scholarly journals The university as intermediary for the creative economy: Pedagogues, policy-makers and creative workers in the curriculum

2019 ◽  
Vol 18 (2-3) ◽  
pp. 120-139
Author(s):  
Dave Harte ◽  
Paul Long ◽  
Annette Naudin
Keyword(s):  
Creative Industries ◽  
Creative Economy ◽  
Policy Makers ◽  
University Policy ◽  
Cultural Management ◽  
Study Approach ◽  
Creative Workers ◽  
Cultural Sector ◽  
The University

This article examines the nature and role of courses designed to train creative workers, policy-makers and related actors, in the skills necessary for cultural management, enterprise or intermediation and their relationship in apprehending the sector. The article takes a case study approach, engaging with university policy, student research, reflections from graduates and staff who have participated in a suite of integrated MA awards at a UK university. We find that the programme created environments in which practitioners and intermediaries were positioned in reflexive relation to their experiences and roles. We outline the insights and understandings that have emerged as students explored their own orbits in relation to both critical and instrumental research on the cultural sector, and in relation to perceptions of the transformations in sector and how it is conceived. The case study sets out an agenda for exploring the relationship of research, pedagogy and practice after the creative industries.

Knowledge Exchange between Universities and the Creative Industries in the UK

2014 ◽  
Vol 28 (3) ◽  
pp. 177-183 ◽  
Author(s):  
Morag Ferguson
Keyword(s):  
Communication Networks ◽  
Knowledge Exchange ◽  
Creative Industries ◽  
Creative Economy ◽  
Study Approach ◽  
Key Stakeholders ◽  
The Uk ◽  
Modes Of Engagement ◽  
Depth Interviews

The importance to the economy of knowledge exchange between universities and industry has long been recognized, and in the UK a number of initiatives are in place to support such activities. These initiatives have helped to stimulate engagement between universities and the creative industries, a sector of increasing importance to the UK economy. However, in contrast to other sectors, such as science and engineering, little has been published about the ways universities and the creative economy interact. In this paper a study designed to determine the characteristics of the modes of engagement which best support knowledge exchange between GCU and partners in the creative industries is described. A qualitative case study approach is employed, in which data are gathered through in-depth interviews with key stakeholders. The literature suggests that the culture of an institution, based on mission and history, and the communication networks which are in place to support engagement are likely to be important factors. The issues identified in the literature are explored in this study and interview responses are used to determine the practices that support and encourage successful engagement.

scholarly journals Pengembangan Ekonomi Kreatif Berbasis Wisata Budaya: Studi Kasus pada Pengrajin Tenun di Kabupaten Sambas

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Sumar’in Sumar’in ◽  
Andiono Andiono ◽  
Yuliansyah Yuliansyah
Keyword(s):  
Human Resources ◽  
Swot Analysis ◽  
Creative Industries ◽  
Creative Economy ◽  
Case Study Approach ◽  
Creative Imagination ◽  
Study Approach ◽  
Development Policies

A creative economy is based on people’s use of their creative imagination to increase an idea’s value. Howkins’ creativity-based model includes all kinds of creativity, whether expressed in art or innovation. The narrower culture-based models concentrate on arts, design and media and are normally restricted to nominated industries. The problem in this research is how the concept of creative economic development, as well as forms of tourist development policies capable of stimulating the economy and incomes in Sambas district? The method used in this research is the case study approach using SWOT analysis on a matrix approach. Results from this study that the development of the creative economy in Sambas district is to improve the quality of human resources in particular culture-based creative industries such as weaving craft that emerged from the group of small and medium industries, with has a unique and sale value.  

scholarly journals Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

2021 ◽  
Vol 13 (8) ◽  
pp. 4186
Author(s):  
Abdulhakeem Raji ◽  
Abeer Hassan
Keyword(s):  
Signaling Theory ◽  
Relevant Information ◽  
Voluntary Exercise ◽  
Communication Tool ◽  
Individual Interviews ◽  
Study Approach ◽  
Research Findings ◽  
Definition Of ◽  
The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals The Underlying Motives of University Student Volunteers Participating in Community Service Activities in Custodial Settings in South Africa: A Philosophical Perspective

Phronimon ◽  
2017 ◽  
Vol 18 ◽  
pp. 44-58
Author(s):  
Johannes H Prinsloo
Keyword(s):  
South Africa ◽  
Spiritual Growth ◽  
Human Life ◽  
Philosophical Perspective ◽  
Study Approach ◽  
Personal Experiences ◽  
Student Volunteers ◽  
The University ◽  
Security Science

Socrates pronounced that “An unexamined life is not worth living” and maintained the belief that the purpose of human life was personal and spiritual growth. This article explores, against this background, the motives and experiences of 12 student volunteers who assisted with the assessment of sentenced offenders in custodial settings in South Africa, as part of the “third mission” of the Department of Criminology and Security Science at the University of South Africa (Unisa). A case study approach was followed to explore the underlying social context and thereby gain an understanding of the students’ experience in terms of their exposure to the correctional milieu. The article relates the student volunteers’ experiences regarding their expectations and motives at the outset, their personal experiences and the benefits that involvement in this project holds for them.

Hervey Bay in Transition

2004 ◽  
pp. 223-237
Author(s):  
Wayne Pease ◽  
Lauretta Wright ◽  
Malcolm Cooper
Keyword(s):  
Lessons Learned ◽  
City Council ◽  
Community Based ◽  
Community Capacity Building ◽  
Training Project ◽  
Study Approach ◽  
Knowledge Based ◽  
Information Communications Technology ◽  
The University

In regional Australia there is a growing interest and investment in community capacity building and this is beginning to be formalised in a desire to integrate information communications technology opportunities with other forms of community development. This paper explores the opportunity for greater social integration based on the formation of community-based information communication technology (ICT) driven organizations, using a case study approach.  It is suggested that whether disseminating information, collaborating with other communities, assisting the development of new industries, or simply by sharing the lessons learned along the way, community-based IT can assist and support a community’s economic and social development.  Further, the paper supports the view that, where understanding and developing new forms of information technology through community informatics is accepted as an integral part of such development, communities will not just ‘improve the old’ but will more radically restructure themselves towards a knowledge-based future. The case study that underpins these observations is that of the development of Bay Connect, a community-based Internet development and training project, begun in Hervey Bay with Networking the Nation support, and which is now expanding into the adjacent Maryborough and surrounding Shires. It is also supported by the University of Southern Queensland’s Wide Bay and has an emergent role in supporting new and existing IT businesses, Bay Connect and the Hervey Bay City Council, in the creation and nurturing of an IT skills base within the region.

scholarly journals Understanding PhD Latinx Career Outcomes: A Case Study

2018 ◽  
Vol 17 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Mark Kamimura-Jimenez ◽  
John Gonzalez
Keyword(s):  
Doctoral Students ◽  
Contextual Factors ◽  
Educational Experience ◽  
Career Outcomes ◽  
University Of Michigan ◽  
Case Study Approach ◽  
Study Approach ◽  
Institutional Structures ◽  
The University

This study explored the career outcomes for Latinx doctoral students and the contextual factors of their educational experience influencing these outcomes. A case-study approach is taken to examine the cases of doctoral students at the University of Michigan. These students were tracked each year, for 10 years post-graduation. Furthermore, an analysis of programmatic efforts to develop doctoral students and prepare them for the marketplace is also described as institutional structures that support career success.

INSPIRE sustainability internships

2019 ◽  
Vol 20 (3) ◽  
pp. 452-469 ◽  
Author(s):  
Carolyn Susan Hayles
Keyword(s):  
Small Sample Size ◽  
Real Life ◽  
Small Sample ◽  
Multiple Sources ◽  
Student Body ◽  
Content Type ◽  
Study Approach ◽  
Life Context ◽  
The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

Assessing e-readiness of the Copperbelt University, Zambia: case study

2016 ◽  
Vol 33 (5) ◽  
pp. 315-332 ◽  
Author(s):  
Matuka Chipembele ◽  
Kelvin Joseph Bwalya
Keyword(s):  
Conceptual Framework ◽  
Theory And Practice ◽  
Policy Makers ◽  
Content Type ◽  
Working Environments ◽  
Methodological Triangulation ◽  
Ict Infrastructure ◽  
Teaching Learning ◽  
The University

Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

scholarly journals Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Chioma Ohajunwa ◽  
Judith Mckenzie ◽  
Theresa Lorenzo
Keyword(s):  
Service Learning ◽  
Ad Hoc ◽  
Academic Staff ◽  
Cape Town ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Socially Responsive ◽  
University Of Cape Town ◽  
The University

Background: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion. Methodology: An instrumental case study approach was adopted and a thematic analysis of data was done. Findings: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner. Conclusion: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.

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