Community-university partnerships: Linking research and action for sustainable community development

Investing in lay researchers for community-based health action research: implications for research, policy and practice

“…Unlike more traditional forms of research, action research implies the active participation of research 'subjects' in decisions about research design, questions to be addressed and action to be taken (Cornwall andJewkes 1995, Boutilier et al 1997): 'indigenous proficiencies' and knowledge are given high value Murcott 1998, Ansari et al 2002). Yet, as much of the literature on participatory forms of research with communities makes clear, primary research responsibility often remains within the academic and/or professional community (Lindsey and McGuiness 1998, Cheadle et al 2002, Schulz et al 2002, Mumford et al 2003, Savan 2004. With the honourable exception of participatory research in health promotion, there is scant reference to the role of the lay researcher other than as a 'research associate' or 'interpreter', conventionally used when academic researchers work with other language communities (Jones and Allebone 1999).…”

Universities as Anchor Institutions: Economic and Social Potential for Urban Development

“…The collaboration of multiple organizations including higher education institutions may contribute to strengthened civic indicators such as improved educational outcomes, reduced crime rates, and accessible public transportation systems (Savan, 2004 ). The Sustainable Toronto project, for example, is a community-based research initiative involving the University of Toronto, York University, the City of Toronto, and local environmental groups.…”

“…Savan ( 2004 ) and Cantor et al ( 2013 ) are two useful examples of case studies that consider specifi c university initiatives to support communities. Future research can use similar single case study approaches as modeled in these studies to explore in depth other ways universities infl uence their communities.…”

Finding a balance: dance making on a bachelor of dance programme in New Zealand

“…While the literature suggests that there are a growing number of partnerships between universities and their communities, which in turn has generated a range of collaborative initiatives (Allen 2009;Anyon and Fernàndez 2007;McNall et al 2008;Myers 2003;Savan 2004;Srinivasan and Collman 2005;Walsh 2006), very few partnerships are creatively driven. My study aimed to address this gap in literature and practice by giving BDance students and local school children the opportunity to participate in a four-hour creative dance workshop structured around a collaborative dance making process, with the intention of inquiring into their individual and collective experiences.…”