Social firms and related enterprises are developing rapidly in the UK as a means of providing employment for disabled people. This study examined the kind of enterprise that will best meet the aspirations of disabled people. A telephone survey identified the range of enterprises describing themselves as social firms, and examined their development and operation. Alongside the survey, focus groups with disabled people and interviews with carers explored perspectives on the values that should underpin social firms. The results suggest that indicators of good practice include: user/worker participation in the firm's development and operation; the availability of expert advice to enable informed choice about payment, with payment at the minimum wage rates or higher for those who choose this; opportunities for workers to develop to their full potential; a workforce comprising disabled and non-disabled workers; the involvement of carers and local socio-economic agencies in developing the social firm.

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Collaborative learning helps to get the most out of students' academic as well as intellectual capabilities by engaging a team of students in selfregulated learning activities under the supervision of course coordinators. At the swipe of a screen, Generation Z (Gen Z) hasthe solutions to every problem. The need to promote interactive and productive learning and to cater to the needs of current Generation Z (Gen Z) engineering students, collaborative learning is considered to be one of the most profound approaches which can be incorporated in the teaching and learning process on the campuses. The aim of this research is an attempt to understand the engineer ing stu dents' insigh ts tow ar ds collaborative learning and its effectiveness. The study population of this action research is the second-year electronics and communication engineering students (N=60; males=33; females=27) on a core course at St Joseph Engineering College, Mangaluru, Karnataka, India. They were selected on the basis of their performance in the previous test. The collaborative activity was conducted in two phases. Six Thinking Hats activity was adopted for collaborative learning activity. A detailed research design with a structured Sandhya Dass ,