Disabling and Enabling Technologies for Learning in Higher Education for All : Issues and Challenges for Whom?

Integration, inclusion, and equity constitute fundamental dimensions of democracy in post-World War II societies and their institutions. The study presented here reports upon the ways in which individuals and institutions both use and account for the roles that technologies, including ICT, play in disabling and enabling access for learning in higher education for all. Technological innovations during the 20th and 21st centuries, including ICT, have been heralded as holding significant promise for revolutionizing issues of access in societal institutions like schools, healthcare services, etc. (at least in the global North). Taking a socially oriented perspective, the study presented in this paper focuses on an ethnographically framed analysis of two datasets that critically explores the role that technologies, including ICT, play in higher education for individuals who are “differently abled” and who constitute a variation on a continuum of capabilities. Functionality as a dimension of everyday life in higher education in the 21st century is explored through the analysis of (i) case studies of two “differently abled” students in Sweden and (ii) current support services at universities in Sweden. The findings make visible the work that institutions and their members do through analyses of the organization of time and space and the use of technologies in institutional settings against the backdrop of individuals’ accountings and life trajectories. This study also highlights the relevance of multi-scale data analyses for revisiting the ways in which identity positions become framed or understood within higher education.

Corporate community responsibility as an outcome of individual embeddedness

Purpose: The purpose of this article is to improve our understanding of the nature of social responsibility in actual practices and, specifically, the influence of individuals on these processes.  Design/methodology/approach: An abductive approach is applied (Alvesson and Sköldberg 1994), i.e. theory is developed by moving between theory and four empirical cases. The storeis highlight the importance of the individual and closeness to local stakeholders and the presence of overlapping rationales. Findings: The individuals’ simultaneous roles – as owners, managers, and community members – influence how they are held or see themselves as accountable and how they account for the firms’ engagement in the community. The activities are conducted in the name of the firm but originate from private as well as business-oriented concerns. Our conclusions encourage an extension of the CSR construct to approach it as an entangled phenomenon resulting from the firm and the individual embeddedness in internal and external cultures. Originality/value: This study brings the individual managers and owner-managers into focus and how their interplay with the surrounding context can create additional dimensions of accountability, which impact on the decisions taken in regard to CSR. A micro-perspective is applied. Corporate community responsibility, particularly in smaller and rural communities, contributes to recognize and understand how individuals influence, and are influenced by CSR.