Academic interaction with social partners in the case from the University of Limpopo

Abstract

The purpose of this article is to describe the different dimensions of the community-university interactions that emanated from a Community Engagement Audit which was undertaken at the University of Limpopo (UL) in 2014. The Audit methodology followed a quantitative survey research approach. A sample of 278, out of a population of 559 academic staff at UL that included 196 with PhDs and 363 without PhDs, participated in the study. SPSS was used to compute factor analysis. The results indicated the dominant partners that faculties interact with across the spheres of engaged scholarship were multinational companies, small, medium and micro-enterprises, national regulatory and advisory and sectorial organisations. The types of relationship with external social actors were contract research, continuing education and collaborative research and development projects. Channels of information were popular publications, public conferences, seminars or workshops, oral or written testimony or advice prominent. The outputs were new or improved products/processes, scientific discoveries and community infrastructure and facilities. The outcomes and benefits were regional development, improved quality of life for individuals and communities and research focus and research projects, theoretical and methodological development in an academic field, academic and institutional reputation. The main constrains experienced during engagement are lack of academic resources and institutional support and relationships with external social partners. The results provide guiding parameters to improve the scale and reach of CE at the UL and a snapshot of the architecture and terrain of engaged scholarship at a rural-based HEI in South Africa. 5 Student voluntary outreach programmes 99 9 6 Collaborative curriculum design 99 9 7 Continuing education or professional development 99 9 8 Customised training and short courses