Internationalizing Institutional Accountability for Engaging with Communities: The Carnegie Community Engagement Classification

Johnson, Mathew; Saltmarsh, John; Manok, Georgina; Corbin, Gene

doi:10.1108/s2055-364120200000023005

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…4.1.1 | Breaking down the 'ivory tower' perception 37,38 and getting out into the community Both the survey and focus group study affirm the importance of investing in ways to get out into the community, 39,40 to get to know and build relationships with different groups to support PPI recruitment. Mutual trust and respect needs to be established to overcome initial feelings of alienation and discomfort that can arise when working with a university as a PPI contributor.…”

Section: Focus Groupsmentioning

confidence: 99%

Diversity in patient and public involvement in healthcare research and education—Realising the potential

Hatch,

Fitzgibbon,

Tonks

et al. 2023

Health Expectations

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BackgroundPatient and public involvement (PPI) is an increasing priority in health‐related research and education. Attracting and supporting people from different demographic groups to give up their time and get involved is important to help ensure that all parts of society are empowered, represented and their voices heard in decisions that may affect their health and quality of life.Objectives(1) To determine if a demographically diverse cross‐section of society would be interested in contributing to healthcare research and education. (2) To understand factors that can act as barriers and enablers to effective and diverse PPI.MethodPPI survey data was collected via engagement events, with the aim of scoping interest in PPI from a diverse public. A Focus Group study involving members of the public, academic and professional service staff, was then conducted to gain a deeper understanding around the barriers and enablers of diversity within PPI.Results71% of a diverse rich public indicated they would like to get involved in healthcare research and teaching. 76% of survey respondents indicated that they would be happy to share a personal or family experience of healthcare. The two biggest factors impacting on our cohort getting involved are’ availability of time’ and ‘being aware of PPI opportunities’. These factors may disproportionally affect specific groups. Shared and individual PPI enablers and barriers were identified across all stakeholder groups within the Focus Group Study, as well as generic and novel factors that would impact on an institutions’ ability to improve PPI diversity.ConclusionThese data points confirm a demographically diverse public's appetite to get involved in academic health research and teaching. This needs to be recognised and harnessed to ensure public contributor networks are representative of society. Equality Impact Assessments should be undertaken in relation to all PPI opportunities. There is a need to recognise the investment of time and resources required to build mutually beneficial relationships with diverse communities as well as the development of inclusive ‘fit for purpose’ PPI infrastructures to support the uptake of diverse PPI contributors.Public ContributionThis study involved members of the public responding to a short survey. Public contributors made up one of the three focus groups. The School of Medicine lead public contributor was also involved in the preparation of this manuscript.

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Section: Focus Groupsmentioning

confidence: 99%

Diversity in patient and public involvement in healthcare research and education—Realising the potential

Hatch,

Fitzgibbon,

Tonks

et al. 2023

Health Expectations

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“…In terms of societal engagement, they found that public universities highlighted "service to local area and/or civic duty/service" components in their mission statements more than twice the frequency in private university missions. Johnson et al (2020) discussed the potential usage of internal logic components of Carnegie Community Engagement Classification in the US to evaluate societal engagement activities in international HEIs, but warned researchers to enrich the criteria "valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice" by observing cultural, economic, political, social, and historical context of a nation. Without any direct empirical data, it still seems hard to discuss the influence of such country specific factors on the participation of academics in societal engagement activities; nonetheless, all these criteria could be notable background factors to discuss external engagement efforts in different institution type from different nations.…”

Section: Public-private Higher Education Institutionmentioning

confidence: 99%

“…In terms of societal engagement, they found that public universities highlighted “service to local area and/or civic duty/service” components in their mission statements more than twice the frequency in private university missions. Johnson et al. (2020) discussed the potential usage of internal logic components of Carnegie Community Engagement Classification in the US to evaluate societal engagement activities in international HEIs, but warned researchers to enrich the criteria “valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice” by observing cultural, economic, political, social, and historical context of a nation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Does the public-private higher education institution distinction influence academics' societal engagement? Evidence from Chile and Turkey

Guzmán

Véliz

Uslu

et al. 2022

IJCED

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PurposeThe purpose of this study is to examine the relationship between the participation in commercially- and socially-oriented Academics' Societal Engagement (ASE) activities, partnership choices, and funding preferences of academics working in public and private universities from Chile and Turkey. Chile represents a private-dominant higher education system (HES), while Turkey is public-dominant. This article presents the results of an international survey, the Academic Profession in Knowledge-based Society (APIKS), applied to academics from over 20 countries, including Chile and Turkey.Design/methodology/approachThrough a quantitative analysis the authors analyse how the dominant institutional type influences ASE activities, partnership choices, and funding preferences.FindingsResults from the analysis show that being part of a public or private university does not solely explain the activity type that academics engage with. Moreover, the rate of Chilean academics participating in ASE activities is more than twice that of Turkish academics regardless of the public-private distinction.Research limitations/implicationsFurther research about the academic life and ASE activities using a qualitative approach can complement this study. Applying further in-depth interviews to obtain more information from external partners can provide different perspectives and help to better understand the ASE activities. Additional analysis could compare external activities by higher education institution (HEI) type regarding vocational/technical centres since the Chilean and Turkish private HEIs included in this study received a mix of public-private funds and are considered not-for-profit, so extending this research to include for-profit private HEIs may be worthwhile for additional comparison.Practical implicationsMore support and funding for the development of commercially-oriented ASE activities is recommended for Chile and Turkey's HES. In Turkey, a law-update in 2017 facilitates the establishment of technology transfer offices (TTOs) as companies within universities (Author, 2019). Though it is too early to know its effects, a positive contribution is anticipated. Centred Chile's private dominant HES, it would be appropriate for this type of system to also create different support structures to incentivise socially-oriented external activities and partnership opportunities. As done in other universities, the establishment of a community engagement office may provide professional guidance for partnership creations. Regardless of a country's HE public/private dominance, diverse sources of funding and support mechanisms can also be created to strengthen organisational and financial autonomy facilitating academics' participation in ASE activities. For example, universities can develop institutional policies to support academic establishment, lead or join in administration of non-governmental organisations, or form institutional media to deliver academics' viewpoints of social issues to the larger and non-academic audience. University managers should also empower the connection between academics and industry and business sector through different organisational structures such as Research Office, Science Park Incubators, Career Centre, while guiding and financially supporting academics' research commercialisation by their TTO experience and sources.Originality/valueThe literature has studied the public-private higher education distinction in vast aspects, however, no empirical studies have explored it concerning ASE. Chile and Turkey propose interesting cases since they represent opposite ends considering the public-private predominance of higher education systems. Turkey exhibits a heavy public predominance, whereas Chile has a significantly strong private system.

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Same Same, but Different? Comparing the Politics of Higher Education Policy in Western Europe, Canada, and the U.S.

Maltais

Jungblut

Ness

et al. 2023

Higher Education Dynamics

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Internationalizing Institutional Accountability for Engaging with Communities: The Carnegie Community Engagement Classification

Cited by 3 publications

References 10 publications

Diversity in patient and public involvement in healthcare research and education—Realising the potential

Diversity in patient and public involvement in healthcare research and education—Realising the potential

Does the public-private higher education institution distinction influence academics' societal engagement? Evidence from Chile and Turkey

Same Same, but Different? Comparing the Politics of Higher Education Policy in Western Europe, Canada, and the U.S.

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