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Article

Bethany Alden Rivers, Alejandro Armellini and Ming Nie

The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact …

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.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Content available
Article

Rachel Maxwell and Alejandro Armellini

The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of…

Abstract

Purpose

The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change.

Design/methodology/approach

An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit.

Findings

There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective.

Research limitations/implications

While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective.

Practical implications

The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity.

Social implications

Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”.

Originality/value

The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 1
Type: Research Article
ISSN: 2042-3896

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Article

Bethany Alden Rivers, Alejandro Armellini, Rachel Maxwell, Sue Allen and Chris Durkin

– The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

Abstract

Purpose

The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

Design/methodology/approach

By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?

Findings

Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.

Research limitations/implications

The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.

Practical implications

Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.

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 principles of social innovation into their curricula.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

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Book part

Bethany Alden-Rivers

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation

Abstract

Purpose

This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is put forward as a new pedagogy for the twenty-first century.

Methodology/approach

The chapter outlines a series of studies carried out at the University of Northampton between 2014 and 2015 to investigate social innovation education as a pedagogical design and practice for undergraduate curricula. Drawing on phenomenography, systematic literature review, and theory building, this chapter sets out conceptual, theoretical, and practical frameworks for designing and facilitating social innovation education.

Findings

Research findings include an ontology for understanding the concept of social innovation education, as well as a set of graduate attributes for designing learning for social change. A model of pedagogical praxis is proposed that supports the development of teaching and learning toward a more critical and socially impactful approach.

Originality/value

Despite some similarities to entrepreneurship and enterprise education, social innovation education is distinctive in its focus on social change-making with or without financial gain. Not only does this chapter present a set of abstract and practical tools for embedding social innovation in an undergraduate program, but also it provides a possible methodology for institutions who wish to embody particular principles within their curricular offerings.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Content available
Article

Ruth Heyler

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 3
Type: Research Article
ISSN: 2042-3896

Content available

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

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Book part

Tony Wall, Dwight E. Giles and Tim Stanton

Service-learning (SL) is an educational movement with roots in academic activism fuelled by commitments to accessibility, social mobility, social justice, community…

Abstract

Service-learning (SL) is an educational movement with roots in academic activism fuelled by commitments to accessibility, social mobility, social justice, community engagement, sustainable development and learning. Reviewing the voices of the original US ‘pioneers’ and contemporary practitioners over the last 30 years, this chapter argues that (1) contemporary SL has been ‘mainstreamed’ in various ways and (2) such a re-conceptualisation seems to have re-formatted educational commitments in line with contemporary economic framings and circumstances of higher education (HE). However, it also argues that beyond overt compliance and resistance, it is possible for practitioners and HE more broadly to create responses and spaces where educational adaptation and transformation can emerge. To facilitate such responses, it is important to embrace the strong driving force of passion and emotion, which can drive and sustain change agents in practice. This chapter aspires to revitalise and rejuvenate academic activism as a legitimate catalyst of educational transformation on a global platform.

Details

Access to Success and Social Mobility through Higher Education: A Curate's Egg?
Type: Book
ISBN: 978-1-78743-836-1

Keywords

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Article

Bethany Alden Rivers, Ming Nie and Alejandro Armellini

The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of “Changemaker”, an…

Abstract

Purpose

The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of “Changemaker”, an institutional initiative to develop capacities for social innovation.

Design/methodology/approach

The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis.

Findings

Five different conceptions of Changemaker were found: Changemaker as university strategy; Changemaker as critical thinking, perspective shifting and problem solving; Changemaker as employability; Changemaker as social betterment; and Changemaker as personal transformation.

Research limitations/implications

The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning.

Practical implications

The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for social innovation education.

Social implications

An initiative, such as Changemaker, works to enhance the capacities of university students to work as agents of positive social change. By building a research programme around this initiative, the findings from this work can be disseminated and used by other higher education institutions.

Originality/value

The findings of this study will address the absence of literature on teachers’ conceptions of phenomena related to social innovation, social entrepreneurship and intrepreneurship. Understanding teachers’ beliefs of such phenomena is relevant to the growing number of universities that address these subjects in the curriculum.

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Article

Praveena Chandra, Martin Tomitsch and Maryanne Large

The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The…

Abstract

Purpose

The capability to create and manage innovations is recognized as an important skill not only for entrepreneurial activities but also for the survival of organizations. The last few decades have seen a noticeable growth in innovation education programs across the world. Innovation education is on the cusp of moving from being an optional subject to becoming a part of the core curricula. Given these recent developments, it is timely to review scholarship on innovation education carried out to date. The purpose of this paper is to present a review of the literature on innovation education programs.

Design/methodology/approach

This article employs a systematic and reproducible thematic analysis of the literature.

Findings

The review finds innovation education to be an emerging field with multiple concepts and frameworks in need of consolidation. Additionally, there is a marked dominance of this subject in traditional domains such as engineering, business, medicine and little or no presence in nontraditional domains such as humanities or social sciences. Challenges remain in the field for the development of standardized effectiveness measurement techniques.

Originality/value

This article puts forward a case for considering scholarship on innovation education as a unique field on its own and examines previous work in this domain to understand the emerging frameworks, pedagogy, evaluations and definitions. By doing so, the article aims to offer guidance for the adoption of innovation education, as well as creating a foundation for further research in this area by highlighting the gaps in the existing literature.

Details

European Journal of Innovation Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1460-1060

Keywords

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Article

Andy Neal

The purpose of this paper is to describe the development and delivery of a talent‐development program that cuts across cultural expectations and challenges the learning

Abstract

Purpose

The purpose of this paper is to describe the development and delivery of a talent‐development program that cuts across cultural expectations and challenges the learning styles of the participants.

Design/methodology/approach

Draws on the global experience of ChangeMaker International and successfully adapts a western experiential learning style for an Asian market. Brings the 70‐20‐10 principle of effective development to a new population.

Findings

Describes the obstacles and challenges and celebrates the successes achieved now the first batch has graduated, the second batch is mid‐program and the third batch has just entered.

Practical implications

Points out some of the lessons ChangeMaker has learned working with the Chinese over the last two and a half years.

Originality/value

Demonstrates how a partnership can be developed with a client on the other side of the globe and how persistence with the learning method has shown benefits for the participants and their business.

Details

Human Resource Management International Digest, vol. 15 no. 7
Type: Research Article
ISSN: 0967-0734

Keywords

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