Refworks Database

Adams, A.; Miller-Korth, N.; Brown, D.Learning to work together: Developing academic and community research partnershipsAdministrative issues; Rural/ Urban; community engaged scholarship; partnership development; Capacity Building; case studies; Partnership sustainabilityBACKGROUND: Community-based participatory research (CBPR) has been promoted as an important collaborative methodology for addressing local health concerns. However, academic physicians and researchers usually are not trained to work with communities as partners. METHODS: Key characteristics of effective community-academic partnerships are examined based on experiences with 2 CBPR projects in Wisconsin. RESULTS: These 2 projects increasingly have involved the respective communities and researchers in a collaboration. The steps they have taken illustrate the qualities of successful CBPR partnerships: ongoing development of joint community and researcher analysis, communication, and mobilization to search for relevant solutions to important community health problems. To sustain this kind of partnership, it is critical for researchers using the CBPR approach to understand how their academic-scientific perspective differs as well as converges with the community members' practical-experiential perspective. CONCLUSIONS: Health care researchers can effectively make use of partnerships with communities by following defined CBPR steps for developing mutually agreed upon research agendas, timelines, and goals. This, in turn, builds the capacity of communities to initiate and engage in future collaborative research projects concerning health issues.WMJ: official publication of the State Medical Society of Wisconsin200410321519United StatesJournal Article
Aherne, M.; Lamble, W.; Einsiedel, A.Facilitating leadership in engagement for social accountability: The Pallium Projectcommunity engagement; case studies; Institutional change; Assessment and Evaluation; partnership development; Impact of engagement; politics; leadershipContemporary public universities face continued criticism that they are too specialized, too focused on one-way knowledge transfer, and inaccessible as partners in addressing important social and economic development concerns as defined by the needs of their communities. The construct of ‚"university engagement‚" as articulated by the Kellogg Commission on the Future of State and Land Grant Universities provides a useful roadmap for helping extension units at research universities become sympathetically and productively involved in the priority issues of the communities in which they serve. The rationale for constructive university engagement grows out of the sociopolitical context of the last decade, which has seen emphasis placed on increased accountability of public institutions and the publics they serve, including research universities. As the public grows to expect stakeholders from several sectors, institutions, and disciplines to work collaboratively to achieve economic and quality-of-life outcomes of importance to Canadians in a timely, cost-effective and accountable way, university engagement is an emerging strategy for improving institutional performance. The Pallium Project is a case that illustrates the potential for university extension units to demonstrate facilitative leadership and innovation. It demonstrates a proof-of-concept for how university extension units can broaden their external revenue base through contract research and technical assistance fee income, while helping other disciplines achieve important social accountability goals.2004Faculty of Extension R&D ReportUniversity of AlbertaReport
Ahmed, Zahra G.Service learning in policy and practice: A study of service learning across three universitiesPolicy; Community engagement; Service learning; student development; case studies; Impact of engagement; mission; Challenges; Institutional change; politicsThis dissertation studies the creation and implementation of service learning policy and the implications of these programs for democratic citizenship and political participation. The project focuses on service learning centers at three universities in the Los Angeles area, framing the creation and implementation of these campus-wide centers as an important example of higher education policy making. Democratic theory plays an important role in addressing my questions regarding what is required for a healthy, participatory democracy to function, what challenges we face in creating a truly democratic citizenry, and the role of higher education in addressing these challenges. This project also synthesizes key educational and democratic philosophies to offer a normative explanation of what service learning is meant to do, how it contributes to understandings of democratic citizenship among students and community members, and how the civic mission of higher education impacts vulnerable communities. The dissertation relies on an interpretive methodology to investigate the experiences of all policy-relevant communities, the dominant discourses influencing these communities, and conflicting meanings which arise between service learning staff and administrators, students, and community partners. I utilize policy design analysis to structure my research and investigate the theoretical structure and empirical elements of service learning policy. I also employ in-depth interviews, ethnographic observation, and textual analysis to create a coherent, comprehensive picture of service learning policy making in higher education.ProQuest Dissertations and Theses2010University of California, IrvineUnited States -- CaliforniaDissertation/Thesis



The challenge of tenure and promotion procedures should not be permitted to unduly limit the growth of the movement for community-university engagement in Canada. A dialogue for action on this issue should be launched and sustained until this obstacle is permanently removed.*