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Abstract

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Integrating Service-Learning and Consulting in Distance Education
Type: Book
ISBN: 978-1-78769-412-5

Article
Publication date: 1 March 2007

Neill Simpson, Margaret Whoriskey and Michael McCue

Service systems for people with learning disabilities in Scotland have developed in the context of the Scottish legal system and devolved policy for health. Scottish…

Abstract

Service systems for people with learning disabilities in Scotland have developed in the context of the Scottish legal system and devolved policy for health. Scottish organisations are responding to the spectrum of mental health needs by working in partnership to improve quality. This article describes this system and the key organisations, and presents some findings of the National Overview Report of services undertaken by NHS Quality Improvement Scotland.

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Advances in Mental Health and Learning Disabilities, vol. 1 no. 1
Type: Research Article
ISSN: 1753-0180

Keywords

Book part
Publication date: 13 May 2022

Maureen Yin Lee Chan and Robin Stanley Snell

As background information, the authors describe the Service Leadership Initiative (SLI), which provided pump-priming funding for government-funded universities in Hong…

Abstract

As background information, the authors describe the Service Leadership Initiative (SLI), which provided pump-priming funding for government-funded universities in Hong Kong to develop educational programmes preparing students to become service leaders. The universities were expected to create opportunities for students to develop requisite task competencies, character strengths and caring dispositions through experiential learning. The authors also describe how, prior to the SLI, Lingnan University (LU) had already been building networks and systems for service-learning projects to benefit the community while furthering academic development, and this platform was helpful for service leadership development.

In the core of this chapter, the authors explain how faculty and staff members at LU have designed, structured and supported course embedded service-learning projects that were undertaken by teams of undergraduate students as vehicles for developing their attributes as emerging service leaders.

Based on our prior research into students’ accounts of negative and positive experiences, the authors identify and explain some unfavourable and favourable contextual factors for undergraduates’ development as emerging service leaders. The favourable factors are based on three preconditions: genuine service leadership responsibilities; community partner representatives as co-educators; and the students’ own readiness to practice as service leaders (as opposed to learning passively).

Based on students’ descriptions, the authors provide illustrations of how students practiced ten service leadership attributes in the context of service-learning projects conducted at local kindergartens, and about the further self-developmental needs they identified. This chapter concludes with the observation that the discrete service leadership attributes the authors identified appear in practice to be mutually supporting.

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Developing Leaders for Real: Proven Approaches That Deliver Impact
Type: Book
ISBN: 978-1-80071-365-9

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Article
Publication date: 1 May 2004

Wendy Kirk, David McMenemy and Alan Poulter

Family learning is now acknowledged by both government and non‐government bodies as being an important aspect of lifelong learning. It is of direct relevance to public…

1021

Abstract

Family learning is now acknowledged by both government and non‐government bodies as being an important aspect of lifelong learning. It is of direct relevance to public libraries, yet little information is available about the specific role the public library can play. The main aim of the paper is to investigate the levels and types of current provision in UK public libraries, and to find out what influences the services on offer. In addition, the research tries to establish whether family learning can be of benefit to libraries, and if current provision meets the key recommendations as outlined in recent reports. The majority of library services surveyed offer family learning on a regular basis. Social inclusion, funding and partnership working are key issues, but their influence does vary between library services. Overall library services seem to be making a valuable contribution to family learning, perhaps more so than the literature suggests.

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New Library World, vol. 105 no. 5/6
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 23 September 2009

Colin Hemmings, Lisa Underwood and Nick Bouras

Three separate focus groups were conducted to compare the views of service users, carers and specialist health professionals on community services for adults with…

213

Abstract

Three separate focus groups were conducted to compare the views of service users, carers and specialist health professionals on community services for adults with psychosis and learning disabilities. Participants were asked which staff, treatments or interventions and methods of working or style of service organisation make a significant contribution to helping people with psychosis and learning disabilities. Although there were few direct contradictions or conflicts between the three groups, the priorities of service users, carers and professionals often differed. Development of community services for adults with psychosis and learning disabilities should incorporate the views of service users and their carers as well as clinicians.

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Advances in Mental Health and Learning Disabilities, vol. 3 no. 3
Type: Research Article
ISSN: 1753-0180

Keywords

Article
Publication date: 1 March 2007

Eddie Chaplin and Jean O'Hara

In the last decade we have witnessed much debate and activity around the provision of mental health services for people with learning disabilities in England. This article…

Abstract

In the last decade we have witnessed much debate and activity around the provision of mental health services for people with learning disabilities in England. This article looks not only at current initiatives to improve mental health care from around England, but also places them within a policy context. Unfortunately there are areas that still fail to provide a basic care standard, some of which has been reported throughout the media from recent investigations. Where this is the case, we outline the responses and actions that have been put in place to address these issues.To maintain a momentum for positive change for the mental health care of people with learning disabilities, there now needs to be cooperation between services that traditionally have not worked together for the benefit of this client group. Before an equality of mental health service provision, in line with national standards, can be realised the traditional views and values of service providers and commissioners will need to be challenged and tuned to the needs of this group of people.

Details

Advances in Mental Health and Learning Disabilities, vol. 1 no. 1
Type: Research Article
ISSN: 1753-0180

Keywords

Article
Publication date: 4 August 2014

Shraddha Anilkumar and Shalini Ramdas Lihitkar

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services

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Abstract

Purpose

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education.

Design/methodology/approach

The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires.

Findings

Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available.

Research limitations/implications

The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology.

Practical implications

The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses.

Social implications

Students who are taken and studying online courses would be aware of Student Support Services.

Originality/value

This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Details

Library Hi Tech News, vol. 31 no. 6
Type: Research Article
ISSN: 0741-9058

Keywords

Book part
Publication date: 15 November 2017

Cathryn Berger Kaye and Maureen Connolly

In this chapter, the authors draw connections between the five stages of service learning (investigation, preparation, action, reflection, and demonstration) and entry…

Abstract

In this chapter, the authors draw connections between the five stages of service learning (investigation, preparation, action, reflection, and demonstration) and entry points for differentiation (readiness, interest, learning modality, content, process, product) within varied service-learning experiences. The intent is to model how a dynamic service-learning approach aligns with and supports differentiated learning that is purposeful for high school students. Such an approach strengthens students’ commitment to developing content knowledge and skills in a way that works for them and provides opportunities for students to apply their learning to issues that matter to them.

Details

Service-Learning
Type: Book
ISBN: 978-1-78714-185-8

Keywords

Book part
Publication date: 15 November 2017

Dianne Chambers

Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address…

Abstract

Teachers are increasingly required to include students with disabilities in mainstream classroom settings. In order to effectively prepare pre-service teachers to address the needs of all students in the classroom, including students with disabilities, teacher-training programs must utilise effective pedagogy. Service-learning has been shown to be an effective pedagogy to employ to address the knowledge/learning needs of pre-service teachers. This chapter will build upon the use of service-learning to increase knowledge and will discuss the importance and practice of also developing positive attitudes towards students with disabilities. The Theory of Planned Behaviour (Azjen, 2002) is utilised as a basis for developing the service-learning program, and exemplifies three main elements as being necessary to bring about behavioural change: behavioural beliefs, normative beliefs and control beliefs. The pre-service teachers described in this chapter are completing a special education specialisation at a tertiary institution, and are required to complete a service-learning unit as a component of the specialisation. Reflection, an important requirement for service-learning programs, allows the researcher to determine if the goals of the program have been met, and how these outcomes relate to the Theory of Planned Behaviour and the potential they may have to bring about behavioural change for the pre-service teachers. Six main themes were identified in the pre-service teacher reflections. These themes were further divided into two main categories: affective (empathy, personal growth, confidence); and cognitive (knowledge, skill development, enhanced professional practice). Links between the pre-service teacher reflections and the Theory of Planned Behaviour suggest that the service-learning experience is beneficial for developing pre-service teachers who are more inclined to address the needs of students with disabilities.

Details

Service-Learning
Type: Book
ISBN: 978-1-78714-185-8

Keywords

Abstract

Details

A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

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