The Scholarship of Engagement

Boyer, Ernest L.

doi:10.2307/3824459

Cited by 504 publications

(357 citation statements)

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“…To get around this deficit, some instruments count patents and licenses, but this is a very limited interpretation of knowledge transfer as the E3M project revealed. Focusing only on research which can be easily measured disregards the diversity of research fields and methods of inquiry across the full spectrum of discovery, integration, application and engagement (Boyer 1990(Boyer , 1996. At a time when society's challenges require multi-and interdisciplinary solutions, these instruments reinforce a traditional ivory-tower form of inquiry (Hazelkorn 2009).…”

Section: U N C O R R E C T E D P R O O Fmentioning

confidence: 99%

European “Transparency Instruments”: Driving the Modernisation of European Higher Education

Hazelkorn¹

2012

European Higher Education at the Crossroads

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Section: U N C O R R E C T E D P R O O Fmentioning

confidence: 99%

European “Transparency Instruments”: Driving the Modernisation of European Higher Education

Hazelkorn¹

2012

European Higher Education at the Crossroads

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“…In this difficult economic climate and for those who work In order for disenfranchised community partners to join the ranks of scholars we may need to alter the paradigm of the Scholarship of Engagement yet again (Boyer 1996;Hart & Wolff 2006;Zlotkowski 2002). Community partner authors ought to be better supported to fully engage in scholarship.…”

Section: Mutuality/reciprocitymentioning

confidence: 99%

“…First, we noted the rapidly changing demographics in our region, and that these shifts were leaving the ordinary systems of care wanting for understanding, expertise and cultural knowledge. Second, the concept of higher education was expanding to consider civic engagement and global understanding as critical for full comprehension and development of engaged citizens (Boyer 1996;Reardon 2006;Stanton, Giles & Cruz 1999). Third, given the tensions experienced in the community, we believed that the integration of children and families as partners in their care and education would empower families, build resilience and contribute to the capacity of the community (Israel et al 2001;Vazquez Jacobus & Harris 2007).…”

Section: The Partnersmentioning

confidence: 99%

Building Castles Together: A sustainable collaboration as a perpetual work-in-progress

2011

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The Building Castles Together project is a multidisciplinary collaboration between the University of Southern Maine at Lewiston-Auburn College and Sandcastle Clinical and Educational Services that aims to build solidarity and resilience in vulnerable young children, their families and their community. This article explores how the partnership exemplifies five key areas impacting the sustainability of community-university collaborations. 1) Mutuality and reciprocity are foundational elements in establishing trust and ensuring project relevance to both organisations. 2) Interdisciplinarity and diversity are constructs related to the core mission of both the University and Sandcastle. The multiple perspectives offer a range of holistic strategies for addressing complex social problems, but also create the potential for misunderstandings between disciplines and organisations. 3) Community integration at multiple levels is critical to the partnership’s sustainability as well as to achievement of its ideals. 4) Dynamic interaction is an evolutionary process, both internal and external to both organisations, that impacts their relative contributions and necessitates flexibility in planning and outcomes. 5) Asset enhancement describes the potential to increase capacity, but also the concern for overextension and resource exhaustion. We conclude that sustainability in university-community partnerships is not a goal in itself, but an ongoing process, and an attribute of a partnership based on common principles, continuous input and constant change. Keywords Community-university partnership, sustainability, diversity, vulnerable youth

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“…The concept of student engagement emerges from the belief that universities the world over should be playing a role in civic engagement and in strengthening and supporting social responsibilities (Ostrander, 2004). The KMb Unit's approach to student engagement is grounded in the concept of engaged scholarship, which focuses on knowledge creation rather than on service provision (Barker, 2004;Boyer, 1996) and on the idea that practitioners and academic researchers possess different forms of knowledge and can learn from each other (Van de Ven & Johnson, 2006).…”

Section: Student Engagement and Engaged Scholarshipmentioning

confidence: 99%

Student internships bridge research to real world problems

Hynie¹,

Jensen

Johnny

et al. 2011

Education + Training

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Purpose -The purpose of this paper is to evaluate whether unstructured graduate student research internships conducted in collaboration with community agencies build capacity and knowledge for students and community.Design/methodology/approach -The paper reports the results of four semi-structured interviews and 20 pre-and post-internship surveys of students' perceptions of their internship activities; whether participation built research capacity in students and community resulted in the creation of new knowledge and promoted ongoing partnerships and relationships.Findings -Students reported generating concrete outcomes for community partners, the acquisition of new research and professional skills, plus an increased understanding of theoretical knowledge. Many students also maintained ongoing relationships with their organizational partners beyond the terms of their internship.Research limitations/implications -Limitations to this study are the relatively small sample size and reliance on self-report measures.Practical implications -The paper describes a model for student-community engagement that benefits both community and students.

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The Scholarship of Engagement

Cited by 504 publications

References 0 publications

European “Transparency Instruments”: Driving the Modernisation of European Higher Education

European “Transparency Instruments”: Driving the Modernisation of European Higher Education

Building Castles Together: A sustainable collaboration as a perpetual work-in-progress

Student internships bridge research to real world problems

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