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Playing a bridging role in building social capital

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Title: Playing a bridging role in building social capital


1
Playing a bridging role in building social
capital
  • Where does the university fit in?
  • Professor Angie Hart, University of Brighton
  • Ms Sally Hiscock, Community and Voluntary Sector
    Forum, Brighton and Hove

2
Structure of our talk
  • Role of the university within the community
  • Definitions of social capital
  • Examples of bridging in practice

3
Metaphorical inadequacy
4
Lets recognise complexity
5
Picturing interdependence 1
6
Defining the territory 1
  • For HEIs, facilitating social capital is mediated
    through their core functions
  • Research
  • gaining suitable adequate funding
  • finding the right partners
  • partnering on subjects relevant to local problems
  • formalising the status of community researchers
  • addressing community researcher needs
  • facilitating productive links
  • understanding international perspectives

7
Defining the territory 2
  • Teaching servicing a widening range of
    students, disciplines skill-sets use of
    community members as teachers
  • Students facilitating student involvement in
    the community incorporating community
    involvement into syllabus, including reflective
    practice

8
Defining the territory 3
  • Curricular development relevance of curriculum
    to the real world keeping up to date with
    societal changes
  • Professional training public servicing
  • involvement with professional training and
    updating making oneself available to those
    outside the university who request or require
    input
  • Corporate level Corporate plans carry
    aspirational targets audit and evaluation at
    various levels of practice in relation to public
    and community engagement is carried out

9
What is social capital?
  • Social capital is defined by its function. It
    is not a single entity, but a variety of
    different entities having two characteristics in
    common They all consist of some aspect of social
    structure, and they facilitate certain actions of
    individuals who are within the structure
    (Coleman 1990, p.302)

10
  • Features of social organization such as
    networks, norms, and social trust that facilitate
    coordination and cooperation for mutual benefit
    (Putman 1995, p.67)
  • Social networks and the associated norms of
    reciprocity and trustworthiness. The core
    insight of this approach is extremely simple
    like tools (physical capital) and training (human
    capital), social networks have value (Putman
    2007, p.137)

11
Definitions
  • Woolcock (2001 13-4) has argued for the need to
    make a proper distinction between different types
    of social capital. He distinguished between
  • Bonding social capital which denotes ties between
    people in similar situations, such as immediate
    family, close friends and neighbours.
  • Bridging social capital, which encompasses more
    distant ties of like persons, such as loose
    friendships and workmates.
  • Linking social capital, which reaches out to
    unlike people in dissimilar situations, such as
    those who are entirely outside of the community,
    thus enabling members to leverage a far wider
    range of resources than are available in the
    community.

12
  • From a recent critical review of the concept
    (pre-credit crunch)
  • It is important to reach beyond the technical
    character and terms of the social capital debates
    and consider the hypotheses that social capital
    is implicated in a disruption to the traditional
    distinction between economy and society, indeed
    in a redefinition of the economy-society
    relationship, whereby the social is increasingly
    being understood, imagined, mapped and defined in
    economic terms (Adkins 2008, p. 1223)

13
Community capital
  • Valuing local knowledge and leadership
  • A focus on network agency participation
  • Recognising an interdependence between the worlds
    of social, economic, human and natural capital,
    reflecting this in appropriate methodologies
    ways of working
  • Recognising that places and spaces are key units
    of organisation
  • (adapted from Hess Adams 2005)

14
Picturing interdependence 2
Social capital
15
CUPP at Brighton
  • Community University Partnership Programme was
  • initiated in 2003. Our aims are to
  • Ensure that the University's resources
    (intellectual and physical) are available to,
    informed by and used by its local and
    sub-regional communities
  • Enhance the community's and University's capacity
    for engagement for mutual benefit
  • Ensure that Cupps resources are prioritised
    towards addressing inequalities within our local
    communities

www.cupp.org.uk
16
Whos involved?
  • CUPP director
  • Academic director and associate academic director
  • 5 further full-time equivalent members of CUPP
    team
  • Academics
  • Students
  • Community colleagues - in partnership with all
    community and voluntary, social enterprise and
    public sector in Brighton Hove, East Sussex
    and West Sussex (Community Fellows)

17
How we organise
  • CUPP steering group
  • Research helpdesk - access point to university
    (including senior researchers group)
  • 150 enquiries per year
  • Student community engagement - curriculum
    development
  • 300 students per year
  • Knowledge Exchange - community university
    partnership projects
  • 15 projects per year
  • Communities of Practice South East Coastal
    Communities Programme
  • 4 communities of practice developed

www.cupp.org.uk
18
Brighton and Hove Community and Voluntary Sector
Forum
  • Sally Hiscock
  • Chief Executive

19
Third Sector in Brighton and Hove
  • 1,600 third sector organisations
  • Generates 96 million to the local economy
  • Employs 8,000 people
  • 43 income comes from grants, of which 62 comes
    from outside the city
  • 31 of organisations have reported an increased
    in service contracts
  • 19,200 volunteer positions, giving 57,600
    volunteer hours per week, equivalent to an annual
    salary of 24 million

20
How do we know?
  • Taking Account economic and social audit of the
    third sector 2008
  • Partnership between CUPP, CVSF, Working Together
    Project, SCIP, funded by BSCKE, with BHCC and
    BHCPCT
  • Survey, case studies and national research
  • Findings and recommendations

21
What was the impact?
  • Outputs
  • Data available for the sector and partners
  • Development of skills, knowledge and experience
    around methodology
  • Practice around reflective learning techniques
    and partnership working
  • Franchisable model for third sector profiling
  • Outcomes
  • Empowering for under-represented groups
  • Ensuring parity with other sectors

22
Social capital gains and challenges
  • Bonding social capital sector colleagues
    learning and working together to promote our
    collective voice and demonstrate local value
  • Bridging social capital establishing cross
    sector links and networks
  • Linking social capital developing a two way
    street between local academics as local third
    sector specialists
  • Spreading social capital trickle effect?
  • Challenges project priorities, involving the
    sector and reflecting on practice

23
Beyond the project to other sectors and outputs
  • Other partnerships
  • South East Coastal Communities of Practice
  • Dialogue 5050 Group
  • Community Engagement Framework
  • Local Strategic Partnership

24
Resilient therapy community of practice
  • Academics, parents and practitioners joining
    together to develop a new therapeutic methodology
  • Ground work a joint project between academics
    and practitioners
  • Evolving community of practice of 24 people
  • Sharing knowledge, offering mutual support,
    co-creating (fits with Putmans definition),
    challenging conventional relations of power
    (Cornwall and Gaventa)

25
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