Research in action for community informatics : a matter for conversation

In this introduction to the special issue on research in action, we briefly outline an argument concerning the importance of conversation,suggesting that, first, conversational uses of ICTs make them most suitable for community informatic development, and second, that their effective adoption and research requires conversation for that process to be effective.

Sustainable development in developing countries: the role of social entrepreneurs

This article adds to the ongoing debate on the relationship between poverty reduction, profits, and environmental sustainability. Drawing from the literature, it presents a conceptual model with propositions to explain how social entrepreneurs can lead to sustainable development in developing countries. These propositions are further strengthened by using a descriptive case of Waste Concern—an initiative of social entrepreneurs—in Bangladesh. Findings illustrate that, despite contextual constraints in developing countries, it is possible to have sustainable development with no trade-off between poverty reduction and environmental sustainability. This win-win outcome is possible through the innovative approaches and creative thinking of social entrepreneurs who, rather than being hindered by contextual constraints, act as catalysts for sustainable development. The findings have implications for academics and policy-makers, highlighting the significance of supporting social entrepreneurs to come up with innovative methods for sustainable development.

Effective integration of teaching and research in a first year food and nutrition course

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students’ found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students’ found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students’ participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.