Introducing a People’s Academy into Higher Education

Abstract

Purpose The introduction of a People’s Academy (PA) within the School of Health and Social Care (HSC) at London South Bank University has created ripples across the pond that is Higher Education. The paper aims to discuss this issue. Design/methodology/approach Working as a coproduction innovation hub, the PA celebrates inclusion of those with a lived experience of HSC services into the academic community as valued members of the teaching and learning team. In its second year the PA has gained attention and achieved a “highly commended” status from external regulating bodies. Findings In this paper the authors report on aspects arising from an entrepreneurial education approach. First, is the work-based learning experience students achieve within the Higher Education Institution (HEI) setting, preparing them for clinical placements and client encounters. Second are ripples of activity the PA work streams have sent throughout the academic staff via critically creative working practices as a process of entrepreneurial education. Conclusions focus on a sustainable approach to recovery and resilience (whether physical or psychological) and overall well-being that PA members recognise as a raised level of compassion for sustainable health and well-being for all. Social implications The work and enthusiasm of the PA as an authentic social engagement process rippling across the “University” experience; whether for students in the classroom or when working alongside academic staff, is identifiable in all aspects of academic activities. Most importantly is a positive gain in terms of knowledge, skills and confidence for the PA members themselves and their own well-being enhancement. Originality/value The PA approach to entrepreneurial education and work-based learning across the HEI setting is one of the first of its kind. This paper outlines core practices to achieve innovative coproduction approach that others may wish to replicate.

Lived experience narratives in health professional education: educators’ perspectives of a co-designed, online mental health education resource

“…This increased emphasis has been partly in response to the mandatory requirement of some professional bodies that people with lived experience, or consumers, be involved in the design, delivery, and evaluation of the education of health professionals (see for example: [6]). Drawing on lived experience as an educative tool has been shown to be an effective and powerful way to increase understanding and develop a deeper appreciation for the lives and experiences of other people [2,7]. The opportunity to learn from people with lived experience supports the development of skills, knowledge, and attitudes required for effective healthcare practice [8].…”