Creating the Sustainable: How Can a Creative Writing Module Promote the Sustainability Agenda with the Purpose of Furnishing Undergraduates with Personal, Academic and Vocational Skills for Post-Degree Life?

Abstract Sustainability has become a buzzword in the Higher Education (HE

Evaluation of the Social Work Practices with Adults Pilots

This is a summary of the findings of the independent Evaluation of the Social Work Practice with Adults (SWPwA) pilots; an Evaluation that was undertaken 2011-14. SWPwAs can be defined as organisations independent of local authorities that are contracted to carry out functions that were previously the duty of local authorities in supporting community dwelling adults potentially or actually defined as in need of social care and support, especially in regards to assessment, care planning and reviews. The Evaluation collected data about the policy impetus that led to the creation of SWPwAs and presents a discussion about the policy announcements, debate and commentary on the pilots as they moved from idea to practice. There are commonalities but also differences between the Social Work Practices pilots with Adults and with the earlier Social Work Practices with Children pilots. Over time, the indicators of success as perceived by government changed and the lessons learned from SWPwA pilots should be seen as supporting the implementation of policy rather than providing evidence for policy formulation. The decision to pilot SWPwAs was made in 2010 and a series of steps followed - namely seeking volunteer local authorities to take part in the pilots as commissioners, deciding on the pilot remits and funding, drawing up contracts and making arrangements for staffing, the chosen areas of practice and methods of engaging with other local stakeholders. These are analysed in the full report.This is a summary of the findings of the independent Evaluation of the Social Work Practice with Adults (SWPwA) pilots; an Evaluation that was undertaken 2011-14. SWPwAs can be defined as organisations independent of local authorities that are contracted to carry out functions that were previously the duty of local authorities in supporting community dwelling adults potentially or actually defined as in need of social care and support, especially in regards to assessment, care planning and reviews. The Evaluation collected data about the policy impetus that led to the creation of SWPwAs and presents a discussion about the policy announcements, debate and commentary on the pilots as they moved from idea to practice. There are commonalities but also differences between the Social Work Practices pilots with Adults and with the earlier Social Work Practices with Children pilots. Over time, the indicators of success as perceived by government changed and the lessons learned from SWPwA pilots should be seen as supporting the implementation of policy rather than providing evidence for policy formulation. The decision to pilot SWPwAs was made in 2010 and a series of steps followed - namely seeking volunteer local authorities to take part in the pilots as commissioners, deciding on the pilot remits and funding, drawing up contracts and making arrangements for staffing, the chosen areas of practice and methods of engaging with other local stakeholders. These are analysed in the full report

Longitudinal Care Work Study (LoCS) Expert Seminar: Presentation and discussion of emerging findings. Held by SCWRU on 24 September 2014 at King’s College London

At the outset of the Longitudinal Care Work Study (LoCS) an Expert Seminar engaged a range of stakeholders in the study aims and methods. This second LoCS Expert Seminar was similarly designed to gather diverse expert perspectives to discuss emerging findings from the analysis of the qualitative and quantitative data from phases one and two of the research and to take part in a priority setting exercise for the study's next phases. Forty participants attended from a cross-section of local authorities, social care providers and umbrella social care sector organisations, including user representative groups, a range of academic perspectives, and the sector skills and professional bodies, Skills for Care and The College of Social Work.At the outset of the Longitudinal Care Work Study (LoCS) an Expert Seminar engaged a range of stakeholders in the study aims and methods. This second LoCS Expert Seminar was similarly designed to gather diverse expert perspectives to discuss emerging findings from the analysis of the qualitative and quantitative data from phases one and two of the research and to take part in a priority setting exercise for the study's next phases. Forty participants attended from a cross-section of local authorities, social care providers and umbrella social care sector organisations, including user representative groups, a range of academic perspectives, and the sector skills and professional bodies, Skills for Care and The College of Social Work

Professional Doctorate in Education Assignment 3 Leaving the blood in -Using autobiography and narrative to tell the story of research into experiences with academic writing: How to get it write/right?

Abstract Academic writing can be difficult to accomplish and disengaging to read While reading and writing for the purposes of research should be informative, insightful, rigorous and challenging, is it also possible to make these processes entertaining or even pleasurable? Can the researcher give some personal insight into their world view and also from that of their interviewees instead of pretending that they play an entirely passive and objective role in the research process? Many qualitative researcher

Autobiographical and researched experiences with academic writing : an analytical autoethnodrama

This thesis identifies analytical autoethnography as a methodology that synthesises autobiography and social critique in order to resist, and also change, dominant authoritative discourse. The author has carried out twelve open-ended interviews with academics from a variety of subject areas at one university in order to elicit autobiographical experiences with academic writing and the so-called 'publish or perish culture'. Evidence from the author's autobiographical experiences and the interview data have been used to inform a short autoethnodrama set in a university on the south coast. This triangulation of research- autobiography-script seeks to maintain the balance between rigorous academic analysis and experiential autobiographical reflection via a creative and emotionally charged text. The autoethnodrama considers the 'impact' of the Research Assessment Exercise (RAE) and current such exercises, and the possible and real effects of the pressure to 'publish or perish' on institutional culture and individual lives. Autoethnodrama is justified as a methodological approach because it seeks to resist positivist-informed 'master' narratives, instead offering a highly charged, creatively written text that explicitly links autobiographical experiences and the social/cultural group under study without claiming objectivity or denying a personal bias. The research proposes that autoethnography can encourage an enlightened reading of a text and empower readers with an enhanced process of meaning-making. A maj or finding of the research is that this is important and that autoethnography also offers the potential for making academic writing more democratic and inclusive. The research identifies staff development strategies that offer the potential for a less stressful academic writing process and democratic university environment including mentoring and other explicit institutional support. In addition the research identifies the process of producing this thesis as a means of further democratising the conventional academic writing process and progressing the case for a more inclusive and expansive approach to academic writing. The thesis proposes a more holistic and person-centred approach to academic writing and also to academic life.EThOS - Electronic Theses Online ServiceGBUnited Kingdo