Community-University Engagement
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Item Action research in universities and higher education worldwide(SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, SusanThe Sage Encyclopedia of Action Research is a two-volume work of entries on action research, compiled by a team of editors and specialists in different areas of the field. Greenwood specializes in general action research, while Coughlan and Dick specialize in organization development. Brydon-Miller, Flicker and Hall work in community-based action research, and Friedman in organizational behaviour. Sankaran specializes in action research as a meta-methodology, Gaya in agency and activism, and Zhao in educational action research. Guhathakurta, Jaitli and Tandon specialize in participatory action research. The editors sought entries from 200 researchers. The topics are extensive and include biographies of well-respected action researchers, concepts, epistemologies, ethics, goals, methods, methodologies, organizations and movements, philosophical underpinnings, settings, skills, spirituality, theories and tools.Item 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, WafaIn this paper, Budd Hall, Rajesh Tandon, Crystal Tremblay and Wafa Singh present a global study on structures that support community-university research partnerships. The study draws on an international survey and national case studies from twelve countries, examining how universities institutionalise community engagement and where this engagement connects with actual research practice. The authors turn to the discourse of knowledge democracy, arguing that community-based research offers a way to address long-standing inequities in whose knowledge counts within the academy. Survey findings point to a gap between universities' stated commitment to co-constructing knowledge and the reality that very few research projects originate from communities themselves. The paper reviews facilitative structures across universities in Argentina, Brazil, Canada, India and elsewhere, and considers the role of national networks and policies in strengthening these partnerships. It closes with recommendations for national policy, higher education institutions, and community and civil society organisations.Item Community engagement in higher education institutions: Status report 2015(UNESCO Chair, 2015-04) Tandon, Rajesh; Singh, WafaItem Community-university engagement in a time of COVID-19(2020) Tandon, Rajesh; Hall, Budd LDr Budd Hall and Dr Rajesh Tandon reflect on how COVID-19 is reshaping community-university engagement, collapsing the physical boundary between town and gown as students and academics work from home. The pandemic has exposed a stark digital divide, with universities in high-income countries far better placed to sustain online teaching than those in low-income countries. One familiar approach treats science and academic expertise as the sole authority in a crisis. Another approach is gaining ground through the pandemic instead, one that brings local knowledge, citizen science and community wisdom into direct partnership with formal research, so findings reach the public faster than conventional academic channels allow. The paper suggests this shift tests whether higher education is genuinely committed to its communities or only performing engagement. It closes with practical directions for the future, from redesigning curricula around field study to reviewing knowledge systems through an ecology of epistemologies.Item Curriculum, higher education, and the public good(2009) Hall, Budd L; Bhatt, Nandita; Lepore, WalterCurriculum 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.Item Global trends in support structures for community university research partnerships(UNESCO Chair, 2014-09) Tremblay, Crystal; Hall, Budd L; Tandon, RajeshThis report presents findings from a 2014 global survey on institutional structures behind Community University Research Partnerships (CURP), It was run under the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, with funding from IDRC. It draws on 336 responses from 53 countries, looking at how universities and civil society organisations set up and sustain partnership mechanisms, from centralised university centres to independent bodies like science shops. Institutionalisation looks patchy across the board. And there's a real gap between universities' talk of co-creating knowledge and what happens on the ground: community-originated research stays rare, and CSOs keep running into limited funding and little say in decisions. What respondents value most is trust and mutual respect, even as mismatched timelines and clashing institutional cultures keep getting in the way. Training and steady funding come up again and again in what people recommend going forward.Item Guidelines for global review on training in community-based research (CBR)(UNESCO Chair, 2014-04) UNESCO ChairThe 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).Item 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 ResearchAt 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.Item Higher education, the politics of knowledge and the challenges of popular education and social movements(1993) Hall, Budd LDr. 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 termsItem Institutionalizing community university research partnerships: A user’s manual(PRIA and University of Victoria, 2015) Tandon, Rajesh; Hall, Budd LThis manual on Institutionalizing Community University Research Partnerships is both a handy reference and a ready tool-kit for university and college administrators interested in establishing and improving Community University Research Partnership initiatives in their institutions. It provides practical guidelines and steps that will help deliver on policy commitments made to promote Community University Engagement/Community University Research Partnerships in higher educa-tional institutions. These guidelines, supplemented with best practices (in boxes) from around the world, are intended to show a way forward, and are not necessarily prescriptive; they offer insights into how institutions can build and sustain Community University Research Partnership practices and structures. These best practices are a snapshot of current administra-tive structures and institutional policies that are facilitative of Community University Research Partnerships. A section on Frequently Asked Questions provides ready answers to questions that may arise in the process of institutionalizing Community University Research Partnerships. Resources and further readings at the end of the manual are an aid to fur-ther learning. The content of the manual has been carefully drawn from available global literature, much of it culled from products of the International Development Research Centre (IDRC) funded global study on 'Mainstreaming Community University Research Partnerships' conducted under the aegis of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. This global study documented case studies across 12 countries and a comparative analysis of the cases high-lighted the practices and exemplars for institutionalizing Community University Research Partnerships. This easy-to-use manual is an effort of the UNESCO Co-Chairs towards co-creating knowledge, capacities and partnerships between universities (academics), communities (civil society) and government (policymakers). We hope it will be beneficial to all universities, colleges and other higher educational institutions that are sensitive to the issue of social responsibility and the potential of community based research to provide local solutions to global problems for local communities. We look forward to your comments and feedback once you have started on the journey of institutionalizing Community University Research Partnerships in your institution.Item International collaboration for changing the culture of research: The UNESCO Chair in community-based research and social responsibility in higher education(Autonomie Locali e Servizi Sociali, 2020-04-01) Hall, Budd L; Tandon, RajeshThis paper traces the development of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, established through the long-standing collaboration of Budd Hall and Rajesh Tandon. It explains how the Chair promotes community-based participatory research by strengthening partnerships between universities, civil society organizations, and local communities across the Global South and the excluded North. This work includes global studies, open-access publications, international networks, and the K4C Consortium. Engaged research also supports the SDGs by fostering knowledge co-creation and socially responsible, locally grounded higher education. The paper argues that transforming research culture demands collaboration, knowledge democracy, and closer academia-community links to tackle social and environmental challenges.Item Knowledge and engagement: Building capacity for the next generation of community based researchers(Participatory Research in Asia (PRIA), 2016-10) Tandon, Rajesh; Hall, Budd L; Lepore, Walter; Singh, WafaKnowledge and Engagement summarizes the main findings of a global study titled ‘Building the Next Generation of Community-Based Researchers’ (a.k.a. the Next Gen project) undertaken between May 2014 and April 2016, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The overall objective of the Next Gen project was to increase access to high quality training in Community Based Research (CBR) within higher education institutions (HEIs) and civil society organizations (CSOs). The research aimed to understand the current state-of-the-art in pedagogies and strategies for building CBR capacities, and to work towards the strengthening of existing training fieldwork and the theoretical and curricular content on participatory research within and outside academia. The book opens with a theoretical chapter on pedagogical principles about training, teaching and learning CBR, which have been elaborated by triangulating three data sources: systematic literature reviews, a global survey, and case studies on CBR training. It advances the discussion on capacity building for CBR because, while large amounts of literature abound on doing CBR, very little is available on training for CBR. The results of the first-ever global survey on training modalities, materials and locations for CBR are presented in Chapter 3. It confirms, among other things, that the demand for training in CBR far exceeds the supply of training opportunities. Twenty-one case studies (of nine HEIs and 12 CSOs from 14 countries) with lessons form Chapter 4, followed by a comparative analysis of the case studies using the pedagogical principles of training, teaching and learning CBR as an analytical framework. A detailed summary of the project’s findings, conclusions and recommendations round off the book, with appendices containing the guidelines for conducting thematic reviews, the survey questions, a list of institutions providing top training programs in CBR, and the case study framework. Knowledge and Engagement represents a collective effort to highlight many issues and areas of work in CBR training, analyzes the current scenario and opportunities, and provides recommendations on what can be done to provide best quality training for the next generation of community based researchers.Item Knowledge Democracy, Transformation and Higher Education(2013-05-15) Hall, Budd LIn this paper, Budd Hall examines what the waning confidence in a one size fits all global economy and the Western canon means for higher education and its social responsibility. Drawing on examples from Durban’s shack dwellers’ university, South Africa’s traditional healers, and PRIA in India, he introduces knowledge democracy as an alternative to the “knowledge economy” and “knowledge society”. The concept rests on three ideas: plural ways of knowing, plural forms of expression, and the use of knowledge to deepen democracy. He then turns to the community-university engagement movement as a promising site for institutional change. The paper closes with the 2013 Barcelona meeting of global engagement networks, convened by Guni to advance a shared agenda for action.Item Knowledge, democracy and action: Community university research partnerships in global perspectives(2013) Hall, Budd LHow 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.Item Mobilisation des connaissances de la communauté et du milieu universitaire en vue d’un changement en profondeur : L’évolution de la Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur | Mobilizing community and university knowledge for transformative change: The evolution of the UNESCO Chair in community-based research and social responsibility in higher education(Commission canadienne pour l’UNESCO, 2017) Hall, Budd L; Tandon, RajeshLa Chaire UNESCO sur la recherche communautaire et la responsabilité sociale en enseignement supérieur a été créée en juin 2012 dans la foulée de la 2e Conférence mondiale de l’UNESCO sur l’enseignement supérieur, qui s’est déroulée à Paris en juillet 2009. Rajesh Tandon, Ph. D. et Budd Hall, Ph. D., ont été nommés cotitulaires de cette chaire. Cet article retrace les origines de la chaire et examine les contributions apportées jusqu’à ce jour ainsi que les leçons stratégiques que l’UNESCO, les décideurs politiques, les praticiens et les universitaires peuvent en tirer.Item Mutual learning and empowering support: Networks and balance between local and global demands(GUNi, 2017-03) Tremblay, Crystal; Singh, Wafa; Lepore, WalterCommunity-University Engagement (CUE) net-works and research partnerships may be particularly useful for advancing sustainable social and ecological development as they can mobilize the knowledge, skills and assets of both Higher Education Institutions (HEls) and communities. In this chapter, we present a series of principles for stakeholder engagement and partnership at HEls, showcase key global CUE networks com-mitted to strengthening the civic roles and responsibility of HEls, and propose recommendations to help policymakers and practitioners use networks and partnerships as a practical tool to engage with global and local pressing problems. There is growing evidence that indicates a large aggregate trend to unite civil society, HEls and networks in common efforts to co-create knowledge, mobilize it to inform practice and policy, and enhance the social, economic and environ-mental conditions of people, communities, nations and the world.Item 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, RajeshItem Strengthening community university research partnerships: A global study of effective institutional arrangements for the facilitation and support of research partnership between community groups and universities.(UVic & PRIA, 2015-07) Tremblay, Crystal; Hall, Budd L; Tandon, Rajesh; Singh, WafaThe practices of community-based research (CBR) and all of its variations have developed and evolved over the past 35 years. With roots in the Global South the practices have spread throughout the international development community and supporting bodies such as IDRC. Over the past 15 years, CBR has been ‘discovered’ in the Global North as the Carnegie and WK Kellogg Foundations, the European Union, the Research Councils of the UK and Canada and the AUCC have been promoting research partnerships as key engagement strategies for higher education. A variety of institutional structures are being created to facilitate authentic and respectful research partnerships. Community-University research partnerships are therefore no longer a South or a North issue, but are an evolving global field of action with several global networks supporting them, including the Canadian-based Global Alliance for Community Engaged Research (GACER). Our ability to benefit from the promises of drawing the resources of universities further into the solution of community problems on their terms depends in part on our answers to several questions: 1. What are the institutional arrangements and processes that show the most promise in facilitating effective, respectful and impactful community university research partnerships? 2. What are the institutional policies needed to mainstream CBR? What are the most promising policies that national governments and funding bodies could implement to improve the quality of CBR and create effective structures and processes? To answer these questions we have carried out five steps: A global survey, case studies, systematisation process, knowledge dissemination and policy dialogues. The deliverables will include recommendations for the future development of the field shared on virtual platforms of the UNESCO Chair and through regional policy dialogues, development of targeted policy briefs, a practical e-handbook on best practices and an e-book on the theory and practices of facilitating community university partnerships. This final report provides an overview of progress and project activities, research outcomes and knowledge mobilization efforts and highlights the main research findings from a global survey (phase I) and country case studies (phase II). We have completed all research activities and are currently in the process of finalizing the open source e-book highlighting the main research findings and a practical handbook. The case studies illustrate how country policies on community-university partnerships are being institutionalized and practiced at the level of Higher Education Institutions and Civil Society Organizations.