The ‘Gift Exchange’: a metaphor for understanding the relationship between educator commitment and student effort on placement

‘It is only with the heart that one can see rightly; what is essential is invisible to the eye’Antoine de Saint Exupery (1900–1944) It is a truism that a sound working relationship between student and practice educator is a major contributory factor to positive placement experiences for health and social care students. However, there is limited research that goes any further in explaining how this relationship is established and might work. This paper utilizes the metaphor of the ‘gift’ to emphasize the importance of generosity and reciprocity within the student/practice educator relationship. Qualitative research findings, generated from interviews with practice educators, reveal that whilst the educator gives the student the benefit of their expertise and provides access to opportunities to learn from practice, the student is expected to return this ‘investment’ by demonstrating that they too are putting in effort, for instance, by showing keenness to learn, and developing subject knowledge and skills. Although educators demonstrate a sense of obligation or duty to support students in their endeavours this commitment is not necessarily unconditional; reciprocal student effort is an important motivator for some practice educators for whom a demonstrable response to their input confirms their own sense of identity as educators and clinicians

The role of voluntary organisations in developing the capabilities of vulnerable young people

What do people need to live functional and flourishing lives in today’s global society? They require sophisticated socio-economic skills and the prowess of political and cultural participation to undertake duties as world citizens. Can schools in the United Kingdom, adequately prepare all young people for these challenges? Data published by the Department for Children, Schools and Families (DCSF, 2009b) show that two in five children do not acquire key literacy and numeracy skills before leaving primary school. Some young people leave the education system altogether with no qualifications and limited understanding of their rights and responsibilities as global agents. Most of the young people in this category have multiple and sometimes complex disadvantages; they may live in poor and deprived neighbourhoods, experience poor physical and mental health or lack the support of adults who are able to model successful, flourishing and capable citizenry. Sen (1992) argues that the instruments needed for individuals to flourish are “capabilities”. These are the “potentials to be and do”. This study examines the means by which voluntary organisations improve the capabilities of vulnerable young people. It focuses on three major vulnerable groups: young people who have been excluded from mainstream education, those in cared for by the State and young people with learning difficulties. The research uses a mixed methods approach, skewed in favour of qualitative methods to analyse diverse trajectories of vulnerable young people towards capability. It relies on the capability approach to investigate the methods used in Voluntary Organisations which support the participants’ transformation to functional individuals. Organised as communities of learning, Centres of non-formal education provide the space, expertise and pedagogies for transformative learning processes to take place. The study shows vulnerable individuals need to combine and convert specialised capabilities in specific suites to enable them make the transition to capability successfully

The role of voluntary organisations in developing the capabilities of vulnerable young people

What do people need to live functional and flourishing lives in today’s global society? They require sophisticated socio-economic skills and the prowess of political and cultural participation to undertake duties as world citizens. Can schools in the United Kingdom, adequately prepare all young people for these challenges? Data published by the Department for Children, Schools and Families (DCSF, 2009b) show that two in five children do not acquire key literacy and numeracy skills before leaving primary school. Some young people leave the education system altogether with no qualifications and limited understanding of their rights and responsibilities as global agents. Most of the young people in this category have multiple and sometimes complex disadvantages; they may live in poor and deprived neighbourhoods, experience poor physical and mental health or lack the support of adults who are able to model successful, flourishing and capable citizenry. Sen (1992) argues that the instruments needed for individuals to flourish are “capabilities”. These are the “potentials to be and do”. This study examines the means by which voluntary organisations improve the capabilities of vulnerable young people. It focuses on three major vulnerable groups: young people who have been excluded from mainstream education, those in cared for by the State and young people with learning difficulties. The research uses a mixed methods approach, skewed in favour of qualitative methods to analyse diverse trajectories of vulnerable young people towards capability. It relies on the capability approach to investigate the methods used in Voluntary Organisations which support the participants’ transformation to functional individuals. Organised as communities of learning, Centres of non-formal education provide the space, expertise and pedagogies for transformative learning processes to take place. The study shows vulnerable individuals need to combine and convert specialised capabilities in specific suites to enable them make the transition to capability successfully.EThOS - Electronic Theses Online ServiceUniversity of Warwick. Institute of EducationGBUnited Kingdo

Bottle House: Utilising Appreciative Inquiry to develop a user Acceptance model

Purpose: This paper develops a novel user-acceptance model for circular solutions to housing design. The model has been systematically developed from a case study of an upcycled plastic bottle building in a low-income community in Nigeria. It is common practice to use participatory approaches to consult end users in communities, typically after design concepts have been proposed and conceptualised. However, this often leads to critical socio-cultural or usability elements being overlooked and the design being substandard. Therefore, this paper develops a robust model for designers, specialists and activists involved in construction that can be used during all phases of a project. This approach demonstrates that user needs should be considered before building designs and plans are generated, providing a greater frame of reference for practitioners, consultants and end users. Enabling the integration of holistic needs of the community and the development of circular design solution. Design/methodology/approach: A case study methodology has been employed to develop this model, uses appreciative inquiry methodology. This includes multiple methods to capture end users’ perception: focus groups, interactions with the local community and self-recorded comments. This case study is part of a broader research project to develop replicable low-cost self-sufficient homes utilising local capacity using upcycled, locally available materials. Findings: The findings identify the challenges associated with designing circular solution housing without a robust understanding of interrelated factors, which ensure sustainability and user acceptance. The conclusions demonstrate why essential socio-cultural factors, usually unrelated to technical development, should be understood and contextualised when designing sustainable solutions in low/middle-income communities. The authors argue that without this holistic approach, undesirable consequences may arise, often leading to more significant challenges. Instead of referring to multiple frameworks, this distinctive model can be used to evaluate user acceptance for low-cost housing in particular and other dimensions of circular solution design that involve end-user acceptance. The model blends circular solution dimensions with user-acceptance concerns offering a guide that considers essential features that are both user-friendly and pragmatic, such as utility, technological innovation and functionality as well as their intersectionality. Research limitations/implications: The research relied on a single case study, which focussed on end-user engagement of upcycling waste materials as an application of circular solutions. The model will contribute to developing socially accepted circular solutions taking into consideration local context factors. Originality/value: The paper is proposing a model for user acceptance of circular construction materials relevant to low- and middle-income countries (LMICs)

Um pé dentro e um pé fora: refletindo sobre a colaboração científica internacional.

International research collaboration has been steadily increasing as higher education has become more marketised. Though there are many obvious benefits to collaborating internationally, there are also several challenges that are often not critically discussed. Beyond the issues inherent in unequal partnerships between rich and low-income countries, these kinds of partnerships can be problematic if they do not accentuate collaboration in a way that provides enhanced opportunities for improving and challenging our ideas, and sharing various experience and knowledge. This paper presents a reflection on the lived experiences of three academics who have been involved in international research collaboration for over forty years