Creating a Common Space for Community Engagement

Heather Mcrae

doi:10.21225/d5w306

Abstract

The increased interest in community engagement within higher education provides new opportunities for examining the role of university continuing education (UCE) units in relation to their participation in community university partnerships. This article is based on findings from a qualitative study that used a social theory lens to examine the perspectives and ideas of representatives from the university and the community relating to their experiences and interests in participating in collaborations in support of the social good. While the respondents from community-based research and community organizations identified few constraints affecting their involvement in these kinds of partnerships, the UCE study participants described a number of issues that affected their participation, such as an emphasis on revenue generation and the lack of organizational support for engagement. Considerations for supporting a common space for engagement involving UCE professionals include the development of a partnership model, the adoption of an asset-based approach, affiliations with national organizations and networks, seeking external visibility and recognition, and using social theories to guide the development of community engagement practices.

Highlights

Universities and communities in many countries are actively developing or renewing their commitments to work together to bridge economic and social goals and to help reframe the role of higher education in society as both a business and a catalyst for social change
Analysis of the findings suggests there are a number of tensions that exist within community-university partnerships as well as factors that constrain the establishment of a common space for collaboration among members of the three groups
Findings relating to community- Habermas (1987) provides university partnerships and a framework for understudies on Community-based research (CBR) suggest there standing the desire for are gaps and tensions involving collaborative exchanges and resources, time, organizational analyzing conflicts

Summary

Introduction

Universities and communities in many countries are actively developing or renewing their commitments to work together to bridge economic and social goals and to help reframe the role of higher education in society as both a business and a catalyst for social change. Its report Returning to Our Roots: The Engaged Institution (1999) offers five recommendations: the development of an engagement plan, incentives for faculty, funding, encouraging interdisciplinary research, and making engagement critical to the mission of Canadian Journal of University Continuing Education / Vol 38, No 1 spring 2012 Revue Canadienne de L’Éducation Permanente Universitaire / Vol 38, No 1 printemps 2012 http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu the university. The purpose of these recommendations was to provide a way for universities and their communities to move from rhetoric to action through a “practical and achievable set of strategies” This report identified the need to improve access to public universities in the United States, achieve excellence in curricula, encourage participation in a democratic society, and ensure that programs and resources benefit the larger community through addressing social problems

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