Social Entrepreneurship in Communities

The United States ranks low on many measures of population health. In addressing this societal problem, nonprofit health conversion foundations are emerging as important, local social entrepreneurs. We investigated the processes by which these organizations create and implement locally situated innovative approaches to promote health and wellness. Using an inductive, qualitative approach, we identified central themes by which conversion foundations, as social entrepreneurs, developed collaborative solutions to health. We found that they defined the social problem, generated social capital in the community, and educated potential partners. These mechanisms helped build a groundwork for collaboration among community actors. Conversion foundations then convened partners with complementary competencies to develop creative solutions. This research contributes to the literature on social entrepreneurship and nonprofits by expanding understanding of how foundations can foster community collaborations to develop innovative solutions to social problems. Further, this study sheds light on the activities and processes of nonprofit health conversion foundations as actors with the potential to improve population health.     

Faxon institute colloquium on scholarly communications issues

Abstract

Whether to use a classified or alphabetical arrangement of print periodicals is still a controversial issue in academic libraries. Both systems provide access for patrons, and each has its strengths and weaknesses. Proponents of alphabetical arrangement emphasize ease of use for the patron. The primary argument for classification focuses on the patronâ€?s browsing ability. However, there are other factors involved in choice of arrangement. Bibliographic control, collection size, and physical constraints are often important considerations in deciding which system provides optimal access for library patrons.     

Experiencing Stigma and Exclusion: The Influence of Neoliberal Perspectives,Practices, and Policies on Living with Chronic Illness and Disability

Neoliberal perspectives, policies, and practices increasingly affect chronically ill and disabled people's embodied experiences of stigma and exclusion. Neoliberalism emphasizes individual responsibility and self-sufficiency, a limited social safety net, and narrow governmental accountability. Examining pivotal experiences of chronically ill people shows how neoliberalism can frame their alternatives, interactions, and actions. This examination prompts reconsidering Goffman's concept of stigma to include how larger social policies and practices affect experiencing stigma and exclusion and, also, illuminates temporal features of receiving a diagnosis, disclosing illness, and dealing with disabilities and unpredictable bodies. The analysis derives from an ethnographic story and published and unpublished personal accounts from first-hand and library research over the course of my career.     

Government and Non-profit Collaboration in Times of Deliverology,Policy Innovation Laboratories and Hubs,and New Public Governance

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - This article investigates the implications of the move from public administration to new public management to new public...     

Fielding hot topics in cool settings: The study of corporate ethics

This paper describes the methods used to gain access and conduct research on corporate ethics in two large corporations. To date, only a small number of social scientists have pursued such sensitive and highly intrusive field research because of substantial obstacles to gaining access and completing meaningful investigations. Detailed discussion of how we framed the study and then sold the research to the two sites points to the conclusion that the merging of science and action is both difficult and fruitful. This study highlights the need to establish appropriate balance between scholarly and applied objectives, to build collaborative relations with research participants, and to bring an interdisciplinary approach to contextually based studies of corporate ethics and deviancy.We gratefully acknowledge both the Human Resources Policy Institute at Boston University and the Amsterdam Foundation for providing the funding and encouragement that made this research possible. We are also grateful for the excellent contributions of our research associates in this endeavor: Maria-Paz Avery, Wendy Handler, James Hunt, Kathleen Jordan, Jeanne Liedtka, and Gary Reed. In addition, we are indebted to many colleagues, executives and other professionals who have graciously contributed valuable ideas and feedback at various stages of the work: Chris Argyris, Lloyd Baird, John Braithwaite, Dave Brown, John Fleming, Fred Foulkes, Ken Goodpaster, Tim Hall, Don Hendler, Zeba Hyder, Steve Kerr, Alan Wertheimer, Ralph Kilmann, Harvey Kram, George Labovitz, Mark Leach, Barry Leskin, Steve Levin, Meryl Louis, Murray Melbin, Phil Mirvis, Henry Morgan, Marty Moser, Jim Post, Jim Rosenwald, John Russell, Barbara Toffler, Michael Useem and Jim Waters. We also benefitted from the advice and counsel of several anonymous reviewers. Finally, Yeager owes a debt of gratitude to Harvard University's Program in Ethics and the Professions for providing both the stimulation and the opportunity to more deeply pursue this research.     

Room at the academy? People with learning difficulties and higher education

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties—and the place of their experiences and knowledges—both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.     

A rural road: exploring opportunities,networks, services,and supports that affect rural families

The Great Plains Rural Collaborative project explored rural poverty through the experiences of people living at or below 185% of poverty. Researchers collected information through qualitative and quantitative research methods. They designed focus group questions to identify obstacles rural families face when trying to access economic opportunities, social networks, and services and supports. The article highlights the salient findings.