Civil Society and Social Responsibility in Higher Education 1st Edition by Enakshi Sengupta, Patrick Blessinger, Craig Mahoney ISBN 9781839094644 1839094648

Civil Society and Social Responsibility in Higher Education 1st Edition by Enakshi Sengupta, Patrick Blessinger, Craig Mahoney – Ebook PDF Instant Download/Delivery: 9781839094644 ,1839094648
Full download Civil Society and Social Responsibility in Higher Education 1st Edition after payment

Product details:

ISBN 10: 1839094648
ISBN 13: 9781839094644
Author: Enakshi Sengupta, Patrick Blessinger, Craig Mahoney

Civil Society and Social Responsibility in Higher Education 1st Edition Table of contents:

Part I. Learning Experiences

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

Abstract

Introduction

Literature Review

Conclusion

Chapter Overviews

References

Chapter 1. Proposal for a Global Agenda to Eliminate Racism in Nursing and Nursing Education

Abstract

Introduction

History of Racism in Nursing

The Cultural Competence Model

Racism in Nursing Leadership

Racism in Nursing Education

Racism and EM Nursing Students

Racism and EM Nursing Faculty

Implications of Racism in Nursing Education

Efforts to Improve EM Participation in Nursing Education

Recommendations

Recommendation #1: Proposal of Mandates for Country-level Governance

Recommendation #2: Surveillance and Benchmarks for Recruitment, Retention, and Success of EM Faculty and Students

Recommendation #3: Promote Requiring Nursing Programs to Provide Support to Individual EM Students and Faculty

Recommendation #4: Reduce Barriers to EM Nursing Students and Faculty to Participation in Support Programs

Recommendation #5: Teaching Nurse Educators How to Reduce Implicit Bias in Curricula

Conclusion

References

Chapter 2. Pay Attention to What Is Behind the Curtain: Interrogating whiteness Using Contemplative Practices in Graduate Management Education

Abstract

Issues of whiteness in Graduate Education

Contemplative Pedagogy in HE

A Curriculum to Interrogate whiteness

Context

Curricular Experiences and Activities

Identifying white supremacist Characteristics

Meditation, Mindfulness, and Stillness

Generative Experiences

Creative Activities

Doll-making

Journaling Found Poems

Relational Experiences

Deep Listening

Storytelling

Ritual and Ceremony

Activist Intentions: Translating Reflections into Actions

Conclusion

Notes

Acknowledgments

References

Chapter 3. Pushing Beyond the Protest: Teaching Writing for Advocacy and Active Citizenship

Abstract

Problem

Purpose and Research Question

Active Citizenship/Advocacy Instruction

Research Design and Method

Teaching Methods

Data Sources and Analysis

Findings

Advocacy Learning

Advocacy Writing Skills

Advocacy/Active Citizenship Engagement

Discussion and Implications

Conclusions

References

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

Abstract

The Push for Social Responsibility and Service-Learning in the University Environment

Service-Learning Defined

University Students and the Spanish University Service-Learning Network

Method and Data Analysis

Results

Training Proposal for University Students

Conclusions

Note

References

Chapter 5. It Takes a Village: Service Learning as Our Social Responsibility in Higher Education

Abstract

Rationale for the Use of Service Learning

History

Purpose

Cultural Considerations

National Initiatives

University Initiatives

Department Initiatives

Measuring Impact

Case Example

Course Project: Small Group Curriculum Development

Course Project: Needs Assessment

Course Project: Program Evaluation Proposal

Course Project: Consultation and Evaluation Services

Course Project Considerations for Further Development

Recommendations

Conclusion

References

Chapter 6. Teaching Business Ethics to Students in Uganda – Exploring its Significance in an African Context: A Case Study of St Lawrence University

Abstract

Introduction

Literature Review

The Concept of Business Ethics

Impact of Student Learning:

Key Considerations in the Teaching of Business Ethics

Theories of Business Ethics

Teaching Business Ethics in an African Context

Methodoloy

About the University

Findings

About the Respondents

Gender

4.1.2 Programs That Have a Course on Business Ethics

On the Teaching of Business Ethics

Year and Semester During Which a Course in Business Ethics is Studied

On Whether the Students Fully Participate in Lectures During Business Ethics

On Workshops in Uganda on Business Ethics

Training and Guidance on CBE

On Case Studies About Real Ethical Problems That Take Place in Society

Whether Students of Business Ethics Are Required to Provide Solutions to Real Ethical Problems

Suggestions for Improving the Teaching of Business Ethics

Knowledge about Business Ethics

Meaning of Business Ethics

Theories of Business Ethics Known to the Respondents

Benefits of Business Ethics in African Context

Other Universities in Uganda Known to Teach Business Ethics

Most Common Organizational Core Values

Conclusion & Recommendations

Conclusion

Recommendations

References

Chapter 7. Service-Learning in Allied Health Education: Developing Ethical Practitioners Through Community-engaged Teaching and Learning

Abstract

Service-Learning in Allied Health Education: An Introduction

Service-learning and the Iona College Community

Service-learning in the Allied Health Professions

Examples of Ethics Education in the Allied Health Curriculum

Service-learning as a Vehicle for Socially Responsible Teaching and Learning

The Ethics and Values of the Allied Health Fields

The Professional Codes of Ethics

Applying the Codes of Ethics to Service-learning Practice

The Special Nature of Service-learning in the Allied Health Professions

What Might Service-learning Look Like in the Allied Health Professions?

Differentiating General Education and Allied Health Service-learning

Differentiating Clinical Service-learning from Traditional Field Work

Community Partners and Community Context

Ethical Dilemmas that Arise in Healthcare-related Service-learning

Preparing for Ethical Community-based Learning Experiences

Step 1: Choosing an Appropriate Course for Service-learning

Step 2: Establishing Campus–Community Partnerships in an Ethical Manner

Step 3: Designing the Curriculum: Preparing Students for a Community-based Healthcare Experience

Selecting the Foci of the Curriculum

Curriculum Framework: Examples

Step 4: Using the Code of Ethics to Generate Appropriate Service-learning Projects and to Determine Student Readiness

Additional Considerations

Promoting Students’ Development of Empathy and Cultural Humility

Welfare of the Community

Do No Harm and Put the Interests of the Community Ahead of your Own

References

Chapter 8. Engagement in Higher Education: Building Civil Society through Campus Activism

Abstract

Defining Civic Engagement

Civic Engagement in Society

Higher Education’s Role

Student Organizations as Civic Bodies

Methodology

Results from Study of Campus Organizations

Impacts and Action

Takeaway Parts

Civic Engagement and Higher Education Moving Forward

References

Part II. Principles and Approaches

Chapter 9. Work-Based Learning for Enabling Social Responsibility: The Benefits of University-to-Business Partnerships – A Case Study

Abstract

Introduction

WBL: Principles and Approaches

Can WBL, Then, Be Seen as a Socially Responsible Enterprise?

U2B Partnerships and Civic Good

About IU2B at Glasgow Caledonian University

IU2B Academic Support Model

Examples

Prefacing a Support Continuum: Pre-induction Materials

“Mind the Gap”

Virtual Writing Retreats

WhatsApp

Academic Development Resources

Discussion

Conclusions

References

Chapter 10. Fostering Engagement with Human Sustainability: The Cultivation of Care Among Business Students

Abstract

An Interdisciplinary Definition and Conception of Care

Implications of the Integrated Framework for Fostering Care through Teaching: Four Points of Intervention

Facilitating the Development of Caring Skills

Conveying and Fostering the Development of Caring Values

Cultivating Caring Teaching and Learning Communities

Facilitating an Extensive Vision of Care

Some Contextual Considerations When Attempting to Foster Care

Summary

References

Chapter 11. A Theoretical Framework for Teaching and Learning for Sustainability in Higher Education

Abstract

The Framework for Teaching and Learning for Sustainability in Higher Education

Methods

Towards Defining Sustainability

Opportunity to Learn

Promising Practices of Teaching and Learning about Sustainability

Cognitively Responsive Teaching

Teaching for Sustainability

Teaching for Sustainability: Core Ideas

Teaching for Sustainability: Core Ideas versus Neumann’s (2014) Claim #1

Teaching for Sustainability: Teaching Practices

Transformative Sustainability Learning Outcomes

Summary

Implications

References

Chapter 12. UNIVERSITIES in the Early Decades of the Third Millennium: Saving the World from Itself?

Abstract

Historical and Contemporary Perspectives

From the 4th Century BCE to the 18th Century CE

Developments in the 19th and 20th Centuries

University Takeaways – Early Years to the 20th Century

Existential Challenges Facing the Planet and Society in the 21st Century

The Climate Conundrum

Technology: Friend or Foe?

War: “Humanity’s Greatest Failure”

“The Ideology of Scarcity”

Social Progress and the University

Toward a New Worldview

The One Health Concept

The UN-2030 Sustainable Development Goals

Reconciling the OHWB Concept and the UN-2030 SDGs

The International ‘One Health for One Planet Education’ Initiative

(1HOPE)

Re-imagining the University in the Early Decades of the 21st Century

Synthesizing the OHWB Concept, the UN-2030 Sustainable Development Goals and the Ecological University ec uni

Reflections on Teaching and Learning in the Ecological University

Transdisciplinarity in Economics: A Case Example

Reflections on Operationalizing the Ecological University

The University: Saving the World from Itself?

Higher Education Expansion

Generation Z

Combining Forces to Ensure Global Sustainability

Changing Belief Systems

Re-orienting Society towards Sustainability and Well-Being

Concluding Comments

Choosing Our Future

Sustainability or Societal Collapse: The Choice Is Ours

References

Chapter 13. “Social Responsibility” and the Curriculum in Higher Education: The Influence of Teachers’ Values – A Case Study

Abstract

Introduction

Values in HE Teaching

Context and Research Approach of this Study

Teachers’ Values

Notions and Importance of Social Responsibility

Curriculum and Educational Practice

Student Outcomes

Institutional Ethos

Implications for Teacher and Curriculum Development

Conclusion

Appendix: Questionnaire on Values as Teachers in HE

References

About the Authors

Name Index

People also search for Civil Society and Social Responsibility in Higher Education 1st Edition:

    
civil society and social responsibility in higher education
    
civic responsibility and higher education
    
civil rights and higher education
    
civil rights act of 1964 and higher education
    
civil social studies

Tags: Enakshi Sengupta, Patrick Blessinger, Craig Mahoney, Civil Society, Social Responsibility