Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships

Ebersöhn, Liesel; Loots, Tilda; Eloff, Irma; Ferreira, Ronél

doi:10.1016/j.tate.2014.09.003

Cited by 13 publications

(5 citation statements)

References 42 publications

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“…In research that explores one or more community‐engaged research projects to extract lessons learned and provide guidance for collaborations attempting to sustain their work, an important backbone is that the partnership intentionally democratizes the knowledge production process (Ebersöhn et al. 2015; London et al. 2022).…”

Section: What We Know About Long‐term Community‐engaged Research Part...mentioning

confidence: 99%

“…In research that explores one or more community-engaged research projects to extract lessons learned and provide guidance for collaborations attempting to sustain their work, an important backbone is that the partnership intentionally democratizes the knowledge production process (Ebers€ ohn et al 2015;. By de-emphasizing the university researchers as holders of knowledge and uplifting community partner or community member voices as knowledge holders in the research enterprise, collaborations can thrive.…”

Section: What We Know About Long-term Community-engaged Research Part...mentioning

confidence: 99%

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Playing for Keeps: A Long‐Term Community‐Engaged Research Partnership to Support Safe and Healthy Elementary School Recess

London

Claassen

2023

Sociological Forum

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The field of community‐engaged research emphasizes the importance of creating long‐lasting, mutually beneficial, and reciprocal collaborations. However, many issues prevent collaborations from reaching this goal, including institutional structures at universities, power dynamics between research and community partners, and the project‐based nature of research funding. In this article, the authors reflect on the 15‐year research collaboration they have sustained with particular attention to the “how” of building trust, maintaining communications, and learning together. We conclude that our mutual commitment to supporting children and youth through play, and our attention to positionality and shared learning, have created the platform for a lasting partnership.

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Section: What We Know About Long‐term Community‐engaged Research Part...mentioning

confidence: 99%

Section: What We Know About Long-term Community-engaged Research Part...mentioning

confidence: 99%

Playing for Keeps: A Long‐Term Community‐Engaged Research Partnership to Support Safe and Healthy Elementary School Recess

London

Claassen

2023

Sociological Forum

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“…Barriers and drivers have also been discerned as specific thematic areas. Examples are partnerships (Brown-Luthango 2013; Wood and Zuber-Skerrit 2013), service learning (Erasmus 2007), university education-teacher relations/partnerships in rural schools (Ebersöhn et al 2015), and university-school CE (Cherrington et al 2019).…”

Section: Africamentioning

confidence: 99%

Community engagement: Barriers and drivers in South African higher education

Johnson

2020

sajhe

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“…Partnerships can be seen as a route to more democratic, participatory and user-oriented approaches to research (e.g. Ebersohn et al, 2015) and policymaking (Shergold, 2008). Partnerships between governments and community organisations have been viewed as drawing on these organisations' 'local reputation, respect and connectedness' and their understanding of 'local community dynamics, needs and possibilities' (Smyth, 2008).…”

Section: Governing Health Through Partnershipsmentioning

confidence: 99%

The social spaces of hearing apps: problems, partners and intermediaries

Matthews

Boisvert

McMahon

et al. 2019

Media International Australia

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This article offers an analysis of the development of three hearing and communication apps, drawing on interviews with people involved in their production. While a central figure in the media studies literature on apps is the self-managing individual health consumer, this article argues that physical and social environments and relationships within them are central to the way the hearing apps are produced, circulated and used. Often emerging from commercial start-ups, hearing apps become aligned with – or indeed stand in for – various kinds of governmental initiatives, not only in health but also in education and economic development. Partnerships between government, research and commercial organisations and the need to work through app intermediaries to find their end users shaped the way apps create recognisable ‘problems’ to address. This problematising function of apps and its impact on the uptake and use of apps are the key areas for future research.

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Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships

Cited by 13 publications

References 42 publications

Playing for Keeps: A Long‐Term Community‐Engaged Research Partnership to Support Safe and Healthy Elementary School Recess

Playing for Keeps: A Long‐Term Community‐Engaged Research Partnership to Support Safe and Healthy Elementary School Recess

Community engagement: Barriers and drivers in South African higher education

The social spaces of hearing apps: problems, partners and intermediaries

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