Community-University Engagement

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Challenges in the co-construction of knowledge: A global study on strengthening structures for community university research partnerships
(0000) Hall, Budd L; Tandon, Rajesh; Tremblay, Crystal; Singh, Wafa
What does it mean to institutionalise the co-construction of knowledge between universities and communities at a global level? This paper begins from the premise that knowledge democracy requires moving beyond expert driven models towards collaborative processes that recognise the knowledge generating capacities of each human being and of every community. Community university research partnerships are presented as a key pathway for this shift, as they create structures through which research questions, methods, processes and outcomes can be shaped jointly. Drawing on a global survey and national case studies across Europe, Africa, Asia and the Americas, the authors examine the histories, discourses and institutional forms that support or constrain such partnerships. This paper further analyses models such as Science Shops, centers of community-based research and national policy frameworks, while identifying tensions and practical challenges in embedding such work within universities. It highlights the importance of facilitative structures, supportive leadership, transnational networks and sustained institutional commitment. In doing so, it argues that institutionalising community-based research is not only a technical exercise but a political and ideological process that reshapes how universities understand knowledge, partnership and their responsibilities to society.
Higher education, the politics of knowledge and the challenges of popular education and social movements
(1993) Hall, Budd L
Dr. Budd L. Hall reflects on the politics of knowledge in higher education, drawing on his own experiences across adult education, participatory research, and academic life. The paper departs from conventional academic arguments. It moves through personal narrative and engagement with other scholars to examine how universities continue to decide what counts as legitimate knowledge. Hall grounds these reflections in specific encounters from his career, particularly the 1991 Paulo Freire Birthday Conference in New York, where a question from a Latina community educator pushed him to rethink how universities relate to the communities they claim to serve. He traces participatory research back to challenges against positivist paradigms in adult education and international development research, noting that even as the field gains recognition inside universities, systems of tenure, promotion, and academic reward continue to favor individual scholarship over collaborative and community-rooted work. Eco-feminist, cultural-historical, and adult education voices, including Vandana Shiva, Mechtild Hart, and Edmund Sullivan, widen the critique further. Hall also points to community-based research centres, PRIA among them, and popular education networks across Latin America as spaces sustaining knowledge outside university walls, closing with a call to reinvent the academy in more democratic and non-extractive terms
Building in dialogue between consumers and staff in acute mental health services
(Systemic Practice and Action Research, 1998) Wadsworth, Yoland; Epstein, Merinda
This paper describes some aspects of the methodology, material, and findings from a lengthy participatory action research engagement by a consumer organization in Australia, which was undertaken in collaboration with staff at a major public psychiatric hospital and then went on to involve "players" throughout the local state, and national mental health services system. A small first phase established a dialogic methodology for the exchange of experiences and thinking between staff and consumers. The purpose of the second phase of the research was to explore how consumers' voices might be heard, and how staff-consumer communication about that feedback, might be "built in" to ongoing organizational structure and culture. Systems thinking about defensive routines, silences, and voice-as-discourse is reported as offering a possible way of cracking the puzzle of the closed-loop cycle of claim/blame-defense-and-counter-claim/blame-defense that has been characteristic to date.
Workshop report: Teaching of participatory research (4-5 August 2005, PRIA, New Delhi)
(2005)
Background document for university - community engagement
(University of Victoria, 2007-09-15) Office of Community-Based Research (OCBR); Dragne, Cornelia
The report examined the ways universities coordinate their engagement efforts from the university's side, by examining academic reports and universities websites. Being a two-way relationship, the picture would have been complete if the community side would have been presenting its own account. However, due to the large number of different interactions with various community partners, even for a single university such picture is not feasible for this report to build. Academics engaged in community-based research and activities are people committed to the idea of engagement and its strong supporters. By reviewing accounts of existing institutional commitments, the report presents a view strongly supportive of the idea that allocating institutional resources to university-community engagement is the way to go. The report overlooks the epistemological debates surrounding engagement scholarship and community-based forms of research, as well as the concerns about the ethics of academic-community interaction. Another limitation stems from the fact that English language was used for all the searches.
University-community partnerships: Connecting for change
(The Community-University Exposition 2008, 2008)
With many of the social, environmental, health and economic issues facing us today we need research that engages those who are working on the front lines. Issues in Victoria, such as homelessness or climate change, are best understood and acted upon when those working to find solutions are driving the research.
Curriculum, higher education, and the public good
(2009) Hall, Budd L; Bhatt, Nandita; Lepore, Walter
Curriculum change in higher education is an extremely complex process. Influences on the content of what is taught in higher education include new knowledge coming from the various academic disciplines, from the regulatory bodies of many of the professions, from national calls for action, from global challenges, from social movements of the day. This chapter argues that in the search for excellence, engagement and social responsibility that there is no contradiction between responding to local calls for action and global matters. Illustrations of curriculum change which attend to both the local and the global include classroom changes, single university changes, system-wide changes in Canada, Asia, Latin America and New Zealand. We call for more attention to community engaged learning and the creation of central offices for community university engagement.
Higher education, community engagement, and the public good: Building the future of continuing education in Canada
(Canadian Journal of University Continuing Education, 2009) Hall, Budd L
This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.
Higher education, community engagement and the world we want: A policy brief to the world conference on higher education
(2009-06) Global Alliance on Community Engaged Research
At this critical time in human and sustainable development for the world, it is imperative that we harness the potential of community higher education partnerships to inform progress. There is a large aggregate trend to unite civil society and higher education institutions and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environmental conditions of people, communities, nations and the world. However, these efforts are fragmented and face many unnecessary barriers. We therefore propose an Action Plan for University-Community Engagement for Societal Change and Development, one that unleashes the resources of higher education and government, in collaboration with civil society and its socio-economic development actors to create the sustainable world we want.
Fathering in the shadows: Indigenous fathers and Canada's colonial legacies
(Sage, 2009-07) Ball, Jessica
A study of Canadian Indigenous fathers' involvement conceptualized a temporal horizon within which to situate challenges and opportunities for caring for children following decades of colonial interventions that have diminished men's roles. Through five community-university partnerships, conversational interviews were held with eighty First Nations and Métis fathers in British Columbia, Canada. Using a grounded theory approach, a conceptual model was constructed identifying six key ecological and psychological factors that combine to account for Indigenous men's experiences of fatherhood: personal wellness, learning fathering, socioeconomic inclusion, social support, legislative and policy support, and cultural continuity. Indigenous fathers' accounts bring into focus systemic barriers to positive fathers' involvement, including socioeconomic exclusion due to failures of the educational system, ongoing colonization through Canada's Indian Act, and mother-centrism in parenting programs and child welfare practices. Policy and program reforms are suggested to increase Indigenous fathers' positive and sustained engagement with their children.
The funding and development of community university research partnerships in Canada: Evidence-based investment in knowledge, engaged scholarship, innovation and action for Canada's future
(OCBR, University of Victoria; Community Based Research Canada, 2009-10) Office of Community-Based Research, University of Victoria; Community Based Research Canada
The purpose of this report is to map out the sources and types of funding that have been created to support community university research partnerships, describe the current state of development of arrangements between public post secondary institutions and community organizations, to collaborate in research and knowledge mobilization, and suggest some conclusions as to how effective partnership work of this kind might be strengthened in the future.
Everything old is new again: The importance of engagement to University-based Adult Education in Canada
(2010) Hall, Budd L
What place does engagement hold in the history and future of university-based adult education in Canada? In this paper, Dr. Budd L. Hall traces the historical roots and contemporary revival of engagement within Canadian adult and continuing education. Beginning with the British extramural tradition and early extension movements at institutions such as the University of Alberta, St. Francis Xavier, McGill and Toronto, he situates adult education as deeply embedded in community life and democratic practice. He reflects on the professionalisation of adult education in the 1960s and 70s, alongside the growth of academic research and national scholarly networks. Hall then examines the emergence of community–university engagement as a renewed and institutionalised force, highlighting initiatives such as the SSHRC Community University Research Alliance, Service aux Collectivités in Québec, and newer community-based research structures across Canadian universities. Drawing on historical analysis, institutional developments and diverse scholarship, he argues that engagement is not a new add-on but a return to foundational commitments. The paper encourages adult educators to reclaim and strengthen their role within this growing movement toward democratic, community-engaged higher education.
Local Food Project: Strategies for increasing food security on Vancouver Island
(Office of Community Based Research, 2011-08) Office of Community Based Research, University of Victoria (OBCR-UVic)
This report highlights the results of Vancouver Island Community Research Alliance's (VICRA) Local Food Project. The project's goal is to provide current evidence, drawn from community expertise and peer-reviewed research related to food security on Vancouver Island, to engage in strategic collaborative work, and inform opportunities for future action. The report summarizes research carried out by student interns from post-secondary institutions on Vancouver Island, with oversight provided by advisory committees comprised of both community members and academics. Each strategy area had its own unique approach and process and this is reflected in the findings.
Knowledge, democracy and action: Community university research partnerships in global perspectives
(2013) Hall, Budd L
How are knowledge, democracy and action intertwined in a world increasingly centered around economic development? This introductory chapter to Knowledge, Democracy and Action: Community–University Research Partnerships in Global Perspectives, written by Dr. Budd L. Hall, examines the shifting relationship between knowledge and society and the evolving role of higher education institutions within this context. As knowledge becomes central to economic growth, universities are increasingly positioned as key producers of expertise aligned with state priorities and global development agendas. Drawing on intellectual traditions shaped by John Gaventa, Paulo Freire and others, the chapter interrogates the political and pedagogical dimensions of knowledge production. Framed in the landscape of poverty reduction strategies and the Millennium Development Goals, it asks three foundational questions about the role of knowledge, the responsibilities of universities and the contributions of community–university research partnerships. It argues that these partnerships are integral to an emerging knowledge democracy movement that seeks to transform how knowledge is produced, shared and mobilised across diverse global contexts.
Strengthening the role of civil society in water sector governance towards climate change adaptation in African cities - Durban, Maputo, Nairobi: Final technical report (February 2012-February 2013)
(York University, 2013-06-30) Perkins, Patricia E.; Figueiredo, Patricia; Lorimer, Elizabeth; Saad, Aaron
Water resources management is one of the most important climate change-related issues on international, national and urban public policy agendas. Income inequality in South Africa, Mozambique, and Kenya is among the largest in the world; in all three countries, equity struggles related to water are growing in social, political and ecological significance, which is both a symptom and a cause of urban vulnerabilities related to climate change. Democratic mediation of these conflicts, and sustainable long-term management of water resources in the face of climate change, requires public participation. But those most affected by water issues such as scarcity and flooding are also those least likely to be able to participate in governance and policy institutions. In particular, members of economically disadvantaged groups especially women, in general tend to be gravely impacted by poor water management, but also face great difficulties in participating effectively in governance bodies. This project responded to that particular need, and has developed practical strategies for strengthening urban governments in planning investments in climate change adaptation. The project linked university researchers with community-based NGOs conducting environmental education and organizing participatory workshops in low-income urban areas with pressing climate change and water-related problems; built on proven methods of community-university collaboration to strengthen urban watershed governance; increased equity in public participation processes related to urban climate change adaptation; and fostered progressive local, national and international policy development on climate change-related water management while training students, university researchers, NGO staff members, and community participants. The major research outcome of the project is its contribution to understanding effective ways of strengthening local governments, NGOs and civil society organizations involved in environmental education and organizing for improved public participation in watershed governance and climate change adaptation in African urban areas.
A resource guide of networks: Community-university engagement & partnerships community-based research participatory action research social responsibility in higher education
(UNESCO Chair, 2013-07) Taylor, Amanda
PRIA's engagements with higher educational institutions (HEIs): Initiatives in community based research (CBR)
(Participatory Research in Asia (PRIA), 2014) Participatory Research in Asia (PRIA)
PRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.
Guidelines for global review on training in community-based research (CBR)
(UNESCO Chair, 2014-04) UNESCO Chair
The UNESCO Chair in Community-based Research (CBR) and Social Responsibility in Higher Education is carrying out a global study on training practices for CBR in four thematic areas: asset-based development, indigenous research methodologies, participatory citizenship and water governance. Our overall goal is to increase access to high quality training in CBR within higher education institutions and civil society sectors with a particular focus on the Global South. A key part of this project consists of a global review of the following key elements: 1. relevant empirical and theoretical literature on training, teaching and learning CBR in global and local settings; 2. different pedagogies, strategies and materials for building CBR capacities (e.g., curricula, participatory video, photo voice, community theatre, community consultations, etc.) 3. best practices related to each thematic area and lessons learned in several pilot studies on training CBR; 4. current regional sources (e.g., CSOs, universities) for the training of new community-based researchers; 5. potential for collaboration amongst partners as a global CBR training network. This document presents a guide for conducting this global review on training, learning and teaching CBR. Section 1 introduces a literature review protocol for searching and extracting data from published studies and grey literature on training CBR. The following two sections describe some general guidelines to identify regional sources of CBR training and potential partners (Section 2) and to compile information and material currently used for training in community based research (Section 3).
Strengthening community university research partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community and universities.
(UVic & PRIA, 2014-09) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh
Global trends in support structures for community university research partnerships
(UNESCO Chair, 2014-09) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh
Amid a growing recognition of the need for closer collaboration between higher education institutions and communities, this paper presents the findings of a global survey on Community–University Research Partnerships (CURPs), conducted in 2014 with responses from 53 countries. The study examines how these partnerships are initiated, supported, and funded, and highlights the differences in “knowledge cultures” between universities and community groups. Differences in the way HEIs and CSOs approach and use knowledge, where universities often focus on academic outputs and CSOs prioritize practical, community-oriented outcomes, shape the way these collaborations function. The research also highlights challenges such as limited funding and institutional support for civil society actors, and positions the need for stronger policies, equitable engagement, and sustained capacity building if these partnerships are to move beyond formality and realize their transformative potential.