A Model for University–Community Engagement: Continuing Education's Role as Convener

Shannon, Judy; Wang, Tiffany R.

doi:10.1080/07377361003661499

Cited by 18 publications

(16 citation statements)

References 5 publications

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“…For example, both Farmers' Market CSL/CUP partners articulated the inherent power imbalance that the university partner can hold and how that can impact partnerships but felt very confident that their relationship was equitable through the sharing of resources, leadership, and liability. The ability to co-create the CSL/CUP allows universities to demonstrate their commitment and shared responsibility to civic engagement (Bartleet, Sunderland, & Carfoot, 2016;Schaffer et al, 2015;Shannon & Wang, 2010).…”

Section: The Csl/cup Processmentioning

confidence: 99%

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

Sweatman¹

2020

Michigan Journal of Community Service Learning

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The research investigates the processes and characteristics of community-valued undergraduate community service-learning (CSL) initiatives that are housed within long-term community-university partnerships (CUPs). Using a case study design, the study used in-depth, semi-structured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved co-writing the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, co-creation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of long-term CUPs that are committed to a shared domain and community-valued development outcomes.

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Section: The Csl/cup Processmentioning

confidence: 99%

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

Sweatman¹

2020

Michigan Journal of Community Service Learning

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“…Historically, university engagement with the community was one-sided, often embraced under traditional umbrella of extension, outreach and, or community service (Shanon and Wang, 2010). Engagement aimed at gaining access to research sites, internship, and extension of expertise .…”

Section: The Status Of Community Engagement At the University Of Botsmentioning

confidence: 99%

Promoting Sustainable Development in Rural Communities: The Role of the University of Botswana

Tladi-Sekgwama¹,

Ntseane²

2020

SAR

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Universities are better placed through their community engagement mandates to provide solutions for sustainable community livelihoods. The paper uses the case of the Community Based Natural Resource Management (CBNRM) strategy, regarded as both a conservation and rural development strategy in Botswana to demonstrate how a structured community engagement agenda can enable the University of Botswana to play a more impactful role in the successful implementation of nationally upheld development initiatives such as the CBNRM. Systems theory is applied to demonstrate the need for a university engagement strategy, working model, guide to CBNRM sustainable development activities and a framework for the maintenance of sustainable engagement partnerships. Literature review showed uncoordinated research activity in support of the CBNRM by different departments and institutes of the UB. While content analysis of the CBNRM draft policy objectives showed the UB being more impactful by focusing its community engagement on two modes: “sustainability partnerships” and “research committed to sustainability”.

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“…Uncertainty has proven to be a difficult dynamic for higher education in its struggles to establish workable models for community engagement (Shannon and Wang 2010). The internal diversities constituting whatever is to be considered 'community' are highly heterogeneous, difficult to map, and respond to initiatives in unpredictable ways.…”

Section: Uncertainty and Possibility In Community Engagement: 'Emergementioning

confidence: 99%

Thinking about Higher Education

2014

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A Model for University–Community Engagement: Continuing Education's Role as Convener

Cited by 18 publications

References 5 publications

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

Promoting Sustainable Development in Rural Communities: The Role of the University of Botswana

Thinking about Higher Education

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