The engagement CUBE: a dialogical tool for designing, facilitating and monitoring engaged research and teaching strategies

Abstract

Purpose Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today’s societies. At the same time, it is stressed that not all approaches are equally beneficial, highlighting the need for well-considered design and delivery. This paper aims to outline a helpful tool in this regard: the engagement CUBE. Design/methodology/approach The engagement CUBE was developed by a learning community set-up at a Belgian university to explore the potential of engaged practices for meeting both needs and assets of its urban surroundings. A series of learning circles was organized for discussing recent research findings, experiences and ambitions with engaged campus-community initiatives and support targeted (re)design. Findings The CUBE is a helpful instrument for navigating the complex fabric of engaged practices. It is to be used as a dialogic tool, facilitating collaborative meaning negotiation and decision-making among participants in engagement strategies. Its purpose is both to help design a supportive environment for establishing partnerships that build on shared ownership and mutual learning, as to stimulate capacity-building for taking responsible change-oriented action. Originality/value This paper contributes to the existing literature on engaged teaching and research by emphasizing the need of acknowledging conflict as an important condition for fostering insightful learning and genuine transformation. The authors will argue that adopting a conflict perspective also allows for a more critical examination of the emerging concept of university social responsibility.

Top Tips for Designing and Managing a Public Engagement Laboratory

“…14 The goodwill generated by these projects has led to longevity with well-established and varied public engagement offerings being designed and delivered by universities for the past 20 years. 6,15 Prolonged engagement has led to the development of public engagement where cocreation and community engaged research 16,17 are paramount to informal and nonformal public engagement with science. 18 While the above approaches to public engagement have a variety of goals, in general, it is undertaken to provide thought provoking and inspirational science that can help change participants' perspectives and attitudes.…”

“…Dual purpose undergraduate laboratories can support local schools, after school clubs, summer schools, and field trips to scientific institutions. , A service learning program with local communities can also instill a sense of responsible research and innovation along with the development of transferable skills in graduate and university staff, creating a symbiotic relationship . The goodwill generated by these projects has led to longevity with well-established and varied public engagement offerings being designed and delivered by universities for the past 20 years. , Prolonged engagement has led to the development of public engagement where cocreation and community engaged research , are paramount to informal and nonformal public engagement with science…”

“… 14 The goodwill generated by these projects has led to longevity with well-established and varied public engagement offerings being designed and delivered by universities for the past 20 years. 6 , 15 Prolonged engagement has led to the development of public engagement where cocreation and community engaged research 16 , 17 are paramount to informal and nonformal public engagement with science. 18…”

Adopting Learning Circle approaches to equip academic staff for Community Engaged Research and Learning practices

“…The purpose of this article is to explore the potential of Learning Circle (LC) approaches to equip and support academic staff in their professional development for Community Engaged Research and Learning (CERL) practices. Research indicates that CERL activities are capable of benefiting teachers, community partners and students (Moriau et al, 2022). However, studies also highlight that academic staff do not always feel equipped to properly design and support such practices, stressing the need for (continued or more appropriate) professionalisation opportunities (Boland, 2014).…”