Setting the Stage for Collaboration

Russell, Jill Frymier; Flynn, Richard

doi:10.1207/s15327930pje7503_1

Cited by 16 publications

(9 citation statements)

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“…This collaboration is different from superficial interactions that take place between mere strangers occupying the same spaces. Each of these examples are found at different places on the "continuum of collaboration" (Russell & Flynn, 2001) but they all fall under the university-community partnership umbrella. All collaborative efforts are different, each entailing different levels of commitment and contribution (Russell & Flynn, 2001).…”

Section: University-community Collaborationmentioning

confidence: 99%

“…Collaboration, according to Gronski and Pigg (2000), only exists when parties come together on mutual accord to work for mutual gain. All collaborative efforts are different, each entailing different levels of commitment and contribution (Russell & Flynn, 2001). Among the many examples of university-community collaboration are service-learning classes, universityschool partnerships, literacy training programs, neighborhood clean-up initiatives, job training programs, family health services, and tutoring services.…”

Section: University-community Collaborationmentioning

confidence: 99%

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Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Miller¹,

Hafner

2008

Educational Administration Quarterly

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Purpose:This study sought to deepen current understandings of collaboration and leadership in the context of partnerships between diverse universities, schools, and communities. Using a critical epistemological perspective, the project specifically attempted to learn more about the processes employed by one particular partnership in the Western United States. To inform this process evaluation, the study's conceptual framework was rooted in tenets of Paulo Freire's (1970) concept of dialogue. Specifically, the study sought to reveal the extent to which the Freirean dialogical tenets of humility, faith, hope, and critical thinking were embodied in this collaborative process. Research Methods: Qualitative case study. Data Collection and Analysis: Data were collected through semistructured interviews with 17 participants, 25 observations, and analysis of relevant documents and archival data. After a process of open and axial coding, the findings were deductively analyzed using tenets of Freire's (1970) dialogue. Findings: The findings suggested that although the partnership's participants appeared to have intentions that were closely aligned with the tenets of dialogue, various factors inhibited the actual process from evolving as one that was comprehensively dialogical. Conclusions: It is asserted that in educational partnerships between diverse individuals and organizations, the onus is on those who occupy traditional leadership positions to ensure that equal participative opportunities are afforded to all interested parties. Several recommendations are offered to facilitate the creation of such collaborative structures.

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Section: University-community Collaborationmentioning

confidence: 99%

Section: University-community Collaborationmentioning

confidence: 99%

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Miller¹,

Hafner

2008

Educational Administration Quarterly

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“…University-community partnerships encompass many iterations in linking teaching, research, and service, with opportunities such as community-based research projects, service-learning activities, and community-based training programs (Russell & Flynn, 2001). Yet, by and large studies show that universities tend to benefit from these long-term partnerships more than communities do, creating a sense of resentment and mistrust (Gray, 2000;Perkins et al, 2004).…”

Section: Anchor Institutionsmentioning

confidence: 99%

Application of Faith and Learning

Harrison

Weigel

Smith

2020

MUJ

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Higher education institutions face many competing priorities and are still expected to serve the public good. Faith-based institutions, in particular, aim to meet a faith-inspired calling and serve the communities in which they are situated while guiding students in their faith formation by integrating service and academic priorities. In this paper, the authors explore, through a case study methodology, the unique positionality of Messiah University, a faith-based university located near the capital city of Harrisburg, PA. Specifically, this study explores the impact of a community engaged course with an urban nonprofit agency.

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“…Although partnerships between higher education institutions and external communities are not a new phenomenon, these relationships have become increasingly common and essential to promote civic engagement and social responsibility among university students and to address community health and education disparities (Gronoski & Pigg, 2000;Russell & Flynn, 2000). Moreover, multi-organizational and sector partnerships are more often expected by funders and community members to address complex social problems (Koschmann, Kuhn, & Pfarrer, 2012).…”

Section: Promoting Community Outcomes Through University-community Comentioning

confidence: 99%

An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

Shields

Gilchrist

Nixon

et al. 2013

Peabody Journal of Education

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Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being are intricately linked, and thus, focusing on any one of these alone will not eliminate achievement gaps and health disparities. We assert that university-community collaboration is instrumental in promoting student and family well-being. Moreover, employing an ecological systems lens to inform partnership and health promotion practices facilitates collective action and magnifies results. In this article, we describe the philosophical and theoretical orientations that guide our teaching, service, and scholarship. We explain how a university undergraduate course that utilizes service-learning has leveraged theory to build university-community collaboration. Using illustrative examples of several service-learning projects, we show how an ecological systems orientation has enhanced the course; supported a systemic approach to health promotion in schools and communities; and facilitated strategic, mutual, and sustained partnerships. We conclude by highlighting the implications of an ecological approach to university-community collaboration, including organizational capacity building, implementation of evidence-based practices, and the need to enhance preservice teacher education.

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Setting the Stage for Collaboration

Cited by 16 publications

References 0 publications

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Application of Faith and Learning

An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

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