Reframing University Continuing Education’s Role in Community Engagement

Heather Mcrae

doi:10.21225/d5mk5f

Abstract

In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing education, the role of university continuing education (UCE) units in supporting community engagement is not clear. Many UCE units have been involved and continue to be involved in developing and implementing various types of community engagement activities, yet the work of these units is not widely recognized within the university and the community as contributing substantially to the social purpose mission of the institution. The pressures and tensions relating to balancing the social and economic goals of the UCE unit may be influencing the role of UCE in community engagement. Strategies identified in this article that could assist UCE in embedding community engagement within the practice and in reframing the focus of UCE include the development of a community engagement framework and measurement tools that assess outcomes leading to positive social change.

Highlights

A number of recent articles in the university continuing education (UCE) literature focus on social activism and community partnerships
Gander (2009), Hall (2009), and Jackson (2008, 2010) suggest that UCE plays an important role in connecting community-based research with community action and societal benefit
The strategic plans of many universities in Canada are highlighting the social-purpose mission of institutions

Summary

Introduction

A number of recent articles in the university continuing education (UCE) literature focus on social activism and community partnerships. Nesbit (2011) argues that the social movement roots of the practice remain viable and active despite some changes in organizational structures and programming approaches. Gander (2009), Hall (2009), and Jackson (2008, 2010) suggest that UCE plays an important role in connecting community-based research with community action and societal benefit. A number of recent articles in the university continuing education (UCE) literature focus on social activism and community partnerships. The strategic plans of many universities in Canada are highlighting the social-purpose mission of institutions. Considering the variety of different approaches and the contextualized nature of UCE’s work within the university and surrounding communities, should continuing education units support the community engagement aims of their institution? What is UCE’s community engagement role and how does it align with the unit’s cost recovery mandate?. I will identify some of the current tensions and opportunities within UCE relating to achieving balance between cost recovery goals and social-purpose programming and suggest strategies that could assist UCE professionals with building both a local and a national vision of engagement

Community Engagement and Canadian Universities

UCE and Community Engagement

Findings

Conclusion