Suchergebnisse

1. Foundations of University-Community Engagement -- 2. The Evolution of University-Community Engagement -- 3. Massification of Higher Education and the Nature of the Student Population -- 4. Marketisation, Teaching, Learning and the Student experience -- 5. From Knowledge Transfer to Public Engagement -- 6. The Power of Research Quality Assessments in Shaping Research Agendas -- 7. The Impact Agenda and Beyond -- 8. Involving the Publics in Research -- 9. Conclusion: From University-Community to Community-University Engagement

National policies implemented at local level require marginalised community groups to work with public sector agencies and professionals. It can be a significant challenge to work across these boundaries. This article explores how creative and visual methods can be used to support people from so-called 'hard-to-reach' groups to articulate complex thoughts and ideas, and communicate their experience of living in their communities. Examples are drawn from the authors' recent work in the north of England on regeneration and social cohesion, in which university staff collaborated on separate projects in partnership with – and driven by – community groups.

Background  This research was carried out as an assessment of the transition towards adult life for school leavers with mild intellectual disabilities. Ninety young people who were enrolled at three schools for people with mild intellectual disabilities were followed up for the first 12–18 months after they left school to assess how they experienced this transition.Methods  Young people were interviewed using semi‐structured interviews before they left school regarding their aspirations for school leaving. They were then followed up and those who were traced were interviewed a second time regarding how they had experienced the previous year.Results  There were a number of difficulties encountered in following up the school leavers. Most importantly, there were a high number of participants who were unable to be traced for the study, by the schools, the careers office, or other service providers. The attrition started early in the transition process and was largely overlooked by the schools and careers service, presenting a challenge for successful transition experiences.Discussion  The implications of the high level of attrition are discussed. In addition, the impact of a number of new initiatives are discussed.

The current debate around the emergence of participatory approaches in evaluation practice suggests that participatory evaluation may be considered an organizational learning praxis, one which facilitates the development of a holistic process of intentional change. Through critical reflection on how participatory evaluation has been conceptualized, this article offers an overview of some of the contextual challenges encountered when using participatory evaluation to enable the creation of learning environments. Given the pluralistic nature of modern organizations and some contextual constraints, evaluators appear to have largely developed a more instrumental type of learning, which may, paradoxically, result in a significant source of resistance to intentional change. This article proposes a process of capacity building for evaluative research (CBER). This process offers a collaborative way of overcoming unforeseen resistance to intentional change by overcoming the challenges found in the relationship between participatory evaluation and organizational learning. The article concludes by suggesting some epistemological and organizational issues that evaluators should take into account when enabling the implementation of a process of CBER in pluralistic organizations.

Even though an increasing number of British South Asian women have moved into paid employment over the years as a reflection of social and cultural mobility and change, their work‐family experiences are not widely reported. This paper examines the experiences of British South Asian full‐time managerial or professional women combining work and family life. A qualitative study based in the north‐west of England was conducted utilising semi‐structured interviews with 17 women. Five themes are discussed: cultural influences on domestic responsibilities; additional responsibilities and commitments to extended family and community members; work‐family priorities and "superwoman syndrome"; stereotypes of roles and responsibilities at work; and experiences of discrimination. Managerial or professional British South Asian women are subjected to the same cultural family commitments and expectations as other non‐professional British South Asian working women. Practical implications of the findings are related to managing diversity approaches and organisational culture change.

This accessible textbook provides an overview of theoretical and practical issues around psychological work in a range of community settings. This is the ideal resource for students of different community based professions, working in a range of applied settings, at both undergraduate and postgraduate levels.