The UK’s first professional symphony orchestra cooperative: social enterprise?

This conference paper reports the results of the first phase of a three phase longitudinal research study designed to examine the initiation and development of the UK‟s first professional symphony orchestra cooperative. Semi-structured interviews were conducted with thirty six professional musicians from a "pool" of forty plus musicians. This "pool" of musicians provides the cooperative with a resource that can be drawn on to form an orchestra to rehearse for and perform concerts and recordings. Preliminary results reveal four themes that emerged from the semi-structured interview data. These themes were interpreted by the researchers as: "commitment", "democracy", "social mission" and "aesthetic aspirations". The themes are presented along with supporting quotations from the interview data that illustrate the characteristics of these four emergent themes. The implications of the themes are then discussed within the context of the prior literature reviewe

Empathic social enterprise: the role of empathy and shared intentionality

Research conducted with the UKs first professional symphony orchestra cooperative provides evidence and insight into how empathy and shared intentionality impacted upon their cooperative governance. Individual semi-structured interviews, conducted with 36 of the orchestral musicians, were analysed and four themes emerged from the data, which were interpreted as: ‘empathy’, ‘shared intentionality’, ‘provide and preserve’, and ‘cooperative governance’. Findings of the research indicate that performing arts groups such as symphony orchestras can be social enterprises. The paper examines the relationship between empathy and social enterprise. Empathy is presented as a multidimensional moral and psychological concept. New concepts of ‘external’ and ‘internal’ empathy are also proposed in relation to social enterprises and their beneficiaries. Empathy and social enterprise leadership is explored and implications for business leadership education are discussed. Finally, a new model for the definition of a social enterprise based upon the intersection of high-levels of innovation and entrepreneurship and empathy and shared intentionality is presented

Building an Ethical Small Group (Chapter 9 of Meeting the Ethical Challenges of Leadership)

This chapter examines ethical leadership in the small-group context. To help create groups that brighten rather than darken the lives of participants, leaders must foster individual ethical accountability among group members, ensure ethical group interaction, avoid moral pitfalls, and establish ethical relationships with other groups. In his metaphor of the leader\u27s light or shadow, Parker Palmer emphasizes that leaders shape the settings or contexts around them. According to Palmer, leaders are people who have an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can either be as illuminating as heaven or as shadowy as hell. 1 In this final section of the text, I\u27ll describe some of the ways we can create conditions that illuminate the lives of followers in small-group, organizational, global, and crisis settings. Shedding light means both resisting and exerting influence. We must fend off pressures to engage in unethical behavior while actively seeking to create healthier moral environments

Evaluation of North Lanarkshire's cooperative learning programme

This is the final report by the Quality in Education Centre (QIE) at the University of Strathclyde of anevaluation of the North Lanarkshire cooperative learning project. The project and the evaluation arefunded as part of the Scottish Executive's Future Learning and Teaching (FLaT) Programme(http://www.flatprojects.org.uk/). Cooperative learning was introduced in North Lanarkshire in 2002 as part of a wider programme toraise aspirations and achievement and attainment (Raising Achievement for All,North Lanarkshire Education Department, 1998). The authority have made the commitment that all teachers and supportstaff will be trained in cooperative learning, if they wish, over a period of at least 5 years. Since theintroduction of A Curriculum for Excellence, the authority has been emphasising the strengths ofcooperative learning in supporting the development of the four capacities (successful learners,confident individuals, responsible citizens and effective contributors to society). They also believe that it provides a suitable medium for taking forward other national initiatives such asAssessment is for Learning and Enterprise in Education

Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education

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