How can Higher Education Institutions Utilise Community Engagement to Support the Learning of Enterprising Behaviour in Disadvantaged Communities?

It is broadly agreed that entrepreneurship plays a crucial role in economic and societal development. Supporting entrepreneurship has become a global phenomenon, and governments and policy makers have paid increasing attention to it. Yet, despite such policy developments, the OCED (2019) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain disadvantaged and under-represented in entrepreneurial activity. Inclusive entrepreneurship policies recognise the significant economic and social contribution these communities could make if greater encouragement and appropriate support was offered. This study investigates the supportive role that Higher Education Institutions (HEIs) can play in strengthening social inclusion through inclusive entrepreneurship. In a novel contribution, the study broadens the perspective of entrepreneurship to enterprising behaviour which has a wider meaning and broader relevance beyond economic matters. The research was conducted through a single, in-depth revelatory case study of an Irish HEI that is newly constituted and developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through 15 semi-structured interviews and participant observation of a HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study. The study identified the relevance of the enterprising behaviour concept for disadvantaged communities as a potential bridge to entrepreneurial activity. Moreover, the study identified an expanded and more inclusive role for HEIs in supporting entrepreneurial potential within disadvantaged communities. As an original contribution to knowledge, the findings were synthesised with recognised constructs from the fields of (1) HEI Community Engagement, (2) Entrepreneurial Education and (3) Disadvantaged Communities in the presentation of an evidence-based framework to support HEIs in the development of inclusive, tailored entrepreneurial education initiatives. The framework suggests several guidelines for HEIs in this regard. In addition to several policy recommendations, this study lays the foundations for future research on the expanded role of HEIs within entrepreneurial ecosystem

How can Higher Education Institutions (HEIs) support the development of Entrepreneurial Mindsets in Local Communities?

Promoting an entrepreneurial culture through the development of entrepreneurial mindsets has become an important mission on the education and enterprise policy agenda of many governments and supranational organisations. Higher Education Institutions (HEIs) have responded to this call by developing entrepreneurship / enterprise education pedagogies that now place a greater focus on engendering entrepreneurial competencies within individuals rather than on the creation of new ventures. Such competences are relevant for all aspects of an individual’s life and may assist them in navigating the ever changing, chaotic, global world in which they live. However, some commentators have argued that this development is elitist as HEIs have primarily focused their support on better educated individuals and high-technology based enterprises. Indeed, it has also been suggested that HEIs are less proactive in the development of entrepreneurial mindsets more broadly in society, particularly amongst disadvantaged communities. This paper explores how HEIs can move outside of their formal education setting and dynamically support the development of entrepreneurial competencies and mindsets amongst people within their local communities

Expanding university entrepreneurial ecosystems to under-represented communities

Purpose – Entrepreneurship education has moved from an elitist view focussing on a start-up and picking-the-winners philosophy towards a broader enterprising behaviour approach; recognising entrepreneurship as an activity of relevance for everybody. The purpose of this paper is to extend this development and identify how university entrepreneurial ecosystems can be expanded to support communities that are under-represented in entrepreneurship. Design/methodology/approach – Based on an integrative literature review (Torraco, 2005), this paper draws together and synthesises literature from the field of entrepreneurship, higher education studies and under-represented communities in an integrated fashion, leading to the development of a new conceptual model. Findings – This paper challenges the traditional role of universities in supporting entrepreneurship as focussing mainly on economic growth and new venture creation, and identifies how universities are also positioned to provide greater civic support to entrepreneurial learning amongst under-represented communities. Through a critical analysis of the literature, the conceptual model proposed identifies six key considerations in the expansion of university entrepreneurial ecosystems for under-represented communities. Practical implications – There are currently 96.6m people at risk of poverty and social exclusion in the EU (OECD, 2017) and an estimated 43.1m Americans (US Census Bureau, 2017). This paper explores how university entrepreneurial ecosystems can be expanded to support minority and disadvantaged communities who are under-represented in terms of entrepreneurial activity. Originality/value – Given that there is little research regarding how universities might activate inclusive entrepreneurship initiatives amongst under-represented communities, this paper expands existing knowledge as it identifies the key considerations encompassing university-led community collaborative enterprise support

Towards a European framework for community engagement in higher education – a case study analysis of European universities

Purpose – This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context. Design/methodology/approach – The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities. Findings – The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement. Originality/value – Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE

Re-Imagining Higher Education Institutions as Inclusive Entrepreneurial Entities: the Case of European University of Technology (EUt+)

The requirement to transform higher education institutions (HEIs) to become inclusive entrepreneurial entities is underpinned by policy and by changes over past decades on the role and linkages of universities to their environment. This paper aims to understand how HEIs are transforming as inclusive entrepreneurial entities using the European University of Technology (EUt+) as a case in practice. The study draws on a conceptual framework developed by O’Brien, Cooney and Blenker (2019) for expanding university entrepreneurial ecosystems to under-represented communities. The framework is used to identify points of decision and action as well as to identify tools and instruments that can capture data as EUt+ progresses. The contribution of this paper provides firstly, a preliminary insight into how EUt+ as a European University Alliance is progressing as an inclusive entrepreneurial HEI and secondly, progresses the O’Brien, Cooney and Blenker (2019) framework from conceptual to practice, in particular on monitoring and evaluation of the inclusive entrepreneurial HEI

The perceptions of key stakeholders of the roles of specialist and advanced nursing and midwifery practitioners

Aim: To explore the perceptions of key stakeholders of the roles of specialist and advanced nursing and midwifery practitioners. Background: There is evidence that the contribution of these roles to patient care is poorly understood. Design: This research took place over 2 months in 2015 and is part of a larger study involving a rapid review to inform policy development on the specialist and advanced nursing and midwifery practice in Ireland. As an added value, a qualitative element involving thematic analysis was undertaken with key stakeholders. Methods: A phenomenological qualitative study was conducted incorporating semistructured interviews with key stakeholders (n = 15). Purposive sampling with maximum diversity was used to recruit a wide range of perspectives. Findings: Participant’s perspectives led to seven themes: Impact of these roles; role preparation, experience and organizational support; specialist and advanced practice roles in an interdisciplinary context; different folks but not such different roles; impact of specialist and advanced practice roles on patient outcomes; barriers and facilitators to enacting specialist and advanced practice roles; future development of these roles. Conclusion: There is acknowledgement of the positive impact of specialist and advanced practitioners; however, the evidence is currently not conclusive. Preparation for these roles needs to reflect changes in the calibre of today’s professional applicants, and organizational support is paramount to their successful execution. The contribution of their activity to patient outcome needs to be made visible to enhance these roles and to justify the development of new roles across a variety of healthcare areas

Centering Community Voices in Mining Governance

Peru has shifted away from centralized mining management to governance among government, companies, and communities. Various mechanisms facilitate community participation, including the mining canon, dialogues, and corporate social responsibility programs. Even with these laws and mechanisms, mining pollution and conflicts continue. In this study, we ask: how do communities perceive and participate in mining governance? And what are some alternative ways, driven by community priorities, to address governance in mining contexts? We collected 53 semi-structured with agricultural actors in two Peruvian districts with mining activity and analyzed those perspectives through the lens of community-centered governance. Our analyses revealed how centering community priorities in data collection and analysis illuminates context-specific factors that shape community attitudes toward mining and highlights community-driven approaches to addressing mining governance. Such community driven approaches could include integrating understandings of local livelihoods and historical contexts, implementing transparent participatory processes, and improving laws to give communities decision-making power over mining development

LEAF (Learning from and Engaging with Assessment and Feedback) Final project report

The LEAF (Learning from and Engaging with Assessment and Feedback) project was funded under the Teaching Fellowship in TU Dublin, city campus for 18 months beginning in January 2018. The project team comprised 18 academics from across the TU Dublin - City Campus and there are representatives from all colleges. Also included were two further members who represented the student voice: the Director of Student Affairs and the Students’ Union Education Officer. This project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin

Proceedings of the 2015 WA Chapter of MSA Symposium on Music Performance and Analysis

This publication, entitled Proceedings of the 2015 WA Chapter MSA Symposium on Music Performance and Analysis, is a double-blind peer-reviewed conference proceedings published by the Western Australian Chapter of the Musicological Society of Australia, in conjunction with the Western Australian Academy of Performing Arts, Edith Cowan University, edited by Jonathan Paget, Victoria Rogers, and Nicholas Bannan. The original symposium was held at the University of Western Australia, School of Music, on 12 December 2015. With the advent of performer-scholars within Australian Universities, the intersections between analytical knowledge and performance are constantly being re-evaluated and reinvented. This collection of papers presents several strands of analytical discourse, including: (1) the analysis of music recordings, particularly in terms of historical performance practices; (2) reinventions of the \u27page-to-stage\u27 paradigm, employing new analytical methods; (3) analytical knowledge applied to pedagogy, particularly concerning improvisation; and (4) so-called \u27practice-led\u27 research.https://ro.ecu.edu.au/ecubooks/1005/thumbnail.jp

Investigating the Potential and Pitfalls of EV-Encapsulated MicroRNAs as Circulating Biomarkers of Breast Cancer

Extracellular vesicles (EVs) shuttle microRNA (miRNA) throughout the circulation and are believed to represent a fingerprint of the releasing cell. We isolated and characterized serum EVs of breast tumour-bearing animals, breast cancer (BC) patients, and healthy controls. EVs were characterized using transmission electron microscopy (TEM), protein quantification, western blotting, and nanoparticle tracking analysis (NTA). Absolute quantitative (AQ)-PCR was employed to analyse EV-miR-451a expression. Isolated EVs had the appropriate morphology and size. Patient sera contained significantly more EVs than did healthy controls. In tumour-bearing animals, a correlation between serum EV number and tumour burden was observed. There was no significant relationship between EV protein yield and EV quantity determined by NTA, highlighting the requirement for direct quantification. Using AQ-PCR to relate miRNA copy number to EV yield, a significant increase in miRNA-451a copies/EV was detected in BC patient sera, suggesting potential as a novel biomarker of breast cancer