European Perspectives on Social Work: Models of education and professional roles

Comparative research undertaken by the Thomas Coram Research Unit found that social workers in England have more responsibility and a wider remit than many of their continental European counterparts. Social workers in England have responsibility for all aspects of case management and direct contact with families, but in much of continental Europe these responsibilities are split between several different highly-trained professionals. In England, most direct work with children and families is undertaken by support staff, many of whom have no specialist qualifications. In Denmark, Germany and France, most of this work is undertaken by professionals highly qualified in therapeutic and direct work, working alongside social workers. The report’s authors, Dr Janet Boddy and Professor June Statham, called for a fundamental reassessment of what social workers can and should be expected to do

Valuing knowledge transfer : a new approach to assessing the broader impact of higher education institutions

There is considerable policy interest in exploring the overall value of higher education to society and in how higher education can support wider economic growth and development through 'knowledge transfer' from higher education institutions. Until fairly recently consideration of 'knowledge transfer' activity has tended to be mainly focussed on those HEI outputs that are commercial or market-based, relate to interaction with businesses and which are also relatively easy to measure (licensing, patents, consultancy contracts and so on). However it is beginning to be recognised that non-market outputs of higher education institutions (such as community interactions) could also have significant economic and social value linked to their support of knowledge flow to the wider community. This paper presents a new perspective on knowledge transfer from institutions. It demonstrates the application of welfare economic principles to estimate the value of non-market outputs of higher education institutions and It presents the results of a pilot study of 3 areas of non-market activity of Scottish higher education institutions, namely community engagement, cultural outreach and public policy advisory activity

Language and Socioeconomic Disadvantage: From Research to Practice

Children from low socioeconomic (SES) backgrounds are at disproportionate risk of language delay. Previous research has suggested that basic language skills affected in language impairment may not be affected by SES. These skills may therefore help to distinguish children with language impairment from those with poor language due to limitations of their language environment. The distinction is important since children with language impairment require different types of intervention from disadvantaged children whose inherent capacity for language is intact. In this Briefing Paper, we report findings from our research, funded by the Nuffield Foundation, which aimed to tease apart external and internal factors involved in language delay in socioeconomically disadvantaged preschoolers, using measures known to be more or less socially biased. Our samples comprised 208 preschoolers from Low SES neighbourhoods and 168 from Mid-high SES neighbourhoods aged 3½-5 years, with English as their first language. The youngest age group (3½-4) were followed up 18 months later. An age-matched Clinic sample of 160 children acted as an additional comparison group for the Low SES sample. Our findings reveal the extent to which very basic, early developing language and speech skills may be affected in preschool children from socio-economically disadvantaged neighbourhoods. The outcomes of our study inform interventions and underscore the need for very early intervention prior to school entry. Furthermore, they highlight a need for continuing support throughout the school years if children are to access education effectively

Measuring the volume and value of the outputs of higher education institutions

One of the key issues facing the Scottish Government and Scottish Funding Council is how to assess the contribution made to Scotland's economy by Scotland's higher education sector. Higher Education's contribution to the economy and society at large is viewed as providing one of the most important justifications for government expenditure on higher education. However there is a paucity of robust quantitative evidence against which related resource allocation decisions aimed at encouraging economically valuable activity can be made. Taking higher education activity as a whole there has been no practical, valid, way to analyse the economic value of what universities do, or to compare the value thus created with that generated by other activities in the economy. The overall objective of this paper is to show how the development of a framework with comprehensive and detailed quantitative measures of the outputs of HEIs in both volume and value terms can enable a holistic analysis of higher education institutions' economic value. The present paper draws on initial case study research supported by the Nuffield Foundation which was further elaborated in two substantive reports to the Scottish Funding Council

Learning to manage and share data: jump-starting the research methods curriculum

Researchers? responsibilities towards their research data are changing across all domains of social scientific endeavour. Government, funders and publishers expect greater transparency of, open access to, and re-use of research data, and fears over data loss call for more robust information security practices. Researchers must develop, enhance and professionalise their research data management skills to meet these challenges and to deal with a rapidly changing data sharing environment. This paper sets out how we have contributed to jump-starting the research methods training curriculum in this field by translating high-level needs into practical guidance and training activities. Our pedagogical approach involves applicable, easy-to-digest, modules based on best practice guidance for managing and sharing research data. In line with recent findings on successful practices in methods teaching, we work on the principle of embedding grounded learning activities within existing narratives of research design and implementation

Towards improved policy and institutional coherence in the promotion of sustainable biofuels in Mali

Interest in the promotion of biofuel investments to mediate the energy crisis and assist rural development is growing across sub-Saharan Africa. However, empirical evidence on how policy can effectively promote sustainable biofuels is largely lacking. This paper presents new, multi-level assessments of the implications of the Malian Strategy for Biofuels Development for the promotion of the oil-bearing, non-edible tree Jatropha curcas (Jatropha) as a sustainable development tool in Mali: a sub-Saharan African country that has led Jatropha-derived biofuel policy initiatives. In doing so, the paper addresses knowledge gaps on the role of national policy instruments in the uptake of biofuel activities. Semi-structured interviews were undertaken with government departments, international organizations, private sector representatives, non-governmental organizations and farming communities. Data show that mainstreaming internationally agreed principles into national policies is key to attract monetary, institutional and technical support from international organizations and donors. However, there are gaps between policy targets, actual yields and land cover. Jatropha oil supplies remain insufficient for improving access to fuel and substituting national consumption. Ambitious land cover targets set within national policies could risk land use shifts away from food towards biofuel production. Improved cooperation and coordination among state departments, enhanced monitoring of programmes and projects, as well as the establishment of adequate regulatory and fiscal frameworks governing private biofuel investments are needed to achieve sustainable outcomes

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks

The sacred and the profane: biotechnology, rationality, and public debate

Davies G, 2006. The definitive, peer-reviewed and edited version of this article is published in Environment and Planning A, 38(3), pp. 423 – 443 DOI: 10.1068/a37387This paper explores the forms of argumentation employed by participants in a recent public engagement process in the United Kingdom around new technologies for organ transplantation, with specific reference to xenotransplantation and stem-cell research. Two forms of reasoning recur throughout participants’ deliberations which challenge specialist framing of this issue. First, an often scatological humour and sense of the profane are evident in the ways in which participants discuss the bodily transformations that such technologies demand. Second, a sense of the sacred, in which new biotechnologies are viewed as against nature or in which commercial companies are ‘playing god’, is a repetitive and well-recognised concern. Such forms of reasoning are frequently dismissed by policymakers as ‘uninformed gut reactions’. Yet they also form a significant part of the repertoire of scientists themselves as they proclaim the hope of new medical breakthroughs, or seek to reconstruct ideas of the body to facilitate new biotechnological transformations. Through questioning of assumptions in Habermas’s notion of discourse ethics, and exploring the importance of hybridity and corporeality as concepts in ethical thinking, the author suggests that, far from being ill-formed opinions, such reasonings perform an important function for thinking through the ontological significance of the corporealisation of these proposed new forms of human and animal bodies

Rights in mind: Thinking differently about dementia and disability

The aim of this paper is to argue for the utility of a relational model of disability, as a way of conceptualizing dementia. We explore whether dementia should be considered as a disability, and whether people with dementia might consider themselves as disabled people. We review examples of, and issues raised by, the political activism of people with dementia. We consider how language constructs dementia negatively. We discuss how the environment influences the experience of dementia. In conclusion, we show that a relational model of dementia lays the basis for a human rights approach to the condition, based on collaborative partnerships between people with dementia and people from other disability communities

Towards a plurilingual habitus: engendering interlinguality in urban spaces

This article focuses on the potential of the multilingual city to create spaces in which monolingual hegemonies may be challenged, inclusive, intercultural values may be nurtured, and plurilingualism may be valorised. Following a contextualisation of linguistic diversity in theories of globalisation and superdiversity, discourses of deficit and power are addressed, arguing that the problematisation of multilingualism and pathologisation of plurilingualism reflect a monolingual habitus. Bringing about a shift towards a plurilingual habitus requires a Deep Approach, as it involves a critical revaluing of deep-seated dispositions. It suggests that the city offers spaces, which can engender interlinguality, a construct that includes interculturality, criticality and a commitment to creative and flexible use of other languages in shared, pluralistic spaces. It then proposes critical, participatory and ethnographic research in three multidimensional spaces: the urban school and a potential interlingual curriculum; networks, lobbying for inclusive policy and organising celebratory events in public spaces; and grass roots-level local spaces, some created by linguistic communities to exercise agency and maintain their languages and cultures, and some emerging as linguistically hybrid spaces for convivial encounter