Community Engagement and Boundary-Spanning Roles at Research Universities

Weerts, David J.; Sandmann, Lorilee R.

doi:10.1080/00221546.2010.11779075

Cited by 195 publications

(168 citation statements)

References 13 publications

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“…There are also calls from the higher education community to uphold the principle of reciprocity and a commitment to mutually beneficial learning and engagement (Hammersley, 2017: 115). Whilst traditional models of community service and development have focussed on single-directional intervention as reflected in the data, community engagement posits to be cognizant of the twoway reciprocal relationship (Weerts & Sandmann, 2010). The concepts of service and mutually beneficial are also seen as being interchangeable with reciprocity (Hammersley, 2017: 23).…”

Section: Partnerships and Reciprocitymentioning

confidence: 99%

Towards a conceptual understanding of community engagement in higher education in South Africa

Bhagwan

2017

PiE

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Section: Partnerships and Reciprocitymentioning

confidence: 99%

Towards a conceptual understanding of community engagement in higher education in South Africa

Bhagwan

2017

PiE

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“…At this stage, the role of brokers may often be needed to enable the flow of knowledge -referred to by Weerts and Sandmann (2010) as the boundary spanners. Carlile (2004) also mentions the role of communities of practice in helping to develop shared meaning.…”

Section: Process Of Changementioning

confidence: 99%

A collaborative higher education initiative for leadership development: Lessons for knowledge sharing

Albertyn

Frick

2016

SAJHE

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The higher education sector needs to prepare youth for the fast changing innovative focused economy. Visionary leadership is needed to facilitate this knowledge transfer for novelty creation.A collaborative initiative could facilitate leadership development and foster knowledge sharing in this context. The initiative with three stakeholder groups started with an Interactive Qualitative Analysis exercise to identify needs and formulate a collaboration charter to ensure reciprocal benefits. A programme evaluation research design was applied three years after implementation using a logic-model framework. Process evaluation entailed collecting data from 103 questionnaires and 11 semi-structured interviews. Based on interpretation of data according to an integrated framework for sharing knowledge across boundaries, we identified three areas for further development: contextual knowledge, collaborative partnerships and common vision.Working collaboratively across institutional and knowledge boundaries towards a common vision could enhance leadership development and contribute to longer-term transformation and sustainable change in complex environments.

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“…Considéré comme un acteur, l'individu engagé construit son rapport à la culture et il interagit avec des tiers sur une base réciproque (Ferlazzo, 2011;Nagda, McCoy et Barrett, 2006). L'engagement passe alors par une action de négociation et de co-construction sociale et il s'exerce au coeur d'interfaces sociales (Price-Mitchell, 2009;Weerts et Sandmann, 2010). 1.…”

Section: Introductionunclassified

Critique des fondements et usages de l’écosystémie dans le domaine du partenariat école-famille-communauté : application d’une perspective contextuelle et socioculturelle dans le cadre du programme Famille, école, communauté, réussir ensemble

Boulanger

Larose

Larivée

et al. 2011

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Cet article s’inscrit au coeur du débat sur la nature du partenariat école-famille-communauté et sur ses logiques sous-jacentes. Nous y contribuons en questionnant les fondements et les usages de l’écosystémie qui est, en principe, à la base des pratiques collaboratives et de l’engagement parental. En situant l’écosystémie au regard de la notion de métathéorie, nous inscrirons les pratiques collaboratives sur un continuum qui reflète la nature et le degré d’interaction entre les acteurs. Nous prenons position au chapitre du partenariat école-famille-communauté en adoptant une perspective écosystémique d’orientations contextuelle et socioculturelle. Nous nous appuierons sur le programme Famille, école, communauté, réussir ensemble (FECRE), mis en oeuvre au Québec entre 2002 et 2009, pour illustrer l’actualisation d’une telle logique écosystémique dans le cadre de pratiques collaboratives ainsi que de l’engagement parental.In this article, we explore the heart of the debate on the nature of the school-family-community partnership and its underlying rationales. We challenge the underpinnings and uses of the ecosystem which is considered at the root of collaborative practices and parental engagement. By inserting the ecosystem into a metatheory, we place collaborative practices along a continuum that reflects the nature and the degree of interactions between those engaged. Our standpoint looks at this partnership in relation to an ecosystemic perspective that is based on contextual and sociocultural perspective. To illustrate how such an ecosystemic logic can be applied to collaborative practices and parental engagement, we refer to the program Famille, école, communauté, réussir ensemble (FECRE), which was implemented in the province of Quebec between 2002 and 2009

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Community Engagement and Boundary-Spanning Roles at Research Universities

Cited by 195 publications

References 13 publications

Towards a conceptual understanding of community engagement in higher education in South Africa

Towards a conceptual understanding of community engagement in higher education in South Africa

A collaborative higher education initiative for leadership development: Lessons for knowledge sharing

Critique des fondements et usages de l’écosystémie dans le domaine du partenariat école-famille-communauté : application d’une perspective contextuelle et socioculturelle dans le cadre du programme Famille, école, communauté, réussir ensemble

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