This module takes undergraduate students from as wide a range of programmes as possible, places them in groups mixed by discipline, age, culture, experience etc., and gets them working on questions of social responsibility and ethical practice, using social media techniques. They connect to self-selecting social entrepreneurs and non-profit groups and work in partnership with them to develop a social media strategy which will enhance their overall effectiveness. This module is designed to engage students in five ways for the wider social good. The idea is to get them working in a highly-interactive and self-driven way (1) with each other across the university; (2) with theory and practice around ethics and responsibility; (3) with new and evolving mobile technology; (4) with creative techniques (using social media and 'gamification' elements); and (5) with social entrepreneurs, not-for-profit organisations and communities. The module will address goals one and four of the University's Strategic Plan, Pioneering and Connected by enhancing the student experience and increasing useful engagement with the community. The module is proposed as a cross-disciplinary UL broadening module. The design team is: •Gabriela Avram, CSIS, Science & Engineering •Sheila Killian, Accounting & Finance, KBS •John Lannon, Management & Marketing, KBS •Liam Murray, LLCC, Arts, Humanities and Social Sciences •additional input from James Corbett, Social Entrepreneur

The 'Social Media for Social Good' module allows students to develop both practical skills and a good theoretical grounding in the relevant fields. Students will gain a grounding in stakeholder theory, business ethics, corporate social responsibility and social entrepreneurship. They will learn practical skills in the application of social media, as well as their sociological and psychological contexts. They will engage with a social entrepreneur or community/voluntary group external to the university, and working in groups, apply what they have learned to develop for them a social media strategy. The module is suitable for first and second year students from all disciplines and courses. Note, however, that in the first pilot year intake will be restricted to first year students only.

- to understand the keys principles of Corporate Social Responsibility and social media, including their sociological and philosphical contexts - to apply this knowledge to the diverse and emerging problems presented by the partner organisations in a responsible and confident way - to articulate through a wide variety of social media

- to engage in play-based and creative video and blog-based activities - to assume and maintain a responsible and ethical approach in dealing with partner organisations and the wider society - to appreciate the values and orientations of other disciplines and individuals

Taught through three hour workshops incorporating the Graduate Attributes as follows: KNOWLEDGEABLE - The module helps the students to become knowledgeable not only by giving them a grounded understanding of Corporate Social Responsibility, social media and other technical aspects of the content, but also by facilitating them in applying this to the diverse and evolving problems presented by the partner organisations. This gives them practice in bringing technical knowledge out of the classroom to bear on real world problems and challenges, In turn that builds the confidence of the students in their own ability to apply disciplinary knowledge. The knowledge component of the module is grounded in theories of ethics, engagement and stakeholder theory. ARTICULATE This module encourages the students to express themselves in an open way and using a wide variety of different media. On an individual basis, making videos and keeping reflective blogs allow students with different learning styles to hone their skills of self-expression. The interactions with their partner organisations will call for clear, professional communication around the ideas and strategies they are proposing. The final event - the Story Fair - gives the students the opportunity to present their work to a wider range of stakeholders, and to communicate the ideas not only verbally but using new technology, video and visual aids. PROACTIVE The students make their own decisions and act on them: how to construct their short video? How to respond to the workshop material on their blog? How to engage with the partner groups? How to arrange their group meetings? These students will have practiced taking the initiative from the beginning, culminating in a major piece of work for a partner group. This will give them a sense of their own ability to take responsibility for a project, and see it through from idea stage to execution. The fact that their work will directly help social entrepreneurs and non-profits widens the impact they have, and reinforces the lesson that they can make a positive difference through the skills and knowledge they acquire in the classroom. CREATIVE Much of the activities the students undertake are play-based and creative. They are actively encouraged to be original, and this innovation is directly rewarded in the assessment mechanism. Their contribution to the partner group is essentially creative: their strength in the situation is that they come from the outside and so can see new possibilities and opportunities in what may initially present as problems. Their success in achieving this at an early stage should translate to a more confident, creative approach to their later learning. RESPONSIBLE The attribute "responsible" is developed among the students in three ways. Indirectly, it is learned through their approach to the work, the need to have an ethical approach to working with partner groups. They also learn social responsibility through their workshops early in the semester, understanding the impact of decisions made locally on the global supply chain and the welfare of local and distant communities. Thirdly, a responsible orientation towards wider societal good is demonstrated by the partner groups, all social entrepreneurs and non-profit groups. COLLABORATIVE Because the students are arranged in groups for maximum diversity, they will learn to work with others outside of their immediate peer group towards a common goal. A respectful ethos will be fostered in class in which they give constructive feedback to each other's projects in order to improve the overall contribution of the class to the partner organisations, encouraging collaboration rather than competition between student groups. Finally collaborating with the partner organisations themselves gives these students the opportunity to collaborate with a varied group of individuals and organisations from outside of the University system.