurriculum through the Service-Learning Methodology: The Case of the Complutense University of Madrid in the Area of Social and Legal Sciences
María R. Belando-Montoro and María Aranzazu Carrasco Temiño
77
Chapter 5 It Takes a Village: Service Learning as our Social Responsibility in Higher Education
Eva M. Gibson and Mariama Cook Sandifer
93
Chapter 6 Teaching Business Ethics to Students in Uganda – Exploring its Significance in an African Context: A Case Study of St Lawrence University
Andrew Ssemwanga and Enakshi Sengupta
109
Chapter 7 Service-Learning in Allied Health Education: Developing Ethical Practitioners Through Community-engaged Teaching and Learning
Michelle Veyvoda, Thomas J. Van Cleave and Laurette Olson
133
Chapter 8 Engagement in Higher Education: Building Civil Society through Campus Activism
Will Miller and Kyle Gunnels
163
PART II PRINCIPLES AND APPROACHES
Chapter 9 Work-based Learning for Enabling Social Responsibility: The Benefits of University-to-Business Partnerships – A Case Study
Vic Boyd
183
Chapter 10 Fostering Engagement with Human Sustainability: The Cultivation of Care Among Business Students
Sheldene Simola
195
Chapter 11 A Theoretical Framework for Teaching and Learning for Sustainability in Higher Education
Jessica Ostrow Michel
209
Chapter 12 Universities in the Early Decades of the Third Millennium (Saving the World from itself?)
George Richard Lueddeke
229
Chapter 13 “Social Responsibility” and the Curriculum in Higher Education: The Influence of Teachers’ Values – A Case Study
Digby Warren
267
About the Authors 283
Name Index 291
Subject Index 303

List of Contributors

María R. Belando-Montoro Complutense University of Madrid, Spain
Patrick Blessinger International Higher Education Teaching and Learning Association, NY, USA
Vic Boyd Glasgow Caledonian University, Scotland, UK
María Aranzazu Carrasco Temiño Complutense University of Madrid, Spain
Eva M. Gibson Austin Peay State University, TN, USA
Kyle Gunnels Campus Labs, CO, USA
Kechinyere C. Iheduru-Anderson Central Michigan University, MI, USA
George Richard Lueddeke One Health Commission, NC, USA and One Health Initiative, FL, USA
Consultant in Higher & Medical Education, United Kingdom
Craig Mahoney University of the West of Scotland, Scotland, UK
Jessica Ostrow Michel University of Michigan, MI, USA
Will Miller Jacksonville University, FL, USA
Laurette Olson Iona College, NY, USA
Rosemary C. Reilly Concordia University in Montreal, Quebec, Canada
Mariama Cook Sandifer Columbus State University, GA, USA
Enakshi Sengupta International Higher Education Teaching and Learning Association, NY, USA
Sheldene Simola Trent University, Peterborough, Canada
Andrew Ssemwanga St. Lawrence University, Kampala, Uganda
Thomas J. Van Cleave Garrow Van Cleave Consulting, OR, USA
Michelle Veyvoda Iona College, NY, USA
Danny Wade Washburn University, KS, USA
Monika M. Wahi DethWench Professional Services, USA
Muffy Walter Washburn University, KS, USA
Digby Warren London Metropolitan University, London, UK

Series Editors’ Introduction

Innovations in Higher Education Teaching and Learning

The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.

The main objectives of this series are to:

  • (1)

    present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;

  • (2)

    present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and

  • (3)

    consider the implications of theory and practice on policy, strategy, and leadership.

This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.

Innovation teaching and learning is any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.

The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.

This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.

Patrick Blessinger

Founder, Executive Director, and Chief Research Scientist, International HETL Association

Enakshi Sengupta

Associate Editor, International HETL Association

Prelims
Part I: Learning Experiences
Introduction to Curriculum and Teaching Development: International Perspectives on Civil Society and Social Responsibility in Higher Education
Chapter 1: Proposal for a Global Agenda to Eliminate Racism in Nursing and Nursing Education
Chapter 2: Pay Attention to What Is Behind the Curtain: Interrogating whiteness Using Contemplative Practices in Graduate Management Education
Chapter 3: Pushing Beyond the Protest: Teaching Writing for Advocacy and Active Citizenship
Chapter 4: Integrating Social Responsibility into the Curriculum Through the Service-Learning Methodology: The Case of the Complutense University of Madrid in the Area of Social and Legal Sciences
Chapter 5: It Takes a Village: Service Learning as Our Social Responsibility in Higher Education
Chapter 6: Teaching Business Ethics to Students in Uganda – Exploring its Significance in an African Context: A Case Study of St Lawrence University
Chapter 7: Service-Learning in Allied Health Education: Developing Ethical Practitioners Through Community-engaged Teaching and Learning
Chapter 8: Engagement in Higher Education: Building Civil Society through Campus Activism
Part II: Principles and Approaches
Chapter 9: Work-Based Learning for Enabling Social Responsibility: The Benefits of University-to-Business Partnerships – A Case Study
Chapter 10: Fostering Engagement with Human Sustainability: The Cultivation of Care Among Business Students
Chapter 11: A Theoretical Framework for Teaching and Learning for Sustainability in Higher Education
Chapter 12: Universities in the Early Decades of the Third Millennium: Saving the World from Itself?
Chapter 13: “Social Responsibility” and the Curriculum in Higher Education: The Influence of Teachers’ Values – A Case Study
About the Authors
Name Index
Subject Index