Subject Index
ISBN: 978-1-83909-465-1, eISBN: 978-1-83909-464-4
ISSN: 2055-3641
Publication date: 23 June 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", 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. 303-307. https://doi.org/10.1108/S2055-364120200000021020
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” indicate notes.
Abortion
, 171–172
Academic freedom
, 238
Academic literacies
, 185, 188, 190
Academic support
, 12, 184, 187–189, 191–192
Access (to higher education)
, 217, 233
Active citizenship
, 9, 64–65, 67–69, 74, 80, 223, 268, 273
Active citizenship engagement
, 70–72
Activism
, 7, 48, 164
collective
, 223
social
, 174
Advocacy
, 65, 67, 70–72, 136, 143, 151
learning
, 68–69
writing
, 9, 67, 72–73
writing assignments
, 66
writing instruction
, 64
writing perception
, 68
writing skills
, 65, 69–70
writing unit
, 64–65
Africa
, 10, 115–116, 126–127, 129–130, 187, 231
AI threats
, 237
Allied Health Professions
, 133–159
Attitudes
, 51, 134, 221–223, 256
Bachelor’s degree
, 80, 83–86, 88–89
Behaviors
, 49, 51, 198, 204, 221
anthropocentric
, 218
anti-discriminatory
, 22
business
, 7, 112, 122
discriminatory
, 145
ethical
, 111, 115, 124, 145
household-oriented
, 223
insensitive
, 203
private
, 223
public
, 223
skills
, 30
society-oriented
, 223
Business
, 4, 6–7, 12, 112, 246
ethics
, 6, 10–11, 110–119, 121–122, 124–126, 129–130
management
, 10, 111
world
, 5, 111–112
Campus-community partnership
, 11, 134, 141, 152–153
Capitalism
, 201
Care
, 196–205
Change
, 4–5, 13, 219, 233, 256
Changing views
, 215
Civic engagement
, 9, 11, 63, 65, 67, 72, 95, 97, 99, 101, 134, 164–170, 175–178, 186, 268
Civic writing
, 65, 72
Civil Rights
, 74, 171–172, 174
Classroom inquiry
, 65
Climate change
, 48, 215, 234–235, 239, 243, 254
Code of Business Ethics (CBE)
, 110, 120–121
Code of ethics
, 144–145, 153–154, 156–157
Cognitive dissonance
, 215
Cognitively responsive teaching (CRT)
, 13, 211, 214–215
Communities
, 10, 12, 81, 95, 98, 100, 102, 136, 140–141, 143, 146–147, 150–151, 156–158, 165, 166, 168, 177, 185, 187, 197–198, 200, 204, 245–246
Community (local, wider)
, 10, 95–96, 99–100, 103, 140, 148–150, 158, 177, 219–220, 245, 250, 254
Community Asset Perspective
, 98
Community development (CD)
, 48
Community Impact
, 102, 104
Community Partnerships
, 29, 98, 139–140
Community-based learning
, 136, 139–140, 155
Compassion
, 48, 52, 56, 58, 196, 201, 254
Complutense University of Madrid (UCM)
, 9, 79
Composition instruction
, 64, 74
Conflict
, 22, 101, 140, 164, 200, 230, 237–239, 250
Constraints
, 268
Contemplative pedagogy (CP)
, 48, 200
Contemplative practices
, 8, 58n2, 219–220
Content analysis
, 65–67, 212
Context
, 270–272
Core ideas
, 211, 213–217, 219–222
Corporate Scandals
, 10
Corporate Social Responsibility (CSR)
, 4, 88, 114, 186, 196
Course revision
, 134, 186
Critical thinking
, 10–11, 14, 88, 100, 104, 106, 134, 141, 145, 184, 272
Cultural based service learning
, 98
Curriculum
, 7, 10, 14, 30, 49–57, 65, 74, 98, 102–103, 105–106, 110–111, 113, 129–130, 139, 141, 147, 151, 152–156, 185, 210, 224, 232, 247, 249–250, 268, 275–277, 279
Curriculum design
, 101, 103, 151, 187
Death issues
, 171–172
Decision making
, 10–11, 111, 113, 124, 139, 144, 151, 168–169, 177, 185, 191, 219, 248, 256
Delivery of Health Care
, 37
Democracy
, 164–167, 242, 254, 268
Dietetics
, 140
Diversity (of students)
, 28, 81, 98, 188
Drug policy
, 171–172
EcoHealth International (EHI)
, 241
Ecological systems
, 196–197, 222
Economic approach
, 171–172
Economics
, 115, 248–250
Education
, 7, 79, 116, 247, 255–256, 268
Education for sustainability
, 213
Educational practice
, 275–277
Emotional reactions
, 52, 134, 148, 197, 199–200, 204, 238
Empowerment (of students)
, 14, 97, 220, 272
Engagement (of students)
, 70–72, 272
Environmental issues
, 171–172, 174
Environmental racism
, 197
Equality (of opportunity)
, 239
Ethical approaches and implications
, 274
Ethical dilemma
, 10, 110–111, 113–114, 121, 124, 129, 138–140, 144, 149–151, 156
Ethical values
, 112, 124, 153–155
Ethics
, 143–146
Evaluation
, 68, 101, 103–104, 155–156
Existential planet threats
, 230, 237, 239
Experiential learning
, 10, 100, 102, 115, 134, 136, 145–147, 165, 185, 220
Extensive care
, 12, 198, 203–206
First-year writing
, 61, 64–66, 69
Formal
, 72, 105, 164, 168–169, 175–177, 185, 189–191, 246
Freedoms
, 171–172, 239
General
, 5, 24, 112, 135, 171, 174, 197, 202
Generativity
, 198, 204
Graduate education
, 7, 46–48
Group of Twenty (G20) Summit
, 242
Guns
, 53, 171–172
Healthcare
, 21–24, 28, 31, 34, 135, 137–138, 141, 143–144, 146–147, 150–151, 155, 157–158, 250
Healthcare disparities
, 28, 156
Heutagogy
, 185
Hidden curricula
, 184, 192
High Impact Practices (HIPS)
, 95
Higher education (HE)
, 4, 6–9, 13–14, 20, 28, 37, 47–48, 74, 78, 80, 111–113, 142, 164, 166–168, 170, 175, 177–178, 210–213, 216, 240, 247, 259, 268–269
History of nursing
, 21–23
Hull House
, 96
Human sustainability
, 196–197, 200, 206
Humanism and dataism
, 237
Immigration
, 171–172
Inclusion
, 57, 104, 151, 272
Inclusivity
, 14, 187, 274
Indicators
, 9–10, 82–86, 88–89, 167, 243
Indigenous
, 46, 49, 51, 54, 199–200, 235
Institutional ethos
, 14, 70, 187–188, 277–278
Instructional programmes
, 37, 49, 153, 155–156
Integrity
, 6, 112, 126, 144, 154, 156, 187, 238, 272
Interdependence
, 166, 197, 199, 201
International Affairs
, 171–172, 174
International One Health for One Planet Education Initiative (1HOPE)
, 245–246
Issue-based organizations
, 176–178
Jane Addams
, 96
John Dewey
, 96, 165
Knowledge
, 6–7, 37, 48–49, 67–70, 80–81, 87, 97, 99, 113, 119, 122–128, 135, 138–139, 141, 146–147, 149–151, 154, 158, 165, 169, 184–185, 187, 199, 223, 230, 235, 248, 250, 268, 272
Learning
, 65, 142–143, 152, 210–212, 214–221
Learning community
, 49, 64, 202–203, 222
Learning outcomes
, 13, 65, 100, 146, 151–152, 210–212, 221–223
Learning strategies and activities
, 48–49
Legal Sciences
, 9, 83–86
Legislation
, 63, 234
Management
, 4, 7, 22, 47–48, 196, 198, 201–202, 206
Management education
, 7
Marketization (of higher education)
, 186
Mattering
, 197, 204
Membership
, 170, 172–176
Mixed methodology
, 82
Morality
, 116, 126, 128
Multicultural competency
, 10, 100, 106
Neoliberal(ism)
, 186
Nursing
, 20, 29–32, 35–36
Nursing Administration Research
, 26, 32
Nursing Education Research
, 25–31
Occupational therapy
, 141
One Health
, 240–243
One Health Commission (OHC)
, 242, 245
One Health Initiative (OHI)
, 241–242
Opportunity to learn (OTL)
, 13, 210, 213–214
Organizational development
, 48
Partnership (between students and staff)
, 35, 97, 152, 170, 186–187, 192
Party-based organizations
, 172–173, 176
Pedagogic innovation
, 87, 153, 198, 206, 214, 220, 224
Pedagogy
, 80, 84, 86, 95, 100, 134–136, 140, 142, 147, 152, 165, 216
Physical therapy
, 140
Political organizations
, 164
Post writing questionnaire
, 67, 69–70
Pre-writing questionnaire
, 66–68, 70
Prejudice
, 26, 47
Principles of Responsible Management Education (PRME)
, 196
Prior knowledge
, 89, 214–215
Problem-based learning (PBL)
, 185, 250
Professional education
, 9, 18, 146
Professional Practice
, 145, 151, 188, 190
Professional preparation
, 136, 138, 140
Profit driven business world
, 111
Progressive values and practices
, 274
Qualitative teacher inquiry
, 65–66
Questionnaire on values
, 280–281
Race Relations
, 21–22, 25, 28, 30
Racism
, 8, 17–37, 46, 51, 197, 256
Reflection
, 52–53, 57, 65, 67, 70–73, 80, 87, 97–100, 103, 134, 137–140, 142, 145–150, 155, 165, 185, 191–192, 201–202, 204, 247, 248–252
Relational
, 52, 56, 134, 185, 200
Relative autonomy
, 278
Relevance
, 11, 78, 80, 116, 185, 191, 246–247
Resistance
, 168, 203, 243
Self as instrument
, 49
Self-advocacy
, 66–67, 73, 146
Self-advocacy writing
, 9, 64, 73
Self-regulation
, 52, 137, 200
Self-training
, 83, 87–88
Service
, 136
Service Learning
, 9–11, 77–88, 93–106, 133–159, 164, 204–205
Shifting to a new worldview
, 143, 233
Social Activism and Engagement
, 171–172, 174
Social Behavior
, 7, 49, 111, 114, 148, 203, 222–223
Social Capital
, 97
Social Capital Theory
, 97
Social Competence
, 22, 189, 217
Social Control
, 18
Social Discrimination
, 217
Social justice
, 9, 48, 53, 73, 98, 110, 138, 140, 156, 198, 268, 272
Social participation
, 82
Social Problems
, 5, 9, 64, 238
Social progress and the university
, 238–245
Social responsibility
, 3–14, 77–89, 93–106, 110–111, 116, 129, 154, 156, 183–192, 268–279
Social Sciences
, 96, 249
Social Segregation
, 25
Social sustainability
, 5, 78, 217, 222
Social work
, 79, 84–85, 140
Socio-community intervention
, 10
Socio-economic goals
, 136, 188
Speech-language pathology
, 11, 135–136, 138, 140–141, 148–149
Stakeholder
, 5, 98, 102, 104, 110–112, 114, 129, 137, 187, 199–201, 230, 244
Story-telling
, 199
Strategy
, 5–7, 78, 98, 104, 255
Student Engagement
, 14, 73, 96, 101, 170, 177, 205
Student outcomes
, 277
Student participation
, 79, 167, 170, 172
Students (in higher education)
, 28, 37, 141
Subject matter
, 13, 188, 210–216, 219, 224
Sustainability
, 195–205, 209–223, 251, 255–256
Sustainability education
, 210–216, 219
Sustainable Development Goals (SDGs)
, 13, 196, 217–218, 243–246, 249
Teacher identity
, 30, 198–199, 201–202, 204
Teachers (in higher education)
, 14, 64, 74, 78–80, 202–203, 216
Teachers’ values
, 272–273
Teaching
, 3–7, 36–37, 61–73, 109–128, 210–212, 214–221, 270
Teaching and learning
, 214–221
Teaching for sustainability
, 13, 211, 214, 216–221
Teaching guides
, 82–83
Teaching Methodology
, 7, 66–67, 206
Teaching practices
, 13, 202, 211–212, 214–217, 219–221, 224
Technology
, 4, 94, 99, 139, 170, 185, 191, 230, 236–237, 256
Ten Propositions for Global Sustainability
, 13, 251
The ‘isms’ and changing belief systems
, 254–255
The ecological university
, 247–252
The One Health& Well Being concept
, 245–246
Theoretical Framework
, 13, 101, 209–223
Transparency
, 5, 97, 112, 126
Uganda
, 11, 109–130
UN Global Goals
, 243, 245
UN-2030 Sustainable Development Goals
, 13, 243–245, 249
University students
, 81–82, 86, 89, 105, 223
University-to-Business partnerships
, 183–192
Values
, 5, 12, 14, 94, 111–114, 116–117, 124, 126, 128–129, 136, 143–146, 153–155, 165, 197–198, 200–203, 222, 269–272, 280–281
White privilege
, 46–47
White supremacist thinking
, 8, 46–48, 50–51, 53, 57
Whiteness
, 8, 28–30, 36, 45–57
Wisconsin Idea
, 96
Work-Based Learning
, 12, 184–192
Writing assessment
, 156, 190
Writing reflection
, 73–74, 138
- 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