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11 – 20 of over 2000Sambhavi Lakshminarayanan, Simon Best and Evelyn Maggio
There is little published information available in the area of youth programs and social entrepreneurship in underrepresented communities. However, there are many idealistic…
Abstract
Theoretical basis
There is little published information available in the area of youth programs and social entrepreneurship in underrepresented communities. However, there are many idealistic entrepreneurs in the community; the case describes the experience of one such individual. Case analysis and the Instructor’s Manual are based on standard theories and techniques in organizational environmental and strategy analysis, as well as information and approaches regarding nonprofit functioning.
Research methodology
This case was prepared from primary sources, based on interviews with the founder. The name of the organization was disguised but the location and the founder’s name were not.
Case overview/synopsis
Growing up in a rough neighborhood, Darnell found refuge in an after-school program, which he credited for several positive values. As an adult, he felt a strong desire to give back to the community he had grown up, and still lived in. Thus, was launched MoveAhead, a fitness-based after-school program similar to the one he had participated in. However, as was common for many social entrepreneurs, Darnell struggled to overcome severe lack of capital and to deal with operational issues. Now, MoveAhead had reached a critical and existentially important point, when a strategic decision had to be made.
Complexity academic level
This is a decision case. It discusses the difficulties faced by a social entrepreneur who had a strong drive and conviction but little capital. The case describes a strategic turning point for one such organization. It can be used in business and management courses at the undergraduate level. It would also be relevant to a course on (social) entrepreneurship. The level and analysis required of students and discussion questions used can be adjusted depending on whether the course is introductory or more advanced, such as strategy.
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Lyndsay M.C. Hayhurst, Holly Thorpe and Megan Chawansky
Jonna L. Bobzien and Sharon Judge
The purpose of this study was to examine the openness, growth and loneliness of typical peers volunteering at a summer day camp for children with Autism Spectrum Disorder (ASD)…
Abstract
Purpose
The purpose of this study was to examine the openness, growth and loneliness of typical peers volunteering at a summer day camp for children with Autism Spectrum Disorder (ASD).
Design/methodology/approach
In this study, the authors obtained descriptive data on the attitudes and behaviors of 38 adolescent peer buddies without disabilities volunteering at a summer camp for children with ASD using four short surveys. Surveys were given prior to the start of camp in an attempt to capture the attitudes and perspectives of the participants before they became more familiar with the characteristics of the children with ASD who were attending the camp. The authors examined if there were group differences on attitudes and behaviors based on age, gender and first-time volunteer versus returning volunteer peer buddy.
Findings
The analysis showed that all volunteer peer buddies appeared open to interacting, playing and developing friendships with the child represented in the vignette with ASD. Participants indicated increased feelings of independence, ample ability to establish friendships and a desire for adventurous and explorative activities. Significant differences were found based on age and gender on openness to a peer with ASD characteristics.
Originality/value
The results of this study have the potential to serve a broader purpose by demonstrating the types of children and adolescents that may be optimal choices to serve as peer mentors or buddies for peers with ASD attending summer camps or other community-based programs, as well as in classroom settings.
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Adam Fletcher, Angela Harden, Ginny Brunton, Ann Oakley and Chris Bonell
The limited evidence of effectiveness of existing teenage pregnancy strategies which focus on sex education, together with growing evidence that factors such as poor school ethos…
Abstract
Purpose
The limited evidence of effectiveness of existing teenage pregnancy strategies which focus on sex education, together with growing evidence that factors such as poor school ethos, disaffection, truancy, poor employment prospects and low expectations are associated with teenage pregnancy, has increased interest in interventions which target these “wider” social determinants. This paper aims to identify promising interventions and priorities for future research and to make recommendations for policy and practice in the UK.
Design/methodology/approach
This paper discusses the evidence regarding the potential of interventions which target determinants of teenage pregnancy relating to school disaffection and low expectations, drawing on recent systematic reviews and trials to consider future directions for research, policy and practice.
Findings
High‐quality research evidence illustrates the potential of two approaches to address determinants of teenage pregnancy relating to disaffection and low expectations. These are school‐ethos interventions, which aim to facilitate a positive and inclusive school‐ethos, strengthen school relationships and reduce disaffection; and targeted, intensive youth work interventions, which aim to promote positive expectations, vocational readiness and self‐esteem through vocational and life‐skills education, volunteering and work experience.
Practical implications
Two forms of intervention which address key social determinants of teenage pregnancy – school‐ethos interventions and targeted youth work interventions – require more attention from researchers and policy‐makers.
Originality/value
This paper calls for a shift in the research and policy agenda. In addition to interventions that aim to address proximal, individual factors, such as sexual health‐related knowledge, there should be a more complementary focus on socio‐environmental as well as targeted individual‐focused interventions aiming to address the wider social determinants of teenage pregnancy.
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Ernest L. Okorley, Alberta A. Owusu and Samuel Akuamoah-Boateng
Despite the increasing awareness on students’ volunteerism globally, and its potential benefit to national development, there is limited research information on the subject in…
Abstract
Purpose
Despite the increasing awareness on students’ volunteerism globally, and its potential benefit to national development, there is limited research information on the subject in developing countries including Ghana. The purpose of this paper is to assess the willingness of university undergraduate students in Ghana to volunteer for non-governmental organisation (NGO) work.
Design/methodology/approach
The research used a quantitative research approach using a descriptive survey design. The data were drawn from a survey of 678 students from the University of Cape Coast, Ghana.
Findings
The study shows high willingness of university undergraduate students to volunteer for NGO work. The motives relate more to students’ search for understanding of people and their context, values and career enhancement, than for their social, protection and recognition needs. The students are more likely to engage in NGO activities relating to peer education, counselling and environmental protection, than in administrative duties, relief and advocacy.
Practical implications
The study suggests that there is a great potential for students’ volunteerism in Ghana, and recommends that Ghanaian universities should integrate volunteerism into their curricula to prepare and link students to volunteer opportunities in NGO and the service sectors.
Originality/value
The case study provides new thought and suggestions on students’ volunteerism to developing countries and Ghana in particular. The evidence and context of likelihood to volunteer among tertiary students are lessons for developing countries with similar context to Ghana.
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Deborah J. Henderson and Elizabeth J. Tudball
The purpose of this paper is to provide a critical analysis of recent examples of action competence among young people engaged in democratic participatory action in sustainability…
Abstract
Purpose
The purpose of this paper is to provide a critical analysis of recent examples of action competence among young people engaged in democratic participatory action in sustainability programs in Australia. It explores examples of priorities identified for citizen action, the forms this action takes and the ways that democratic participation can achieve positive outcomes for future sustainability. It suggests multiple ways for developing action competence that provides further opportunities for authentic and engaging citizen action for youth connected to school- and community-based learning, in new and powerful ways.
Design/methodology/approach
This conceptual paper examines international literature on the theory of “action competence,” its significance for education for sustainability (EfS) and the ways it can inform education for young people’s democratic participatory citizenship and civic engagement. It analyses examples of the development of action competency among young people in Australia, including the problems and priorities identified for citizen action, the forms this action takes and how it can achieve positive outcomes for sustainability. Following this analysis, the paper suggests multiple ways for developing action competence in EfS in schools and communities in new and powerful ways.
Findings
Developing EfS to increase democratic and participatory action among young citizens is now widely regarded as an urgent education priority. There are growing exemplars of school and community organizations’ involvement in developing EfS learning and teaching to increase participatory citizenship. Young people are being empowered to develop a greater sense of agency through involvement in programs that develop action competence with a focus on sustainability in and out of school. New forms of participation include student action teams and peer collaboration among youth who are marshaling social media and direction action to achieve change.
Originality/value
It contributes to the literature on multiple ways for developing action competence in EfS.
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Anjali Helferty and Amelia Clarke
The purpose of this paper is to provide a comprehensive list of student‐led, campus‐based climate change initiatives, and offers details on many specific cases. The paper also…
Abstract
Purpose
The purpose of this paper is to provide a comprehensive list of student‐led, campus‐based climate change initiatives, and offers details on many specific cases. The paper also documents the roles students have played and considers the larger youth engagement implications. Many of these initiatives can be replicated elsewhere, thereby providing a starting point for students wanting to begin an initiative or providing ideas for other campus stakeholders wanting to engage students in initiatives.
Design/methodology/approach
Campus reports were collected by the Sierra Youth Coalition from 65 Canadian Universities and Colleges. This qualitative information was coded for student‐led climate‐related initiatives, and for the roles students played in those initiatives. The patterns were identified and clustered, and are presented in this paper.
Findings
Students were found to be successfully leading eight different types of campus climate change‐related initiatives, both with the support of other campus stakeholders and without this support. Students were also found to be able to successfully take on a variety of types of leadership roles in these initiatives. Youth engagement ranged from socialization to influence to power, depending on the type of initiative.
Research limitations/implications
A limitation of this research is that only 65 of the approximately 227 colleges and universities in Canada participated. Also, it is possible that some schools may not have reported all student‐led initiatives, or all the student roles. In addition, the data were limited to the 2007/2008 academic year, so is limited to the initiatives which occurred in that year.
Originality/value
This paper presents different types of student‐led climate change initiatives, the roles students have played in these initiatives, and the implications for youth engagement in creating climate change solutions. It contributes to the climate change, the campus sustainability, and the social movements literatures.
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Gizem Arat, Suna Eryigit-Madzwamuse and Angie Hart
In this study, the authors investigated ways to cultivate resilience through a social justice lens among ethnic minorities against COVID-19 in Hong Kong.
Abstract
Purpose
In this study, the authors investigated ways to cultivate resilience through a social justice lens among ethnic minorities against COVID-19 in Hong Kong.
Design/methodology/approach
A qualitative (case study) methodology was adopted to interview 15 social service providers from diverse ethnic backgrounds serving disadvantaged ethnic minority groups (South and Southeast Asian groups from low-income households, foreign domestic workers and asylum seekers/refugees).
Findings
Two major protective factors were identified, contributing to the development of resilience among diverse ethnic groups: (1) individual-based resilience (including being optimistic) and (2) socio-environmental factors (including ongoing support from strong family, peer and religious settings' support, consulates' support, on-going material and nonmaterial donations, support of young volunteers and importance of online connection and communication) using the integration of resilience and social justice frameworks.
Originality/value
This study showed that the protective factors were found to dynamically interact with each other and the environment. The present study recommends additional culturally sensitive service and policy implications for preventing the long-term impact of mass crises among Hong Kong's marginalized minorities.
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Young people in rural areas often face barriers when accessing participation opportunities in their municipalities. This affects their voices being heard and their ability to…
Abstract
Young people in rural areas often face barriers when accessing participation opportunities in their municipalities. This affects their voices being heard and their ability to create change. Even though almost half the world’s population lives in rural areas, rural young people’s activism is often overlooked in the literature. In addition, when young people’s activism is explored in empirical research, conceptualisations of activism and methods are often not tailored to rural areas. This chapter, thus, adds to our understanding of young people’s activism in rural municipalities by drawing on a mixed methods case study including thirteen focus groups (FGs; n = 35) and a questionnaire (n = 106) with young people aged 13–17, and semi-structured interviews (n = 11) with teachers from one secondary school in a rural municipality in Germany. Five of the FGs were conducted and analysed by Year 10 students, adding unique insights into participants’ experience of activism. In this chapter, activism is conceptualised as one of the multiple dimensions of citizenship. Activism includes demanding systemic change, individually or collectively, which may include refusing to do things, aiming to prevent laws, raising awareness, and making consumer choices. Rather than being full-time activists, the young people in this study were engaged in only a few forms of activism, often carried out ad-hoc, part-time and in connection with other citizenship activities such as volunteering. Spaces for activism included online, the local municipality, everyday spaces such as the supermarket, and school. Participants experienced multiple barriers when engaging in activism including narratives of non-activist young people, age restrictions, power imbalances and few opportunities for creating change, particularly at participants’ school and in their municipalities.
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