Community Engagement In Higher Education Research Articles

Learning through Collaboration

This article highlights the nascent efforts between College Unbound, Brown University, and Providence College—three very different types of institutions in Providence, Rhode Island—to foster cross-institutional capacity for place-based community engagement. By collectively engaging our institutions, we experimented with what collaboration around community engagement might look like within our local context. In this article, we share our approach and reflections in working to cultivate a place-based collaboration that centers community, along with limitations, lessons learned, and next steps. Through our efforts, we situate cross-institutional collaborations as an opportunity for more sustained, collaborative, and transformative work within higher education community engagement.

Sustainable development through service learning and community engagement in higher education: a systematic literature review

Purpose This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development. Design/methodology/approach In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise. Findings The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics. Research limitations/implications While this research is based on publications from two prominent databases, it may not include significant studies published in other databases. Practical implications These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability. Originality/value This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

EMPOWERING STUDENTS AS COMMUNITY CATALYSTS: A DIVE INTO SYNERGIZED ACADEMIC ACTIVITIES AT THE DEPARTMENT OF ARABIC LANGUAGE AND LITERATURE

This paper explores the transformative potential of synergized academic activities in nurturing students to become solution-providers for community challenges. With an ever-increasing emphasis on social responsibility and community engagement in higher education, this paper introduces a novel pedagogical framework that integrates and aligns academic activities—such as coursework, research projects, and service-learning—with community-based problem-solving initiatives. The paper begins with a thorough examination of the existing literature on community engagement, service-learning, and experiential education, arguing for the need for a more unified and purpose-driven approach. In response to this need, we propose the Synergized Academic-Community Engagement Model (SACE Model). This model is designed to scaffold students’ progression from theoretical understanding to the practical application of knowledge and skills in real-world community contexts. It does so by intertwining traditional academic activities with targeted, sustainable community service projects that are co-designed with community partners. The central part of the paper presents a series of case studies that demonstrate the successful application of the SACE Model across various disciplines and institutional contexts. These cases illustrate how synergized academic activities can enable students to apply their skills and knowledge directly towards addressing pressing community issues. The case studies highlight not only the benefits accrued to the community but also the profound learning outcomes and personal growth experienced by the students. The findings reveal significant enhancements in students’ critical thinking, problem-solving abilities, civic engagement, and sense of social responsibility. Additionally, our analysis shows that community partners perceive the students’ contributions as valuable and that the projects lead to meaningful, sustainable change. In conclusion, this paper argues that synergized academic activities, designed with a focus on community engagement and problem-solving, offer a powerful strategy for preparing students to become active, solution-oriented members of society. We contend that this approach represents not just an educational strategy but a profound shift in the purpose and practice of higher education towards a model of mutual benefit between institutions of learning and the communities they serve. The paper ends with practical recommendations for educators, administrators, and community partners interested in adopting the SACE Model and contributing to its ongoing refinement and dissemination. This paper contributes significantly to the growing body of literature advocating for the deeper integration of community engagement within the fabric of higher education, and it provides a replicable and scalable model for achieving this integration effectively and sustainably.

Ethical imperatives in community engagement

As the impetus for community engagement (CE) grows in higher education, it is imperative that such growth takes place within a sound ethical framework. While research-related ethics and norms are well developed, there is now a need for the development of ethical guidelines to underpin CE initiatives. We begin by framing the discussion of ethics within policy and theoretical frameworks underpinning CE in higher education in South Africa. Core concepts and values emerging from these frameworks, such as social responsibility, Ubuntu and interconnectedness, are important starting points for ethics in CE. As CE involves the exercising of leadership by universities and community partners, we explore key ethical concepts to underpin established frameworks for governance and leadership, such as the King IV report. We highlight core ethical principles such as sustainable development, integrity, and accountability. We further consider that value propositions must not narrowly focus on value to stakeholders, but also to broader systems. The discussion then narrows to the application of ethics to the specifics of CE. We apply the “four principles” of Beauchamp and Childress (non-maleficence, beneficence, justice, and autonomy), considering each of these principles in turn. We discuss their application in practical terms to university CE initiatives. Finally, we consider the way forward in relation to the integration of these ethical imperatives into higher education CE policies and processes. Recommendations include: the inclusion of ethical frameworks in CE policies of universities; the establishment of ethics committees/forums to guide CE; and the need to heighten ethical consciousness among CE practitioners.

An Analysis of Community Engagement in Higher Education: A Conceptual Exploration

This conceptual paper provides an overview of community engagement in higher education, highlighting its definition, goals, and various models of engagement. The paper explores the benefits and challenges of community engagement for both higher education institutions and communities, and presents strategies for designing and implementing effective community engagement initiatives. The authors also discuss methods for assessing community engagement outcomes and impact, as well as the challenges and limitations of evaluating community engagement initiatives. The paper concludes with a discussion of future directions and opportunities for community engagement in higher education, and the implications for research and practice. Overall, this paper provides a comprehensive and informative review of community engagement in higher education, serving as a useful resource for academics, practitioners, and researchers interested in this important topic.

Electronic Communication and Publishing System for STI West Negros University Partner Communities

To address the evolving needs of community engagement in higher education, this research paper presents Konek, a web-based and mobile application designed to enhance community engagement for STI West Negros University's partner communities outside of Bacolod City. Konek addresses the challenges faced by the university's community extension office by providing a secure and centralized platform for partner community posts, events, and product dissemination. The system's features are carefully tailored to empower registered partner community and school department administrators while allowing users to interact with the content. The methodology for developing Konek involved utilizing a Development Research design to understand and address the university's community extension issues. The agile development methodology was employed throughout the project's lifecycle, ensuring flexibility and adaptability. Extensive evaluations were conducted to assess the system's reliability, efficiency, and user-friendliness. This innovative platform signifies a transformative solution for community engagement, laying the foundation for future enhancements.

Exploring student community engagement in higher education: A bibliometric analysis on the path to sustainable development

Higher education institutions have seen significant growth in student community engagement initiatives, which act as engines for fostering social justice and fostering civic responsibility. By conducting a thorough bibliometric analysis of the literature on student community engagement programmes in higher education and focusing specifically on exploring the opportunities and challenges associated with sustainable practises, this study seeks to add to the body of knowledge already in existence. Data were taken from the Scopus database and analysed using a variety of bibliometric indicators and network visualisation tools. The analysis's findings provide insight into a number of facets of the field, including publication output, frequently used author keywords, prestigious journals, influential institutions, prolific authors, and national contributions. The study sheds important light on the scholarly work surrounding student community participation programmes in higher education by looking at these factors. The results of this study also highlight the opportunities and issues that must be resolved in order to implement sustainable practices in student community engagement programmes. To ensure such programmes' sustained success and impact, it is important to strengthen interdisciplinary research efforts, cultivate strong community connections, and create long-term sustainability strategies. This study contributes to understanding student community engagement programmes in higher education by exploring the literature through a bibliometric lens, revealing knowledge gaps, highlighting areas for further investigation, and highlighting opportunities for advancement.

A Framework for Justice-Centering Relationships: Implications for Impact in Place-Based Community Engagement

Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement impacts communities in positive ways. 
 The problem addressed through this study was how campus-community partnership stakeholders define impact. Using grounded theory, the ways community and campus partners defined, measured, and understood community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes. Themes from the data led to the development of the Justice-Centering Relationships Framework which includes two paradigms for understanding community impact in higher education community engagement – Plug-and-Play and Justice-Centering Relationships – that are bridged by a Reframing process. The Framework contributes to and informs the “how” of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning and formation, and institutional change.

Operationalizing Antiracism in Higher Education Community Engagement

Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manifests through community-university partnerships can help identify successful outcomes of antiracist practices and policies. This article will share findings from a series of dialogues engaging over 250 participants about the intersection of engagement and antiracism, and share a call to develop a set of metrics to assess and measure antiracism in higher education community engagement.

Advancing community engagement within the context of tribal social work

Attention to advancing engagement in social work has grown within the global discourse on community engagement in higher education. It is against this backdrop that this article sought to explore the process of engagement and the benefits of engagement for social work students at a university in Mumbai, India. The study is salient as it focuses on community engagement, particularly service learning at the interface of tribal social work. Data were collected using a qualitative approach. Semi-structured in-depth interviews and focus group discussions were held with students (n = 23) and social work educators (n = 7). The study captured the process of preparing students for engagement and found that their social work learning experiences were strengthened through immersion in a tribal community, in India.

Community-based learning in higher education: A portal for knowledge production in the time of COVID-19

This article examines the curriculum for community-based learning in the context of community engagement in higher education. Using Bourdieu and Argyris and Schon as a theoretical framework, it draws on the findings of a qualitative study that sought to critically explore the epistemological experiences of third-year students undertaking a course in community-based learning at the University of KwaZulu-Natal. The findings revealed that non-traditional students bring epistemic value to university spaces that must be recognised and affirmed in generating new knowledge in the time of COVID-19. This is particularly critical in an institution like the University of KwaZulu-Natal that has a growing number of non-traditional students from previously disadvantaged communities. Both the institution and students have to embrace competing ways of knowing as producers of transformative knowledge.

Towards a European framework for community engagement in higher education – a case study analysis of European universities

PurposeThis paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.Design/methodology/approachThe proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.FindingsThe findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.Originality/valueDespite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

The Role of Community Engagement in Higher Education: Convergence Relating to Knowledge Growth- a Practical Model and Guidelines

As attention to community engagement nurtures and it is important that instructors, students, and community associatescomprehend how it is conceptualized. This paper representsresults from a qualitative review with academics and community engagement superintendents nationwide with esteem to how they conceptualize community service.This article reiterates the definition and thoughtfulnessof communityservice as one of the crucialareas of Higher Education Establishments in Ethiopia.Itsseizures the significance of a proper methodologyin the direction of community serviceand contributes about a applied method through the multifacetedinteraction between academic societies and communities. The present study will launch a healthierawareness of the community, its traditions, and its cultural programs as anall-inclusive platform for consideratelocalsocieties. Theproposed recommendationsmay facilitate community engagement architects to prepare andimplement community servicesschemes effectively.

The (im)possibility of monitoring and evaluating the impact of community engagement performance in South African universities: A review

Monitoring and evaluation (M&E) allow universities to learn from past experiences, improve service delivery, plan, and allocate resources and demonstrate results as part of their accountability to stakeholders. M&E also assists in keeping projects on track, providing a basis for reassessing priorities and creating evidence-based data for projects. Considerable scholarship is illuminating insights and sharing experiences of community engagement in higher education. However, the question of M&E remains contestable due to the complexities in implementing community engagement in higher education. This article discusses the (im)possibility of facilitating M&E in higher education community engagement spaces. In 2009, the University of Venda established a directorate for community engagement, which I became its first director. I use the insider lens to reflect on the intersections of concepts and constructs such as knowledge co-production, ecosystems, societal impact, and an M&E framework in higher education. I intend here to bring some problems and contestations in generating a framework for monitoring and reviewing community engagement, arguing that the framework should embrace multiple ontologies and be intentional about robust engagement with epistemological, ontological, and ethical questions around exclusivity and dominance. Hopefully I will add a much-needed dimension acknowledging the complexity of a community engagement discourse – toward an inclusive, participatory-ecosystemic way of self-assessment, monitoring and evaluation.

Community engagement in higher education: Developments after the first institutional audit cycle

This study explores how three universities have responded to the Higher Education Qualifications Committee (HEQC) recommendations regarding deficiencies in implementing their community engagement (CE) missions. The Education White Paper 3 locates community engagement within the policy changes of transformation in higher education. However, literature reveals that there is still considerable resistance to accepting CE as a core function of universities. This study is qualitative and uses document analysis to understand the extent to which three universities identified for this study have progressed regarding their CE missions. The documents analysed include HEQC first audit cycle reports, policies, strategic plans, annual reports and institutional websites. Open Systems Theory (Emery) was used to underpin the findings of this study. The results revealed that despite the challenges reported in the literature, universities had developed policy frameworks to facilitate understanding of the concept among internal stakeholders and put structures for managing CE initiatives.

Revisiting community engagement in higher education in South Africa from a vantage point of the notion of third mission

Globally, there is increasing realisation that the idea of universities as ivory towers detached from the societies and environments within which they exist and operate, is untenable in the twenty-first century. Instead, there are reasonable expectations that universities should contribute to the realisation of the Millennium Development Goals, promote human welfare, and generally make the world a better place. The notion of third mission provides a cogent philosophy and a pragmatic framework for universities to work towards fulfilling these expectations. The article unpacks and analyses the notion of third mission of universities. It also discusses probable reasons why, despite the notion gaining momentum and being accepted globally, it has not gained much traction in South Africa where the focus is on community engagement which is but one of the myriads of activities that falls with the gamut of the notion of third mission. It contends that universities in South Africa have not made significant impacts with their community engagement activities because of the limited scope and scale of implementation, among others. The article concludes by demonstrating that universities and the broader society in South Africa have more to gain if the universities were to consider institutionalising, planning and effectively implementing third mission programmes.

Long-Haul

For decades, community engagement scholars have built a robust body of knowledge that explores multiple facets of the higher education community engagement domain. More recently, scholars and practitioners from mainly Christian affiliated faith-based institutions have begun to investigate the complex inner world of community-engaged students’ meaning-making and spiritual development. While most of this fascinating cross-domain effort has been primarily based on “Western” influenced Judeo-Christian traditions, this study explores service-learning/community engagement themes, approaches, rationale, and strategies from an “Eastern” perspective based on the rich tradition of Tibetan Buddhism. This case study research focuses on curricular approaches, influences, and impacts of Buddhist philosophy/spirituality on community engagement endeavors in the context of Maitripa College, an urban graduate higher education institution located in Portland, OR. Researchers corroborate key findings from previous faith-based institutional studies as well as extend the literature in two specific areas: 1) providing strategies for and discussing the role of spiritual formation and development in relation to community engagement; and 2) the Buddhist view of seeing obstacles as opportunities (Thubten Zopa Rinpoche & ʼjig-Med-Bstan-Paʼi-Ñi-Ma, Rdo Grub-Chen III, 2001) as a way to increase effectiveness and harmony in all aspects of life, including academic service-learning endeavors.

Towards the institutionalisation of community engagement in higher education in South Africa

Although discourse related to the salience of community engagement in higher education has proliferated, little has focussed on the process of institutionalisation of community engagement, in South Africa. This paper presents findings from a national study, which focussed on how community engagement can be institutionalised within higher education institutions locally. A qualitative research approach was used to guide the study and in-depth interviews were conducted with members of executive management, members from the directorate and office of community engagement and academics from six universities nationally. Data revealed that there were eight key factors deserving of consideration, in order to institutionalise community engagement within teaching and research and through student involvement, transforming institutional infrastructure and through community partnerships.

Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective

The aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.

From the Associate Editor: A New Era for Social Change and Community Engagement in Higher Education

From the Associate Editor: A New Era for Social Change and Community Engagement in Higher Education