Gaining by giving? Peer research into service user and carer perceptions of inclusivity in Higher Education

Abstract

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education (HE) over the past decade in the UK. Such participation has been championed by government, academics and SUAC groups from a range of theoretical and political perspectives. Most research into the effectiveness of SUAC involvement at HE has come from the perspectives of academics and very little SUAC-led research exists. This qualitative peer research was led by two members of the University of Worcester’s SUAC group. Findings were that SUAC perceived their involvement brought benefits to students, staff, the University and the local community. Significant personal benefits such as finding a new support network, increased self-development and greater confidence to manage their own care were identified in ways that suggested that the benefits that can flow from SUAC involvement at HE are perhaps more far-reaching than previously recognised. Barriers to inclusion were less than previously reported in the literature and the humanising effects of SUAC involvement are presented as a partial antidote to an increasingly marketised HE culture.     

加速转型期北京居民收入差距实证分析

2000年以来,北京经济社会发展开始全面进入加速转型期,表现出经济结构和社会结构呈现加速度的整体性跃迁,收入在不同社会成员之间产生了不均等的分配。北京城市居民之间、农村居民之间以及城乡居民之间的收入差距不断扩大,由此所引发的很多摩擦和矛盾正在显现,越来越引起社会的广泛关注。     

试论西方民主的欺骗性

西方民主正在世界范围大行其道,但西方民主并非完美,其实与完美完全无关。民主是一种社会制度,没有也不可能有普适性。民主的存在是有条件和范围的,强行推广某一民主理念,只能带来无尽的灾难。经济滑坡、国家分裂;恐怖主义、民族分离主义,种族偏见与民族歧视,人的全面异化,贫富差距急剧增大,拜金主义等等严重政治、社会问题与一味鼓吹西方的所谓民主、自由、人权有着密不可分的联系。所谓西方民主的美好只是幻影,西方民主只是西方国家用来掩盖其疯狂攫取利益的工具。认识西方民主的欺骗性,不仅是一个重要的理论问题,也是一个事关民族独立与国家发展的根本问题。     

Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university

Drawing on a thematic analysis of longitudinal qualitative data (n_total = 118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick university variously attempted to manage their individual budgets. It explores how students reconcile their income—in the form of loans, grants, and bursaries—with the cost of living. Four arenas of interest are described: planning, budgeting, and managing “the student loan”; disruptions to financial planning; the role of familial support; and strategies of augmenting the budget. In detailing the micro‐level constraints on the individual budgets of lower and higher income undergraduates, the article highlights the importance of non‐repayable grants and bursaries in helping to sustain meaningful participation in higher tariff, more selective, higher education institutions. It also supports an emerging body of literature that suggests that the continuing amendments to the system of funding higher education in England are unlikely to address inequality of access, participation, and outcome.     

论写作主体“个性化-泛化-个性化”的心理模型

个性化是基于写作主体独特的生活经验和心理积淀,其在摄取生活素材时又有一种独特的习惯和视角;在摄取生活后,在心理内化的过程中,因其心理积淀具有"历史-文化"的一般约定性,对生活素材的序化时有一种文化泛化倾向;在将生活素材外化为文字时,由于写作主体与生俱来的创造性本质和自我提升的本能欲望,会运用写作的诸多技法,并调动自身独特的生活经验和心理积淀,创造出具有鲜明个性化的作品.     

加速转型期北京居民收入差距扩大的原因探析

跨入21世纪以来,北京的经济社会发展开始全面进入加速转型期,城市居民之间、农村居民之间以及城乡居民之间的人均可支配收入绝对差距不断扩大,本文从经济结构的调整、经济体制的改革、社会阶层的加速分化和个人经历以及家庭背景的不同等方面探讨了加速转型期北京居民收入差距扩大的原因。     

Who Wants to be a Social Worker? Using Routine Published Data to Identify Trends in the Numbers of People Applying for and Completing Social Work Programmes in England

Despite widely reported problems with recruitment and retention,there is surprisingly little published research investigatingthe numbers of people wishing to enter social work and theirdemographic characteristics. This article uses routinely collectedpublished higher education data and reports produced by theGeneral Social Care Council (GSCC) and its predecessor the CentralCouncil Education for Education and Training in Social Work(CCETSW) to look at recent trends in the numbers of people wishingto become social workers. It argues that information on theoverall numbers of people applying each year is less helpfulthan understanding more about which groups are under-representedin social work and why. It also draws attention to some positiveindicators, such as the comparative success of social work inattracting groups who may currently be under-represented inhigher education. In addition to suggesting that we need toknow more about the numbers and types of people applying tobe social workers, it concludes that additional work is requiredin establishing employment patterns among the social work workforceas a whole. For example, a high proportion of newly qualifiedsocial workers take up paid employment in social work, but littleis known about what happens to them at later stages of theircareer.     

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

This paper considers the practical implementation of constructivist grounded theory principles in a study of widening participation in Irish higher education. Following a brief introduction to the research study upon which this paper draws, a rationale is provided for the use of grounded theory and the objectivist–constructivist nexus is examined. Grounded theory was regarded as a valuable methodology to employ in the area of social justice-oriented widening participation research; however, objectivist approaches were found to be problematic. This paper identifies key principles informing a constructivist grounded theory research design and subsequently focuses on what these principles might ‘look like’, in practice, through an exploration of three key processes I employed in my grounded theory study. These processes provide examples of how researchers might adapt grounded theory methods, in a constructivist fashion, to better align the methodology with social justice-oriented research.     

专业实践拓宽和深入的对立与统一

随着我国社会主义市场经济体制的建立和社会经济的发展,高等教育需要从体制、观念到教学内容和教学方式等方面进行变革。在材料专业生产实践教学中,专业拓宽和深入是一对矛盾。矛盾的双方存在着对立性和统一性。依据这一矛盾规律,在宽专业参观实习中,以拓宽学生的专业知识面为主,同时又逐步引导学生深入现场实习,应用基础知识分析和解决问题;在某方向专题实习中,以深入解决生产中的专业问题、锻炼学生的能力为主,同时又在解决问题时使专业方向相互交叉和结合。经过两届学生实习表明,正确处理好专业拓宽和深入这一对矛盾,可大大提高实习效果。     

论现代德育功能的拓展

德育具有社会性功能、个体性功能和教育性功能。随着现代社会德育领域的不断拓宽，德育功能亦全面拓展。