Women's Paid and Unpaid Work in the UK Voluntary Sector since 1978: A Qualitative Study of Small and Medium Size Organisations in Bradford

Since the publication of the Wolfenden Report The Future of Voluntary Organisations in 1978, the UK voluntary sector has grown exponentially and become an important actor in the delivery of welfare services. In this thesis, I examine women’s reported experiences of paid and unpaid work within this sector. I investigate why women continue to outnumber men in the sector’s workforce, and identify the ways in which voluntary-sector work is gendered. To do this, I draw on twenty-eight semi-structured ‘work history’ interviews with women who were volunteers, paid staff or both within voluntary organisations in Bradford, West Yorkshire. The analysis is split into three chapters. The first explores women’s initial engagements with the voluntary sector and pinpoints the times in women’s lives when they are more likely to enter into either paid or unpaid work in the sector. The second focuses on working conditions in the sector, and examines what factors make voluntary-sector work both desirable and possible for women. The third discusses how the voluntary sector has developed since 1978 and how these changes have impacted on its predominantly female workforce, with a particular focus on changes since the 2008 financial crash. Unlike previous research, this thesis focuses on women’s work in the voluntary sector specifically. My findings demonstrate that voluntary-sector work is particularly accessible to women and more aligned to their work prioritisations, career trajectories and lifestyles. I also discuss what the persistence of gender segregation in the sector means for the women who work within it

Entrepreneurial learning in informal apprenticeship programmes:exploring the learning process of the Igbo Apprenticeship System (IAS) in Nigeria.

This research examines the unique learning process of the Igbo Apprenticeship System (IAS). This approach to the development of enterprises and entrepreneurship, which originated in the ethnic group of communities in the South-eastern part of Nigeria, uses mimetic learning to instil in its participants knowledge and behaviours intended to create a lifelong approach and mindset to entrepreneurship development. This form of mimetic learning predates the mediaeval era and takes place outside formal educational system. As a consequence, it largely does not rely on participants having a specific level of educational achievement. Rather it required a long-term commitment from the apprentice, their family and the entrepreneur. The research expands the theoretical understanding of the entrepreneurial learning through an evaluation of an entirely experiential base using the Theory of Planned Behaviour (TPB) as the critical lens to explore the antecedents of entrepreneurial intention and social learning. It evaluates and combines the available evidence into a conceptual framework that shapes the process of entrepreneurial learning as an experiential activity. Qualitative data gathered from entrepreneurs, who were former apprentices and current apprentices, are critically analysed using the illustrative case study and process tracing approach. The research contributes to the extant entrepreneurial learning process literature by identifying, reviewing and synthesizing available research into a conceptual framework that explores the process of entrepreneurial learning as an experiential process. Key issues in entrepreneurship education including the different informal learning process of the IAS and the identification of specific dynamics in the interaction and development of the learners were examined. The paper concludes with novel suggestions on how education may stimulate this learning process

Women entrepreneurship: sustainable and inclusive economic growth in the Global South post-COVID-19 pandemic.

Global economic activity is picking up as we start to recover from the COVID-19 pandemic. However, as we embark on the road to a global recovery, it is crucial to assess local economic recovery, to allow local authorities to develop adequate policies that will support economic growth. For example, for a country like South Africa, which has one of the highest unemployment rates in the world (statsSA) and the largest inequality gap (World Bank), the level of economic survival and recovery is crucial for everyone, including for Previously Disadvantaged Individuals (PIDs) - especially women. The pandemic has more severely affected women and women entrepreneurs, who generate 37% of the world's GDP. Moreover, they continue to encounter obstacles that prevent them from realising their full potential (World Bank, 2022). Women entrepreneurs play a critical role in the economic activities of their communities. For example, women from disadvantaged communities in Africa usually use their business profits to sustain their households and provide a better education for their children (Syden & Forget, 2012; Dolan & Scott, 2009). In turn, their children have access to better socio-economic conditions, which contributes to poverty alleviation and helps to close the inequality gap. Women entrepreneurs may be involved in various businesses and leadership positions, such as being the leaders of innovative technology businesses, owners of local businesses, or providers of health- and childcare services (Kamberidou, 2020). Women entrepreneurs are not only beneficial to their local communities; they are also a vital part of the future economic growth of countries in the Global South. This conference stream aims to provide a bird's-eye view of the need for targeted support for women entrepreneurs, who have been historically marginalised in the Global South. This is critical for economic recovery and for the sustainability of women entrepreneurship in the region

Growing up during a public health crisis: a qualitative study of Born in Bradford early adolescents during Covid-19

Background Whilst children and young people have not often been at forefront of the immediate Covid-19 pandemic health response there has been concern about the indirect consequences of Covid-19 on children’s physical and mental health and what the effect of the pandemic will be throughout their lifetimes. Early adolescence is a time of transition and reorientation. This study considers the impact of the first UK Covid-19 lockdown on early adolescents. Methods The study topic was identified through a consultation process which aimed to provide appropriate evidence to local decision makers in Bradford, UK and plan for future interventions. A group of children and their parents from the longitudinal Born in Bradford (BiB) cohort study were randomly selected and then purposively sampled by ethnicity, age, sex and deprivation. The BiB cohort is made up of 13,776 children and their families and were recruited at Bradford Royal Infirmary between 2007 and 2011. 41 interviews (with 20 families: 20 parents and 21 children) were carried out between August and September 2020. Interview data was analysed using reflexive thematic analysis. Results The transitional age of the children interviewed had an important influence on their experience Covid-19 and the first UK lockdown. Their age combined with lockdown and school closures meant that they missed out on key learning and social opportunities at a crucial time in their lives. Covid-19 and lockdown also disrupted their daily mental wellbeing and led to increased anxiety, lethargy and low moods, during a period of personal change and social transition. Conclusion For children at the start of their adolescence undergoing change and formation, the experiences and feelings Covid-19 has set in motion will likely have an impact on their mental and cognitive functioning as they develop further. It is important to acknowledge these early adolescent experiences and continue to monitor and provide targeted support to this group of young people

Effects of a museum-based social-prescription intervention on quantitative measures of psychological wellbeing in older adults

Aims: To assess psychological wellbeing in a novel social prescription intervention for older adults called Museums on Prescription, and to explore the extent of change over time in six self-rated emotions (‘absorbed, ‘active’, ‘cheerful’, ‘encouraged’, ‘enlightened’ and ‘inspired’). Methods: Participants (n=115) aged 65-94 were referred to museum-based programmes comprising 10, weekly sessions, by healthcare and third sector organisations using inclusion criteria (e.g. socially isolated; able to give informed consent; not in employment; not regularly attending social or cultural activities) and exclusion criteria (e.g. unable to travel to the museum; unable to function in a group situation; unlikely to be able to attend all sessions; unable to take part in interviews and complete questionnaires). In a within-participants design, the Museum Wellbeing Measure for Older Adults (MWM-OA) was administered pre-post session at start- mid- and end-programme. Twelve programmes, facilitated by museum staff and volunteers, were conducted in seven museums in central London and across Kent. In addition to the quantitative measures, participants, carers where present, museum staff and researchers kept weekly diaries following guideline questions, and took part in end programme in-depth interviews. Results: Multivariate analyses of variance showed significant participant improvements in all six MWM-OA emotions, pre-post session at start- mid- and end-programme. Two emotions, ‘absorbed’ and ‘enlightened’, increased pre-post session disproportionately to the others; ‘cheerful’ attained the highest pre-post session scores whereas ‘active’ was consistently lowest. Conclusions: Museums can be instrumental in offering museum-based programmes for older adults to improve psychological wellbeing over time. Participants in the study experienced a sense of privilege, valued the opportunity to liaise with curators, visit parts of the museum closed to the public, and handle objects normally behind glass. Participants appreciated opportunities afforded by creative and co-productive activities to acquire learning and skills, and get to know new people in a different context

Development of Public Health Core Outcome Sets for Systems-Wide Promotion of Early Life Health and Wellbeing

We aimed to develop a core outcome set (COS) for systems-wide public health interventions seeking to promote early life health and wellbeing. Research was embedded within the existing systems-based intervention research programme ‘ActEarly’, located in two different areas with high rates of child poverty, Bradford (West Yorkshire) and the Borough of Tower Hamlets (London). 168 potential outcomes were derived from five local government outcome frameworks, a community-led survey and an ActEarly consortium workshop. Two rounds of a Delphi study (Round 1: 37 participants; Round 2: 56 participants) reduced the number of outcomes to 64. 199 members of the community then took part in consultations across ActEarly sites, resulting in a final COS for systems-based public health interventions of 40 outcomes. These were grouped into the domains of: Development & education (N = 6); Physical health & health behaviors (N = 6); Mental health (N = 5); Social environment (N = 4); Physical environment (N = 7); and Poverty & inequality (N = 7). This process has led to a COS with outcomes prioritized from the perspectives of local communities. It provides the means to increase standardization and guide the selection of outcome measures for systems-based evaluation of public health programmes and supports evaluation of individual interventions within system change approaches

Meta-evaluation of a whole systems programme, ActEarly: a study protocol

INTRODUCTION: Living in an area with high levels of child poverty predisposes children to poorer mental and physical health. ActEarly is a 5-year research programme that comprises a large number of interventions (>20) with citizen science and co-production embedded. It aims to improve the health and well-being of children and families living in two areas of the UK with high levels of deprivation; Bradford in West Yorkshire, and the London Borough of Tower Hamlets. This protocol outlines the meta-evaluation (an evaluation of evaluations) of the ActEarly programme from a systems perspective, where individual interventions are viewed as events in the wider policy system across the two geographical areas. It includes investigating the programme's impact on early life health and well-being outcomes, interdisciplinary prevention research collaboration and capacity building, and local and national decision making. METHODS: The ActEarly meta-evaluation will follow and adapt the five iterative stages of the 'Evaluation of Programmes in Complex Adaptive Systems' (ENCOMPASS) framework for evaluation of public health programmes in complex adaptive systems. Theory-based and mixed-methods approaches will be used to investigate the fidelity of the ActEarly research programme, and whether, why and how ActEarly contributes to changes in the policy system, and whether alternative explanations can be ruled out. Ripple effects and systems mapping will be used to explore the relationships between interventions and their outcomes, and the degree to which the ActEarly programme encouraged interdisciplinary and prevention research collaboration as intended. A computer simulation model ("LifeSim") will also be used to evaluate the scale of the potential long-term benefits of cross-sectoral action to tackle the financial, educational and health disadvantages faced by children in Bradford and Tower Hamlets. Together, these approaches will be used to evaluate ActEarly's dynamic programme outputs at different system levels and measure the programme's system changes on early life health and well-being. DISCUSSION: This meta-evaluation protocol presents our plans for using and adapting the ENCOMPASS framework to evaluate the system-wide impact of the early life health and well-being programme, ActEarly. Due to the collaborative and non-linear nature of the work, we reserve the option to change and query some of our evaluation choices based on the feedback we receive from stakeholders to ensure that our evaluation remains relevant and fit for purpose