Abstract
<p>The writers of the UNESCO document, <em>Rethinking education: Towards a global common good? </em>challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice. </p>
Highlights
IntroductionFor these partnerships to flourish and expand, policy-makers and administrators in higher education need to know why faculty members would choose to be engaged in this kind community service and how their engagement is influenced by their specific cultural contexts since the vision of Rethinking education is global in scope
Campus-community partnerships to address social needs locally or internationally are a significant way higher education has been responding to the kinds of 21st century challenges identified in the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) document, Rethinking education: Towards a global common good? (2015)
For these partnerships to flourish and expand, policy-makers and administrators in higher education need to know why faculty members would choose to be engaged in this kind community service and how their engagement is influenced by their specific cultural contexts since the vision of Rethinking education is global in scope
Summary
For these partnerships to flourish and expand, policy-makers and administrators in higher education need to know why faculty members would choose to be engaged in this kind community service and how their engagement is influenced by their specific cultural contexts since the vision of Rethinking education is global in scope. This exploratory study begins to look for answers to these questions. If we can discover what motivates faculty members to align their efforts with a vision for the common good, we may be prompted to find ways to build these considerations into recruitment, incentive, promotion, and retention practices when building faculties
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