The Porous University: Re-thinking Community Engagement

This primary goal of this concept paper is to stimulate a conceptual re-think around the nature of community engagement in higher education. The paper outlines the evolution of community engagement. It questions some of the ideological rhetoric of this term whereby the university is presented as a collaborative partner and co-creator of knowledge, particularly through strategies such as service-learning. It highlights issues of power relationships, ownership of the engagement process and knowledge generation. The paper offers a theoretical framework for community engagement, drawing on the capabilities approach, asset-based community development and dialogue. The framework is then presented as a diagram which can be used as an evaluative tool for assessing how metaphorically porous university boundaries are to facilitate a more mutually accessible relationship between community and university. In this way, the engagement relationship can build on community assets, rather than following a deficit model of intervention which is premised on community need

Participatory Rural Appraisal: Lessons for Countries in the North?

"This paper describes and analyses various perspectives on participatory rural appraisal and the relationship between its rhetoric and practice, particularly regarding its claims to give voice to the marginalised and contribution to development needs. Drawing on relevant literature that both critiques and provides examples of practice, the paper analyses two case studies to explore what lessons we can learn about the approach and its applicability as a methodology for marginalised social groups in European contexts." (author's abstract

Making the Curriculum Culturally Relevant: Relations between the Global and Local

This paper analyses findings from action research which explored the impact of devising higher education curricula which are culturally and socially relevant to marginalised adult learners. The theoretical framework draws on the relationship between globalisation and local identity

Negotiating service learning through community engagement: Adaptive leadership, knowledge, dialogue and power

This article builds on two recent publications (Preece 2013; 2013a) concerning the application of asset-based community development and adaptive leadership theories when negotiating university service learning placements with community organisations in one South African province. The first publication introduced the concept of ‘adaptive engagement’. The second analysed empirical findings from the first phase of an action research project that endeavoured to take a teamwork approach to service learning placements. This paper reports on the larger, second phase. Different student teams were each tasked with undertaking an activity that had been identified by an NGO as an area of development need. The paper discusses this approach filtering the above-mentioned theories through a Foucauldian lens for analysing power relationships, knowledge and ownership over decision-making. Findings highlight the multi-layered complexity of community engagement, communication and power relations, and the limiting nature of institutional governmentality in terms of student contributions to sustainable community outcomes and university recognition of community-based knowledge. But the findings also demonstrate the potential for contributing to community change and knowledge sharing when an adaptive leadership approach of clarifying competing goals and values is used alongside respect for community assets of experiential, or subjugated, knowledge

Nurturing lifelong learning in communities through the National University of Lesotho: prospects and challenges

This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings

LSE’s experts explain what awaits Britain and Europe ahead of Brexit

On Thursday 8 December, LSE hosted a day of EU- and UK-focused expert panel events and networking activities about Brexit. Below is the full programme, along with audio recordings of each session

Helping parents to understand and support their children with autism through parent training in south east Europe: the ‘ESIPP’ project

Autism is a lifelong condition which can have a significant impact not only upon the individual with autism, but also parents, siblings and the wider family. Parent training has been shown to be an important source of social support to families, helping them adjust to the reality of living with autism, and improving outcomes and quality of life for family members. However, such training is not universally available, and nor may existing models of parent education be universally appropriate. This paper discusses the activity undertaken to date (November 2016) in the Equity and Social inclusion through Positive Parenting (ESIPP) project. This is a partnership of academics, professionals and parents, funded by the European Union, working to develop and evaluate the impact of providing such training in Croatia, Cyprus and the Former Yugoslav Republic (FYR) of Macedonia. The paper reviews the literature regarding parent training, highlighting key benefits and barriers. It then moves on to introduce the ESIPP project, outlining key aspects of the project – the identification of the core curriculum, the parent training courses and the evaluation process – and summarising what we have learned in developing and providing training across cultures

SEND: a system for electronic notification and documentation of vital sign observations

Background: Recognising the limitations of a paper-based approach to documenting vital sign observations and responding to national clinical guidelines, we have explored the use of an electronic solution that could improve the quality and safety of patient care. We have developed a system for recording vital sign observations at the bedside, automatically calculating an Early Warning Score, and saving data such that it is accessible to all relevant clinicians within a hospital trust. We have studied current clinical practice of using paper observation charts, and attempted to streamline the process. We describe our user-focussed design process, and present the key design decisions prior to describing the system in greater detail. Results: The system has been deployed in three pilot clinical areas over a period of 9 months. During this time, vital sign observations were recorded electronically using our system. Analysis of the number of observations recorded (21,316 observations) and the number of active users (111 users) confirmed that the system is being used for routine clinical observations. Feedback from clinical end-users was collected to assess user acceptance of the system. This resulted in a System Usability Scale score of 77.8, indicating high user acceptability. Conclusions: Our system has been successfully piloted, and is in the process of full implementation throughout adult inpatient clinical areas in the Oxford University Hospitals. Whilst our results demonstrate qualitative acceptance of the system, its quantitative effect on clinical care is yet to be evaluated

ADAM17-dependent proteolysis of L-selectin promotes early clonal expansion of cytotoxic T cells

L-selectin on T-cells is best known as an adhesion molecule that supports recruitment of blood-borne naïve and central memory cells into lymph nodes. Proteolytic shedding of the ectodomain is thought to redirect activated T-cells from lymph nodes to sites of infection. However, we have shown that activated T-cells re-express L-selectin before lymph node egress and use L-selectin to locate to virus-infected tissues. Therefore, we considered other roles for L-selectin proteolysis during T cell activation. In this study, we used T cells expressing cleavable or non-cleavable L-selectin and determined the impact of L-selectin proteolysis on T cell activation in virus-infected mice. We confirm an essential and non-redundant role for ADAM17 in TCR-induced proteolysis of L-selectin in mouse and human T cells and show that L-selectin cleavage does not regulate T cell activation measured by CD69 or TCR internalisation. Following virus infection of mice, L-selectin proteolysis promoted early clonal expansion of cytotoxic T cells resulting in an 8-fold increase over T cells unable to cleave L-selectin. T cells unable to cleave L-selectin showed delayed proliferation in vitro which correlated with lower CD25 expression. Based on these results, we propose that ADAM17-dependent proteolysis of L-selectin should be considered a regulator of T-cell activation at sites of immune activity

ESIPP – едукација на родители на деца со аутизам

Presentation (in Macedonian) regarding the ESIPP parent education in autism project