The political process of constructing a sustainable London Olympics sports development legacy

This study attempts to develop a research agenda for understanding the process of constructing a sustainable Olympic sports development legacy. The research uses a social constructivist perspective to examine the link between the 2012 London Olympic Games and sustainable sports development. The first part of the paper provides justification for the study of sport policy processes using a constructivist lens. This is followed by a section which critically unpacks sustainable sports development drawing on Mosse’s (1998) ideas of process-oriented research and Searle’s conceptualisation of the construction of social reality. Searle’s (1995) concepts of the assignment of function, collective intentionality, collective rules, and human capacity to cope with the environment are considered in relation to the events and discourses emerging from the legacy vision(s) associated with the 2012 London Olympic Games. The paper concludes by proposing a framework for engaging in process oriented research and highlights key elements, research questions, and methodological issues. The proposed constructivist approach can be used to inform policy, practice, and research on sustainable Olympic sports development legacy

Improving access, equity and transitions in education: creating a research agenda

The Consortium for Research on Educational Access, Transitions and Equity (CREATE), was established with DFID support in 2006. It is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa. This paper is the first in a series of CREATE publications which will be developed over the life of the consortium. The first part of this paper discusses why access issues remain at the centre of the problems of achieving Education for All and the Millennium Development Goals. Many children remain unenrolled at primary level, many of those enrolled attend irregularly and learn little, and large numbers fail to make the transition to secondary schooling. After outlining the magnitude of the challenge of improving access to universal levels, the paper develops analytic frameworks to understand access issues in new ways, and generate empirical studies related to each of the zones of exclusion identified. The last part of the paper briefly outlines some of the empirical research that is being developed

New roles and challenges within the healthcare workforce: a Heideggerian perspective

Purpose To explore insights based on the phenomenology of Martin Heidegger, on the dynamic relationships between human experience and work roles. Design/methodology/approach Drawing on the findings of a hermeneutic phenomenological study of nurse mentors, the topics of new roles and role challenges are explored, along with a consideration of their relevance to wider issues of workforce redesign. Heidegger’s philosophy of Dasein, in particular his concepts of inauthentic and authentic self, provided an interpretational lens. This paper applies these philosophical concepts to challenges associated with a changing workforce. Findings Concepts elaborating human existence as proposed by Heidegger may offer analytic structures for understanding shifts in the lived experience of a changing workplace. In particular, the concepts could help managers to explore the implications of introducing novel work roles or extending roles. The understanding gained can also extend to situations where work practices may need to be challenged. Originality/value As work roles and skill mix undergo rapid shifts, this paper offers an original way of understanding the experience of work roles

A conceptual study of the factors influencing e-inclusion

With the advancement of the Internet and supporting Information and Communication Technologies, e-inclusion has emerged as an effective means to create opportunities for all and to further individual autonomy and capability in terms of using online services offered by public agencies. The aim of this paper is to offer a critical discussion on the role of e-inclusion from the user perspective, which goes beyond the demographic factors when adopting e-government services. Further, this paper explains the fundamental differences between digital divide and e-inclusion and examines why research focus is now shifting towards studying e-inclusion rather that digital divide in Europe. Through a conceptual analysis the authors examine the relationship between social inclusion and e-inclusion and how they contributes towards promoting the use of ICT to overcome exclusion and improve economic performance, employment opportunities, quality of life, social participation and cohesion

Transforming food systems through food sovereignty: an Australian urban context

This article draws on La Via Campesina's definition of food sovereignty and its potential for reconceptualising food as a basic human right within the dominant Australian food discourse. We argue that the educative value that emerges from urban food production in Australia stems from the action of growing food and its capacity to transform individuals’ social and environmental concerns over food systems. Community participation in urban food production can promote a learning process that generates political understanding and concerns over food systems. We use the education theories of transformative learning and critical consciousness to discuss how Australian urban food production systems can create this social and environmental support for alternative food systems. By having control over food production practices and building collective understandings of how food choices impact global food systems, elements of food sovereignty can develop in an Australian urban context

STEPS Centre research: our approach to impact

The ‘impact’ of research has seen a dramatic rise up the UK’s policy agenda in recent years. But what does ‘impact’ really mean? How do researchers and others respond to the new ‘impact agenda’ and how might we best plan, monitor and report on impact? This working paper attempts to provide answers to some of these questions by reviewing various understandings of ‘impact’ and describing the approach used by the ESRC STEPS Centre in its second five-year phase of funding. In particular, we draw on our experience of adapting and employing a down-scaled version of ‘participatory impact pathways analysis’ (PIPA) and reflect on its utility and potential as a tool for planning relatively small-scale social science/ interdisciplinary research projects conducted with partners in developing countries. In using PIPA, the STEPS Centre has adapted the idea of ‘impact pathways’ in line with its broader ‘pathways approach’, which focusses on complex and dynamic interactions between knowledge, politics and ‘social, technological and environmental pathways to sustainability’. In this way, PIPA has been useful in articulating and exploring the potential impact of STEPS Centre projects: it has helped to map out the networks known to the researchers, appreciate different perspectives held by the team members and generate an understanding of the narratives, networks and policy processes under study. Although the possibility for detailed ex ante prediction of impact pathways is limited, using PIPA has helped teams to be ready to maximise communication and engagement opportunities, and to link research across different STEPS Centre projects and beyond. The working paper also describes how PIPA may be used iteratively in a way that enables reflexive learning amongst research teams. Lastly, we speculate on the ways in which PIPA may be further developed and used in ex post impact monitoring and evaluation into the future

Conceptualising public-private partnerships for social innovation through community engagement in higher education institutions

The achievement of human social and economic development has been equated to social innovation. Innovation that focuses on the marginalised communities in South Africa becomes necessary to redress the inequalities created pre-democracy. As social institutions, higher education institutions are well positioned to deal with the challenges of the 21st century, which include poverty, unemployment and inequality, through promoting social innovation. In democratic South Africa the relationship between an institution of higher learning and the community can be viewed as a social innovation. This submission implies that one of the objectives of community engagement as a core function of universities, is to drive the social innovation agenda. The university’s contributions to community development can be viewed in terms of its ability to commit to social innovation. It is a better vehicle for understanding and creating social value in all its forms. Social innovations thrive on collaborative action involving public, private, civic organisations and the community. Community engagement provides an opportunity for higher education to address communities’ socio-economic challenges through forming partnerships that are mutually beneficial to all parties involved. Active participation of universities, communities and grassroots organisations ensures that the innovations produce social outcomes that genuinely address the needs of the communities. Higher education institutions can promote the formation of diverse cross sectoral partnerships involving communities and community-based organisations in promoting social innovation, which is a crucial driver for community development. Developing mutual trusting relationships creates a conducive environment to foster social innovations. This conceptual article will discuss how universities can promote the formation of public-private partnerships for social innovation through community engagement. Rhodes university’s community engagement division is used as a case study to inform the discussions. The practice of community engagement at Rhodes university community engagement division thrives on the formation of collaborative and mutually beneficial community-university partnerships that promote socially innovative strategies in addressing community challenges