On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

Abstract

This article presents a trend analysis of the directions, nuances, and theoretical developments in community engagement (CE) practices in higher education and training (HET) environments in South Africa since 1994. It focuses on the nexus of research, teaching and learning, and community engagement. The article identifies specific associations of CE with core HET activities, illustrating how this integrated approach has brought about positive change. The research was conducted in three phases. In Phase I, purposeful sampling was used to identify the published work of leading scholars in South Africa who had engaged with the call for adopting a more transformative and collaborative approach to research such that the very act of academically engaging with(in) community became an educationally visionary act. In Phase II, the scope of the sampling was broadened to include research in multiple disciplines. In the third phase, the sampling was broadened chronologically to include research since the 1990s, and limited to the social sciences in order to conduct a trend analysis that considered historical context and growth directions in CE in the social sciences. The discussion presents an analysis of trends that emanated from research responses to CE by HET.

Students’ Scientific Work in Conditions of E-learning: Reflection of University Students

“…Considering modern challenges, significant changes are taking place in the system of university education, aimed at strengthening the quality of future specialists' professional training in the labour market. An important component in the educational process is students' scientific work (Castro-Rodríguez, 2022;Ferrero, 2020;Lokhvytska, 2023;Van Eeden et al, 2021), which has undergone certain transformations in the conditions of e-learning. That is why, the aspect of its effectiveness in the real organization of the educational process in the e-learning environment of the university was the subject of discussion.…”

“…The implementation of research tasks that occur online facilitates the development of students' ability to navigate the information space, get relevant information, and operate it effectively. It stimulates their personal interests and needs, aligning with the demands of a modern high-tech society (Becher, 2022;Bellei & Munoz, 2021;Van Eeden, Eloff, & Dippenaar, 2021). Thus, students' scientific work in the context of e-learning is characterized by enhanced attributes such as informativeness, individuality, and activity.…”

“…The organization of the educational process in higher education is a multifaceted phenomenon as it encompasses various components such as academic work, research work, students ' internship, etc. Scientists Castro-Rodríguez (2022), Ferrero (2020) and Van Eeden, Eloff, & Dippenaar (2021) single out the scientific work of students as a priority, because it contributes to the development of students' critical thinking, ability to produce creative ideas, and search for non-standard solutions. In fact, this is what distinguishes the personality of a modern competitive specialist.…”

Students’ Perception and Attitude Towards Scientific Work During University Studies

“…It is worth noting that the raised issue is topical for the global educational arena, since the outcomes of students' scientific activities during their education in higher educational institutions have a significant impact not only on their own future careers (Belgrave & Jules, 2015;Räty et al, 2018), but also on the development of respective fields of study, thus affecting society in general (Ferrero, 2020;Castro-Rodríguez, 2022;Van Eeden, Eloff, & Dippenaar, 2021). Ensuring diverse scientific work of students in a modern university is a guarantee of their personal growth and professional training.…”

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

“…Integrating ‘curriculum’ with the needs of the local ‘community’, the 2Cs (Community and Curriculum) is facilitated through partnerships between the HEI, committed faculty–student participation and civil society. The article focuses on HEIs as fulfilling dual responsibilities of both knowledge creation and dissemination while also addressing socioeconomic, developmental and environmental needs within their immediate communities (Welch, 2016, in Van Eeden et al, 2021). ‘Curriculum and Community-Based Academic Learning with Research, Action and Service (CCBALwRAS)’ is offered as a strategy that facilitates community engagement at two levels, taking forward the earlier proposed CBALwRAS model (Sinha Deshpande et al, 2017).…”