SOLUTION: Specific Employability Skills | My Assignment Tutor

©ICTM SOW_ Social Action Project Page 1 of 15 ICON COLLEGE OF TECHNOLOGY AND MANAGEMENTSocial Action ProjectScheme of WorkSession: February 2021Module Aim:To collaboratively develop a social enterprise concept, demonstrating application ofentrepreneurial skillsets to social issues.Programme Title BSc (Hons) Business and Management Top UpModule code and title BUS117 Social Action ProjectModule Type CompulsoryModule Level and CreditValueLevel 6 40 Credit Summary Module DescriptionYou will:•Engage with Design Thinking as a promising theoretical framework•Critical evaluate the claims of its proponents and consider its limitations•Consider how practitioners apply the theory in a practical context, assessing how useful itcan be in solving problems in our own contextsModule-Specific Employability Skills• Collaborative Working• Problem-Solving• Effective Leadership• Research & Analysis• Project ManagementLearning Outcomes At the end of the module, you will be able to:LO No.LO nameLevel 6LO2INNOVATIONFormulate appropriate decisions in complex and unpredictablecontexts in which data may be limited or contradictory, applyingcreativity and risk management appropriately.LO8RESEARCHArgue individual positions to formulate safe and effective solutionswithin a team, whilst recognising and respecting opposingprofessional opinions and the values of inclusivity The structure of the social action project will cover the followingClarify the problemGather informationFollowing the discussion of social housing, students will gather information on what is socialhousing is, what are its causes and implications on families? These searches will be carried out onthe Internet, and in journals as part of literature review will also show the types of organisationsand services available. They will also be videos on social housing. Guest speakers will also beinvited, including representatives from the Local Council who support social housing campaigns.©ICTM SOW_ Social Action Project Page 2 of 15Recognise complexityThe above information gathering will result in students seeing the complexity of the problems, forexample, the stakeholders affected by the problem. This will enable learners to see that tacklingsocial housing is complex and requires the coordination and support of many people. Grint (2008)proposes a threefold typology of problems where the progression from ‘critical’(urgent) to‘tame’(controlled) to ‘wicked’ shows up in increases in uncertainty about solutions and with a muchgreater need for collaboration. The wicked problems defy rational analysis and are characterisedby a high degree of uncertainty. The wicked problems defy rational analysis and are characterisedby a high degree of uncertainty. They are messy, circular and aggressive, for example,homelessness, crime in a neighbourhood and developing entrepreneurship are all examples ofproblems which are complex and unpredictable in this way. Any single solution to a wickedproblem is likely to generate other problems; there are no right or wrong answers, but only better orworse alternatives. Progressing a wicked problem is likely to require a high degree of collaborationand a great deal of learning.State the problemHaving realised the enormity of the problem, the next step is to define is how to make a difference.Students will be informed that some problems would be very difficult for the class to solve but theycould still make difference. They will be encouraged to consider what might make the difference forsomeone who needs social housing.Agree on a sound solutionStudents will be encouraged to generate possible solutions, though brainstorming, for example.Students then examine the advantages of each solution and draw an overall conclusion of eachsolution about its suitability (“Yes”, “No”, “Maybe”) to help them select the most promising option.Plan an effective course of actionStudents are encouraged to develop an action planImplement and evaluate the actionStudents begin their implementation by determining the criteria they might use to select the mosthelpful items. Next, they will brainstorm possible items, checking their initial list of suggestionsagainst the donation requests from local organisations for people who need social housing.Manage the projectStudents should determine the cost and availability of the things they need before reachingconsensus on the needed items. They might be a need to visit local shops comparison shoppingfor the items needed. Different ways of raising the money include donation from local businesses,sponsored events, creating a brochure to raise awareness of social housing in the community.Draw closureClass discussion on how they might increase social housing without humiliating those theyintended to help. Students might decide to present their donations to a local councillor who workedwith them throughout the project. In wrapping up the project, the class might decide to write thankyou letters to all those who have supported their project.Evaluate resultsAfter about a month after the project, students should receive some form of appreciation from thelocal community. This will make you feel a sense of achievement. The important thing would be©ICTM SOW_ Social Action Project Page 3 of 15that the project raised an awareness of social housing in the community and an increasedcompassionate for those people who need social housing.References: These are the sources you have referred to in your critical journal. You must use theHarvard citation system, which is available in the ICON VLE.Appendices: These are documents that support the critical journal, for example, brochures, lettersinviting guest speakers, donation requests, etc.Formative assessmentFormative assessment and feedback will be integrated into the teaching delivery. This may includein process evaluation of the quality of individual and/or group engagement with approaches andtechniques together with professional practice and etiquette.Feedback on your formative process work will support you in developing both Critical journal andthe Pitch/presentation. It will be provided verbally in seminars and through the Formative FeedbackForum in the VLE. Formative AssessmentAssessment MethodDescription of Assessment MethodHow1Critical journalLearning (skills, learning about self, changes to practice,fresh insights and new perspectives)40%Identify (personal and professional practice)Critical thinking and reflection (critical thinking is oftenassociated in the with opportunities for reflection)Evidence of wicked problems addressed (presence of dataon addressing the wicked issue in social housing)2Pitch/presentationLearning (skills, learning about self, changes to practice,fresh insights and new perspectives)60%Identify (personal and professional practice)Critical thinking and reflection (critical thinking is oftenassociated in the with opportunities for reflection)Evidence of wicked problems addressed (presence of dataon addressing the wicked issue in social housing) Summative AssessmentSummative assessment will take during the assessment of both the Critical journal andPitch/presentation. Summative AssessmentAssessment MethodDescription of Assessment MethodHow1Critical journalLearning (skills, learning about self, changes to practice,fresh insights and new perspectives)40%Identify (personal and professional practice)Critical thinking and reflection (critical thinking is oftenassociated in the with opportunities for reflection)Evidence of wicked problems addressed (presence of dataon addressing the wicked issue in social housing)2Pitch/presentationLearning (skills, learning about self, changes to practice,fresh insights and new perspectives)60%Identify (personal and professional practice)Critical thinking and reflection (critical thinking is oftenassociated in the with opportunities for reflection)Evidence of wicked problems addressed (presence of dataon addressing the wicked issue in social housing) ©ICTM SOW_ Social Action Project Page 4 of 15UNDERGRADUATE COMMON ASSESSMENT CRITERIA (1st) 85-100%OUTSTANDING(1st) 70-84%EXCELLENT(2:1) 60-69%VERY GOOD(2:2) 50-59%COMPETENT(3rd) 40-49%ADEQUATEFail 30-39%MARGINAL FAILFail 0-29%FAILAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomes with aminimally adequateresponse.The student hasFailed to achieve therequired learningoutcomes.The student hasFailed to achieve therequired learningoutcomes.Subject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsPROCESS:The studentdemonstratesoutstandingideas generation,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstratesexcellent ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates verygood ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates thecompetent ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates anadequate ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates someability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates little orno ability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.INNOVATION:The studentdemonstratesoutstanding,independent practice,experimentation, risktaking, creativity (i.e.new ideas and/orsolutions), extensiveand insightful enquiryinto their disciplineand the motivation toadvance it.INNOVATION:The studentdemonstratesexcellentindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstrates verygood evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstratescompetent evidenceof independentpractice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstratesadequate evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates someevidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates little orno evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline. ©ICTM SOW_ Social Action Project Page 5 of 15 INDUSTRY:The student’s workdemonstrates anoutstanding, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anexcellent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates a verygood, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates acompetent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anadequate, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates someethically informed,real-world experienceof industry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates little orno ethically informedreal-world experienceof industry/businessenvironments andmarkets.Generic and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsRESEARCH:The studentdemonstratesoutstanding researchand information skills.RESEARCH:The studentdemonstratesexcellent researchand information skills.RESEARCH:The studentdemonstrates verygood research andinformation skills.RESEARCH:The studentdemonstratescompetent researchand information skills.RESEARCH:The studentdemonstratesadequate researchand information skills.RESEARCH:The studentdemonstrates someresearch andinformation skills.RESEARCH:The studentdemonstrates little orno research andinformation skills.ANALYSIS:The studentdemonstrates anoutstanding ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates anexcellent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates a verygood ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates acompetent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstratesadequate ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates someability to criticallyengage with andanalyse informationand formulatereasoned arguments.ANALYSIS:The studentdemonstrates little orno ability to criticallyengage with andanalyse informationand formulatereasoned arguments.COMMUNICATION:The studentdemonstratesoutstandingcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesexcellentcommunication andpresentation skills.COMMUNICATION:The studentdemonstrates verygood communicationand presentationskills.COMMUNICATION:The studentdemonstratescompetentcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesadequatecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates somecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates little orno communicationand presentationskills. ©ICTM SOW_ Social Action Project Page 6 of 15 ORGANISATION:The studentdemonstratesoutstanding selfmanagement skills.ORGANISATION:The studentdemonstratesexcellent selfmanagement skills.ORGANISATION:The studentdemonstrates verygood selfmanagement skills.ORGANISATION:The studentdemonstratescompetent selfmanagement skills.ORGANISATION:The studentdemonstratesadequate selfmanagement skills.ORGANISATION:The studentdemonstrates someself-managementskills.ORGANISATION:The studentdemonstrates little orno aptitude for selfmanagement.COLLABORATION:The studentdemonstratesoutstanding (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesexcellent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates verygood (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratescompetent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesadequate (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates some(multi-disciplinary)team working.COLLABORATION:The studentdemonstrates little orno (multi-disciplinary)team working. ©ICTM SOW_ Social Action Project Page 7 of 15 Session 1Social ActionKey Concepts/IssuesDefinitionsTheories of social actionsSocial institutions and social groupsThe fourth Industrial Revolution and a range of societal challengesSystems thinking for social changeDelivery Methods1½-hour lecture2-hour seminarDuring:In groups of 3 or 4 students identify social institutions and social groups inEast London:1. Describe the functions of these institutions and groups2. Identify the different ways of improving social action3. Discuss different ways of encouraging people to be involved in socialaction by highlighting the benefits to the community.Group reportsAfter: Group summaries are submitted onto the VLETeaching/LearningBy the end of the session the student will be able to:• Define social actions• Recognise the different theories of social actions• Explain the importance of collective responsibility in social actions• Identify and evaluate the characteristics of social actions• Understand the societal challenges of the Fourth IndustrialRevolutionRelevance toassessmentsThis session highlights the importance of social action projects which theywill have to do for the critical journal and the presentationLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingRecommendedReadingIndependent LearningStudyMiller, S. (2001). Social Action: A Teleological Account. Cambridge:Cambridge University Press Ch1, 6,7,8Boulton, J.G. (2015). Embracing Complexity: Strategic Perspectives for anAge of Turbulence. Oxford University Press Ch2, 3, 6Manning, P (2016). “The evolution of the concept of social action: Parsonsand Goffman”, UNLV Gaming Research & Review Journal, 20 (1), pp87-96Session1 slides are available electronically in the VLESession 2Social Enterprise and Social EntrepreneurshipKey Concepts/IssuesMany faces of social entrepreneurshipSocial entrepreneurship as organisational behaviourSocial enterprise and the main components of the social economyAdvancing the social economyDelivery Methods1½-hour lecture2-hour seminarBefore:Case study on types of social entrepreneurshipDuring:Group work reading: “Using design thinking to respond to crises: B2Blessons from the 2020 COVID-19 pandemic” (Cankurtarana andBeverland, 2020). ©ICTM SOW_ Social Action Project Page 8 of 15 1.Identification of the characteristics of a “wicked problem”2. Discussion of Beverland’s three-stage innovation process3. Application of the innovation process to social housingGroup reportsAfter: Group summaries are submitted onto the VLETeaching/LearningAt the end of the session the student will be able to:• Understand the different types of social entrepreneurship• Recognise the importance of social entrepreneurship• Describe the growing importance of social entrepreneurshipRelevance toAssessmentsThe session highlights the importance of social entrepreneurshipwhich is part of both the writing of the critical journal and of thepresentationLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingRecommendedReadingIndependent LearningStudyChahine, T. (2016). Introduction to Social Entrepreneurship. London, CRCPress Ch1; Guo, C. (2014). Social Entrepreneurship: An evidence-basedApproach to Creating Social Value, (1st ed). San Francisco, CA: JosseyBass, a Wiley Brand Ch1Bridge, S. (2014). Understanding the Social Economy and the ThirdSector, (2nd ed). Basingstoke: PalgraveSession 2 slides are available electronically in the VLESessions 3Understanding and managing social entrepreneurial processKey Concepts/IssuesDiscovering and Creating Social Entrepreneurial OpportunitiesFrom Opportunity to ActionFrom Action to ImpactFunding of social entrepreneurshipDelivery Method1½-hour lecture2-hour seminarBefore:Reading of the article, “Social economy and social entrepreneurship – themanifestation of social responsibility in the era of globalization” (Pongracz,2020)During: Group work1. Identify the differences between social economy and socialentrepreneurship2. List the determinants of social entrepreneurship development3. Discuss the barriers to entrepreneurial development in a developedcountryAfter: Group summaries are submitted onto the VLETeaching/LearningAt the end of the session the student will be able to:• Understand how entrepreneurial opportunities are different• Understand how entrepreneurial opportunities• To social venture effectiveness• Understand the different sources of social entrepreneurshipRelevance toAssessmentsThe session highlights the importance of managing the socialentrepreneurship process which is essential in writing the critical journaland for the presentation. ©ICTM SOW_ Social Action Project Page 9 of 15 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingRecommendedReadingIndependent LearningStudyGuo, C. (2014). Social Entrepreneurship: An evidence-based Approach toCreating Social Value, (1st ed). San Francisco, CA: Jossey-Bass, a WileyBrand Ch3, 4, 5Session 3 slides are available electronically in the VLESession 4Project Supervision 4hoursRecap on “wicked” problemsDiscussion on types of social actionIntroduction of the project to studentsExplain the importance of the projectIdentification of stakeholdersPlanning to have support from the key stakeholders – the college,government agencies, local businesses, local charities, the communityLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingCanadian Teachers’ Federation and The Critical Thinking Consortium(2010) “Social action projects: Making a Difference”.Session 5Understanding and managing social intrapreneurial processKey Concepts/IssuesSocial Intrapreneurship: Innovation from WithinManaging the Social Intrapreneurial ProcessCharacterising your challengeDelivery Method1½-hour lecture2-hour seminarBefore:Reading an article on managing social intrapreneurial processDuring:Video on entrepreneurial opportunitiesReading: Challenges facing social entrepreneurship: The implications forgovernment policy in Egypt (Seda and Ismail, 2019)1. Discussion of the challenges faced by social entrepreneurship in Egypt2. Discussion on whether these challenges different in the UKGroup suggest solutions to these challengesGroup reportsAfter: Group summaries are submitted onto the VLETeaching/LearningAt the end of the session the student will be able to:• Understand the antecedents and consequences of socialintrapreneurship• Understand management challenges of socialintrapreneurship• Understand the two-phase model of the social intrapreneurialprocess ©ICTM SOW_ Social Action Project Page 10 of 15 Relevance toAssessmentsThe session focuses on the importance of the understanding how tomanage social intrapreneurship which is a requirement for writing criticaljournal and the presentation.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingIndependent LearningStudyReference toresourcesGuo, C. (2014). Social Entrepreneurship: An evidence-based Approach toCreating Social Value, (1st ed). San Francisco, CA: Jossey-Bass, a WileyBrand Ch6; Bridge, S. (2014). Understanding the Social Economy and theThird Sector, (2nd ed). Basingstoke: Palgrave Ch7Session 5 slides are available electronically in the VLESession 6Project Supervision 4 hoursIntroduction of the social action projectGenerate interest byInviting guest speakers (NGO, individuals associated with social housing)Students talk about social projects they undertookIdentify student responsibilitiesIntroduce the main tasks and ground rulesClarification of assessment proceduresLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingCanadian Teachers’ Federation and The Critical Thinking Consortium(2010) “Social action projects: Making a Difference”.Sessions 7Boundary spanning and social entrepreneurshipKey Concepts/IssuesKey issuesEmerging trends and issues – new media and social entrepreneurshipWorking across organizational boundariesEngagement in networksExploiting networksDelivery Method1½-hour lecture2-hour seminarBefore:Reading an article on networking in social entrepreneurshipDuring:Video on social intrapreneurship1. Reading: “A Systems Approach to Social Entrepreneurship” (DeRuysscher et al, 2016)2. Discussion of the systems approach to social entrepreneurship3. Each group selects an organisation (p2539-2543) to apply the systemsapproachGroup reportsAfter: Group summaries are submitted onto the VLE ©ICTM SOW_ Social Action Project Page 11 of 15 Teaching/LearningAt the end of the session the student will be able to:• Understand the importance of networking in socialentrepreneurship• Understand the importance of involving the community in socialentrepreneurship• Understand the possibilities brought new media in socialentrepreneurshipRelevance toAssessmentsThe session focuses on the importance of networking, something theyneed for the success of the social action project (writing the critical journaland the presentationLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingRecommendedReadingIndependent LearningStudyReference toresourcesGuo, C. (2014). Social Entrepreneurship: An evidence-based Approach toCreating Social Value, (1st ed). San Francisco, CA: Jossey-Bass, a WileyBrand Ch10; Bridge, S. (2014). Understanding the Social Economy andthe Third Sector, (2nd ed). Basingstoke: Palgrave Ch5Fitzhugh, H (2015). Inside Social Enterprise: Looking to the Future. BristolUniversity Press Ch5Session 7 slides are available electronically in the VLESession 8Project Supervision 4 hoursGuiding students through the projectClarification of the problemGathering information – review sources of information with studentsRecognise complexity:Explore varying perspectives on the issueSearch for multiple contributing factorsReinforce the idea of complexityState the problemAgree on a course of actionGenerate possible solutionsPlan an effective course of actionLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingCanadian Teachers’ Federation and The Critical Thinking Consortium(2010) “Social action projects: Making a Difference”.Session 9The nature of the social entrepreneurshipKey Concepts/IssuesCharacteristics of social enterprisesSocial capital: A vital enterprise ingredientAdvancing the social economyDelivery Method1½-hour lecture2-hour seminarBefore:Reading an article on funding of social entrepreneurship ©ICTM SOW_ Social Action Project Page 12 of 15 During:Video on how the social economy is promotedGroup work1. Discuss how social economy is promoted in the UK2. Discuss the challenges of promoting the social economy in the UKGroup reportsAfter: Group summaries are submitted onto the VLETeaching/LearningAt the end of the session the student will be able to:• Understand the characteristics of social enterprises• Understand the importance of social capital in socialentrepreneurship• Understand why the social economy is promotedRelevance toAssessmentsThe session focuses on the importance of promoting the social economy,an issue to be consideration in writing the critical journal and in thepresentationLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependent LearningStudyReference toresourcesBridge, S. (2014). Understanding the Social Economy and the ThirdSector, (2nd ed). Basingstoke: Palgrave Ch6, 7Session 9 slides are available electronically in the VLESessions 10Project Supervision 4 hoursImplement and evaluate the actionStudents are assisted to manage the project, evaluating the results anddebriefing the experienceManage the projectDiscuss the new skills required in managing the projectSupport students:In acquiring expertiseIn anticipating emerging resourcesIn being flexible and willing to adjust the planIn tracking the progress of each activityIn reflecting on and assessing the progress of the projectLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingCanadian Teachers’ Federation and The Critical Thinking Consortium(2010) “Social action projects: Making a Difference”.Sessions 11Critical ReflectionKey Concepts/IssuesWhat is critical reflection?Purpose of critical reflectionReflective techniquesThe practice of reflectionDelivery Method1½-hour lecture ©ICTM SOW_ Social Action Project Page 13 of 15 2-hour seminarBefore:Students are asked to bring an article on how to write a critical journalDuring:Watch a video on critical reflection/critical journalGroup workDiscuss the social action projectWrite a critical reflection on the whole processGroup presentationsAfter: Group summaries are submitted onto the VLETeaching/LearningAt the end of the session the student will be able to:• Understand the meaning of critical reflection• Understand the purpose of critical reflection• Write a critical journalRelevance toAssessmentsThe session focuses on the importance of writing a critical reflection, whichis important both in writing the critical journal and the presentation.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingRecommendedReadingIndependent LearningStudyReference toresourcesBassot, Barbara (2013). The Reflective Journal. Basingstoke: PalgraveMacmillanFook, J. and Gardner, F. (2007). Practising Critical Reflection: A ResourceHandbook. Maidenhead: Open University PressSession 11 slides are available electronically in the VLESession 12Project Supervision 4 hoursImplement and evaluate the actionEvaluate the resultsHow successfully was the project implemented?How effective was the project?Discussion on whether the project was a success or failure based on:Discussion of whether the project has had desired results, and whetherthey could be any unintended outcomes;In collecting information, was each of the project’s task satisfiedHow might the students publicly share what they have accomplished andwhat they have learnt?Students will be encouraged to formally thank all the key stakeholders(individuals or groups) who contributed to the success of the project.Students will be encouraged to reflect on the effectiveness of groups andindividual contributions and about conducting social actionLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Critical journalEssential ReadingCanadian Teachers’ Federation and The Critical Thinking Consortium(2010) “Social action projects: Making a Difference”. ©ICTM SOW_ Social Action Project Page 14 of 15Indicative list of resourcesEssential ReadingBassot, Barbara (2013). The Reflective Journal. Basingstoke: Palgrave MacmillanBessant, J. (2011). Innovation and Entrepreneurship, (2nd ed). Chichester: John WileyBoulton, J.G. (2015). Embracing Complexity: Strategic Perspectives for an Age of Turbulence.Oxford University PressBridge, S. (2014). Understanding the Social Economy and the Third Sector, (2nd ed). Basingstoke:PalgraveCanadian Teachers’ Federation and The Critical Thinking Consortium (2010) “Social actionprojects: Making a Difference”.Chahine, T. (2016). Introduction to Social Entrepreneurship. London, CRC PressFitzhugh, H (2015). Inside Social Enterprise: Looking to the Future. Bristol University PressFook, J. and Gardner, F. (2007). Practising Critical Reflection: A Resource Handbook.Maidenhead: Open University PressGuo, C. (2014). Social Entrepreneurship: An evidence-based Approach to Creating Social Value,(1st ed). San Francisco, CA: Jossey-Bass, a Wiley BrandKofman, F. (2014). Conscious Business: How to Build Value Through Value (Reprint Ed). SoundsTrue Inc.Miller, S. (2001). Social Action: A Teleological Account. Cambridge: Cambridge University PressRecommended ReadingBoulton, J.G. (2015). Embracing Complexity: Strategic Perspectives for an Age of Turbulence.Oxford University PressChang, M.A. (2018). Lean Impact: How to Innovate for Radically Greater Social Good. John Wiley& SonsFitzhugh H. (2015). Inside social enterprise: Looking to the future. Policy Press. UGGrint K (2008). Re-thinking D Day. Basingstoke: Palgrave MacmillanHaber, J. (2016). The Business of Good: Social Entrepreneurship and theNew Business Bottom Line. Entrepreneur Press.Janus, K.S. (2018). Social Startup Success: How the Best Nonprofits Launch, Scale Up,and Make a Difference. Da Capo Lifelong BooksKofman, F. (2014). Conscious Business: How to Build Value Through Value.Sounds True Inc; Reprint edition.Raworth, K. (2017). Doughnut Economics: Seven Ways to Think Like a 21stCentury Economist. Open Democracy.Tourish. D. (2019). Management Studies in Crisis: Fraud, Deception and Meaningless Research.Cambridge University Press©ICTM SOW_ Social Action Project Page 15 of 15Saunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for Business Students, (8thed). Pearson Education Ltd. Harlow.Stroh, D.P. (2015). Systems Thinking for Social Change: A Practical Guide to SolvingComplex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results.Chelsea Green Publishing Co.Taylor, P. (2016). The Social Project Manager: Balancing Collaboration with Centralised Control ina Project Driven World. RoutledgeSmith, E. (2011). “Teaching Critical Reflection”, Teaching in Higher Education, 16(2), pp1-20Online resourcesFast Company INCWiredEntrepreneurMIT Technology ReviewStanford Business InsightsHarvard Business ReviewLynda.co, Project management foundationsAcademic JournalsEntrepreneurship, Theory and PracticeBusiness Strategy and The EnvironmentEnterprise and SocietyIndustry and InnovationJournal of Social EntrepreneurshipSocial Enterprise Journal