Design Features of a Professional Development Program in Digital Literacy

The authors introduce readers to three design features of the University of Rhode Island\u27s Summer Institute in Digital Literacy, a 42‐hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one\u27s motivations for advancing digital literacy, deepen appreciation for collaborative inquiry, and focus on how educators and learners (not machines) personalize learning. Evidence of how these themes are developed through practice illustrates the design philosophy that is embedded in the program. Digital media platforms, texts, and technologies enable pedagogical practices that put learners and teachers at the center of an increasingly networked social world, but these approaches also require respect for diverse perspectives, deliberative dialogue, and collaborative inquiry to bring them into the mainstream educational practice of schools, libraries, universities, and communities

An Exploratory Quantitative Study into the Relationship between Catholic Affiliation and the Development of Social Entrepreneurship Education in the USA

Catholic educationalists have long stressed the role of Catholic universities in advancing the cause of social justice to counter the increasing commodification of business relationships and the lack of social responsibilities of the business world. Is this rhetoric or reality? In this empirical paper involving 501 USA universities that have an Association to Advance Collegiate Schools of Business (AACSB) accredited business school, we examine the relationship between Catholic affiliation and the universities’ decisions to offer social entrepreneurship and non-profit management courses to business students. Our study found that universities with Catholic affiliation are significantly more likely to offer both non-profit management and social entrepreneurship courses to business students. Our results offer evidences that Catholic universities are indeed working towards making a difference, with the vision and flexibility to do so

A Big Picture Approach to (C)SR: Where Are We Now?

My approach comprises two main points. I begin by reiterating my proposed argument that corporate social responsibility develops within organisations, over time, in four general phases and that practitioner attitudes are moving away from the dominant phase of social responsibility (SR) as public relations activity (Hemingway, 2013). The financial crash of 2008 was the catalyst for this marked gear shift in the awareness of organisational ‘ethics’ and ‘morality’ (SR) that was previously confined to the concerns of the business ethics scholars. Second, I contend that the legitimacy and credibility of SR in business schools is lagging behind that shift due to misunderstandings about its relevance, the obsession with performance metrics and a lack of political will in some cases. In the final part of this article, I suggest ways forward for research, teaching and practice

Aspen Institute Round table on AI

Industry leaders looking at AI implications on governments, individuals, policie