Civil society and social responsibility in higher education : international perspectives on curriculum and teaching development / edited by Enakshi Sengupta, Patrick Blessinger, Craig Mahoney.

Format:

Book

Author/Creator:

Sengupta, Enakshi, Editor.

Contributor:

Sengupta, Enakshi, editor.

Blessinger, Patrick, editor.

Mahoney, Craig, editor.

Series:

Innovations in higher education teaching and learning ; Volume 21.

Innovations in higher education teaching and learning ; Volume 21

Language:

English

Subjects (All):

Education, Higher--Moral and ethical aspects.

Education, Higher.

Education, Higher--Aims and objectives.

Civil society.

Physical Description:

1 online resource (320 pages).

Edition:

1st ed.

Place of Publication:

Emerald Group Publishing Limited 2020

Summary:

This volume explores different angles of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching.

Contents:

Intro

Half Tiitle Page

Series Page

Title Page

Copyright Page

Contents

List of Contributors

Series Editors' Introduction

Innovations in Higher Education

Part I-LEARNING EXPERIENCES

INTRODUCTION TO CURRICULUM AND TEACHING DEVELOPMENT: INTERNATIONAL PERSPECTIVES ON CIVIL SOCIETY AND SOCIAL RESPONSIBILITY IN HIGHER EDUCATION

Introduction

Literature Review

Conclusion

Chapter Overviews

References

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

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

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

Issues of whiteness in Graduate Education

Contemplative Pedagogy in HE

A Curriculum to Interrogate whiteness

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

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

Problem

Purpose and Research Question

Active Citizenship/Advocacy Instruction

Research Design and Method

Teaching Methods

Data Sources and Analysis

Findings

Advocacy Writing Skills

Advocacy/Active Citizenship Engagement

Discussion and Implications

Conclusions

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

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

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

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

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

Introduction.

Literature Review

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

4.1.2 Programs That Have a Course on Business Ethics

On the Teaching of Business Ethics

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

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 &amp

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

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

Applying the Codes of Ethics to Service-learning Practice

The Special Nature of Service-learning 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

Welfare of the Community

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

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

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

Part II-PRINCIPLES AND APPROACHES

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

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

"Mind the Gap"

Virtual Writing Retreats

WhatsApp

Academic Development Resources

Discussion

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

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

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

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

Implications

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

Historical and Contemporary Perspectives

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

Technology: Friend or Foe?

War: "Humanity's Greatest Failure"

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

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.

Reflections on Operationalizing the Ecological University.

Notes:

Description based on print version record.

ISBN:

1-83909-464-8