Social Capital: An Educational Panacea or a Challenge to the Way We Do Policy?

Healy, Tom

doi:10.2304/eerj.2006.5.2.131

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…First, these findings reinforce the importance of encouraging participation at all levels of education; the importance of supporting access to social capital, especially across all groups by age, gender and ethnicity (Hollard and Sene, 2020); and the importance of curriculum design and pedagogy to develop social capital and workforce skills (Healy, 2006). Apart from providing opportunities for participation in higher education across the population, it is important that pedagogy including curriculum development and teaching processes support social capital acquisition.…”

Section: Implications and Conclusionmentioning

confidence: 73%

Cultivating social capital: an exploratory analysis of business postgraduates in Ghana

Ayentimi

Hinson

Burgess

2021

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PurposeThis paper, grounded on social capital and social networking theory, examines how postgraduate students in Ghana cultivate and utilise social resources towards career development.Design/methodology/approachFollowing a qualitative study design, the authors recruited and conducted interviews with postgraduate student-workers undertaking a two-year Master of Science in International Business.FindingsThere was an active engagement and consciously pre-plan mobilisation of social resources and utilisation of social resources among the postgraduates. Despite the diverse processes of social capital development identified, four important key themes emerged underpinning social capital mobilisation and utilisation: (1) the recognition of the importance of social capital acquisition, (2) the strong link between social capital and individual successes in employment and business opportunities, (3) the importance of the utilisation of social resources for emotional support and (4) the use of social capital to reinforce the individual social identity and recognition of an individual's worth.Practical implicationsThe authors offer a theoretical and practical contribution with a frame of understanding by demonstrating that there is more to social capital than economic gain.Social implicationsUnlike the findings from prior research in Africa, the strong institutional and cultural conditions did not constrain the key force of education and employability as drivers in attainment and social positioning. This is an interesting and positive finding from the research, especially in terms of the importance of providing educational opportunities to overcome institutional and cultural barriers to workforce participation and career development.Originality/valueSocial networks contribute to career success, and while the participants used social networks that reinforced ethnic and religious bonds, there is the opportunity to develop networks through other identity processes, especially education. Formal education imparts more than formal skills and qualifications. It provides the opportunity to access networks that transcend personal identity such as ethnicity and to get support for career development.

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Section: Implications and Conclusionmentioning

confidence: 73%

Cultivating social capital: an exploratory analysis of business postgraduates in Ghana

Ayentimi

Hinson

Burgess

2021

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“…However, there is not a fix definition in the commonly accepted (Kliksberg, 2004) Some experts, such as Putnam (2001) cited by Roberts (2013), define social capital as the relationship between personals, social relationship, and the resulting shared norms and beliefs. In addition, Coleman (1988) cited by Healy (2006) defines social capital functionally and emphasizes three important parts of social capital; compulsions and hopes, sharing information on social networks, as well as sanctions and regulations. Although some researchers and policy makers use the social capital term, the condition is not used by public in general.…”

Section: A Introductionmentioning

confidence: 99%

The Models of Private Islamic School Based on Social Capital (PISSC) in Purwokerto Indonesia

Munjin¹

2023

IJMRA

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Research on social capital in non-educational areas has been carried out by many experts, such as Bhandari & Yasunobu, Putnam, Coleman, and Paxton, etc. And, researches on social capital focused on educational institutions among others, carried out by Stoddart, Ju'subaidi, and Behtoui and Strömberg. They concluded that social capital is a determining factor in developing educational institutions. However, not all educational institutions are aware of this. This study aimed to analyze the social capital used by SMP Al-Irsyad Al-Islamiyah and SMP Putra Harapan Boarding School in Purwokerto which have succeeded in building their schools. Meanwhile, the collection method used is interviews, observation and documentation and then analyzed by collecting, reducing, and displaying data which ends with a drawing conclusion. The findings indicate that two institutions have the same model of bonding, bridging, or in trust building. However, Sample A is homogeneous exclusively and sample B is heterogeneous inclusive. The relationship built on Sample A is vertical, while Sample B is horizontal. Meanwhile, in building a branding image, Sample A uses the label of Al-Irsyad Islamiyah and in Sample B offers a boarding program that must be followed by all students. The trust development carried out by the two instutions has created a distinctive development identity in Islamic schools and it has become a good value in the society.

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Social Capital: An Educational Panacea or a Challenge to the Way We Do Policy?

Cited by 2 publications

References 3 publications

Cultivating social capital: an exploratory analysis of business postgraduates in Ghana

Cultivating social capital: an exploratory analysis of business postgraduates in Ghana

The Models of Private Islamic School Based on Social Capital (PISSC) in Purwokerto Indonesia

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