It’s like in the great stories…

2. It’s like in the great stories… • Career as journey – even quest • Narratology of career – it’s a story • Significance of others – it’s not something we do alone • About holding on to something – taking responsibility for something • It expresses identity – identity development and outworking of identity

3. Understanding The Noughties • The decade of ‘diversity’ where avoiding limitations in life is of utmost concern • An age characterised by a new eclecticism • Seeking not just a well-paid job but one that delivers satisfaction • Likely to stall major life decisions until at least their late 20’s.

4. Responsible Engagement PDP Programme Paul Dowson & Prof Simon Robinson School of Applied Global Ethics Leeds Metropolitan University United Kingdom

5. Responsible Engagement • Student Engagement, with learning skills • Community Engagement, with professional skills • Global Engagement, with leadership skills • Voluntary Work Placement, the signet Responsible Engagement student experience

6. Progressive Responsibility Level 1 - Student Engagement • taking responsibility for one’s role as a student • understanding purpose and the purpose of HE Level 2 - Community Engagement • taking responsibility for one’s worldview and other • practicing active citizenship and professionalism Level 3 - Global Engagement • taking responsibility for global citizenship • Understanding leadership in corporate responsibility and in relation to global uncertainty

7. The Integrating Concept • Connecting a host of cognate areas through the overarching theme of responsibility • Bringing together ethics, enterprise, volunteering, careers, citizenship & global responsibility around value based reflective practice

8. Who am I? Why am I here? What therefore, should I do? Sacks’ Identity Questions

9. Identity Development • ‘Philosopher-Kings’ – leaders who are capable to take on ideas • Authentic (Whole) Practitioners – able to think and operate not just economically, but also environmentally, socially and in terms of purpose • Clear-eyed Futurists

10. Clear-Eyed Futurists ‘Those who face up to the worst that could happen and then decide to create the best that there could be.’ (Prof Prabhu Guptara)

11. Guptara’s Future • Unceasing global competition • Global interdependency • A world of over-production and over-capacity • Fewer people needed by organisations • A harsher social contract • The stripping out of middle-sized companies • The emergence of metacorporations and niche operators • The new core competences • Reversion to have vs. have-not societies • The need to prepare for all eventualities

12. Features of Postmodernism • A loss of faith in the project of modernity • The rejection of meta-narratives • Elevation of the individual • An embrace of pluralism • The centrality of the metropolis • Hybridisation of thinking, styles & ideals • Fundamentalism, as a response • Role of the media as central dynamic

13. Interregnum A globality of uncertainty The end of the nation state Bauman’s Triple Challenge

14. Paul Ricoeur & Narrative • Recovering meaningfulness • Rehabilitating the imagination • In search of narrative coherence • Transfiguring our comprehension

15. Mimesis 1 2 3 • Mimesis 1 – the pre-narrative state • Mimesis 2 – emplotment of a narrative • Mimesis 3 – a ‘new creation’ in the hearer ‘Narrative has been unwittingly relegated to the role of describing being rather than to creating, expressing and unfolding the possibilities of becoming.’ (Rankin)

16. Consideration of other An ethically virtuous institution Ethical authenticity Operating in a contested field Super-saturated with values Practicing hospitality The Ethical University (Barnett)

17. Voluntary Work Placement • Provides a story to tell • Assessed/accredited volunteering • Requires 3 weeks volunteering • Expanding student experience • Inviting adjustment in their thinking • about themselves • about other (people, organisations, cultures) • about ethics

18. Emerging Themes • Taking responsibility • An insider’s view of organisations (and leadership) • Different and contrasting world views • Value beyond boundaries • Enlarging capacity / changing perspective • Expectations and reality • Globalization and global responsibility

19. Narrative in the classroom • Offers greater potential for hearing alternative voices • Tell stories that matter to you • Viewing students as ‘experience holders’ • The focus of classroom story telling should be on the spoken, not the written word

20. Any Questions? p.a.dowson@leedsmet.ac.uk