Community-University Engagement

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Start date: 2000Subject: search.filters.subject.SDG 4: Quality Education

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    Action research in universities and higher education worldwide
    (SAGE Publications, 2015) Boden, Rebecca; Greenwood, Davydd J; Hall, Budd L; Levin, Morten; Marshall, Judi; Wright, Susan
    The 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.
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    Knowledge Democracy, Transformation and Higher Education
    (2013-05-15) Hall, Budd L
    In 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.
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    Call for Afro-centric theory and practice in community based research and engagement closing remarks to African regional conference on university-community partnerships in Dakar, March 25-26, 2011
    (2011-03-26) Hall, Budd L
    In these closing remarks to the African Regional Conference on University-Community Partnerships, held in Dakar in March 2011, Budd L. Dr. Hall argues that community-based research and engagement have African roots. He opens with a poem, “Creation Song”, and then recalls African thinkers and activists, including Senghor, Cissé, Kane, Diop, Nyerere and Cabral, whose work laid the ground for participatory research. Hall also points to the damage done to African higher education by World Bank policies and by the recruitment of African students into northern universities. He calls for universities in Africa that rest on African history, knowledge and languages, and for an Afro-centric theory and practice of community-based research and engagement.
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    Imagine/Learning: Thoughts from Two adult educators
    (Canadian Association for the Study of Adult Education, 2014) Hall, Budd L; Clover, Darlene E.
    Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of adult education and the highly regulated learning contexts of schooling, and we suggest adult education theory and practice can be found in many other disciplinary clusters in all our universities. Wherever the formal study for adult education is located, its purpose is always to strengthen capacity for resistance and transformation.
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    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.
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    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, Rajesh
    La 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.
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    Gauging the impact of community university engagement initiatives in India
    (ASEAN Journal of Community Engagement, 2017-07-02) Singh, Wafa
    Today, the world we live in is challenged with the co-existence of ‘prosperity and poverty’. In India, in particular, although we are witnessing staggering increase in various economic indicators, our Human Development Indicators (HDIs) remain unenviable. It is in this context that Higher Education Institutions (HEIs) have assumed profound importance as having the potential to offer sustainable solutions to such societal challenges. As a result, the practice of Community University Engagement (CUE) has gained prominence, as a phenomenon seeking a two-way discourse between the communities and the universities, in an attempt to produce ‘socially relevant knowledge’ which is inclusive and sustainable. Considering the importance and value of such an initiative, an attempt was made to tap such engagement practices between the HEIs and communities in India. In addition to plain documentation of such engagement, another highly crucial parameter in this regard is the measurement of the impact of such initiatives, on all the stakeholders involved in the process. However, academic literature related to this is still limited. In an attempt to fill this gap, the study at hand involved impact assessment of CUE activities as an important component. Using qualitative tools of impact assessment, this paper documents the empirical evidence of the impacts on various stakeholders, arising out of CUE activities, undertaken at various universities in India. The results generated through primary data, show that although it appears to be the case of binary stakeholders (Community and University), CUE envisages engagement, integration and cross linking among a number of sub-stakeholders, getting impacted in a multitude of ways. Students get an opportunity of experiential learning; while teachers can take up socially relevant research, as part of the curriculum. Communities benefit by way of empowerment and sustainable livelihoods, while universities get a chance to project themselves as ‘socially engaged’ institutions. Indirect and subsidiary stakeholders like Civil Society Organizations (CSOs) and Government, respectively also take away several benefits from the process. Therefore, in essence, the paper makes the case of CUE by demonstrating the positive and mutually beneficial experienced enjoyed by the stakeholders involved in the process.
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    Summary of impact: Community-engaged research at the university of victoria
    (University of Victoria, 2017) Tremblay, Crystal
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    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, Wafa
    The 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.