Community-University Engagement

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Subject: search.filters.subject.SDG 4: Quality Education

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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.
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    Community-university engagement in a time of COVID-19
    (2020) Tandon, Rajesh; Hall, Budd L
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    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.
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    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.