Gateways-International Journal of Community Research and Engagement最新文献

{"title":"Finding the community in sustainable online community engagement: Not-for-profit organisation websites, service-learning and research","authors":"A. Dodd","doi":"10.5130/IJCRE.V10I0.5278","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5278","url":null,"abstract":"This article explores the use of action research (2008–2014) based on a case study of the Sustainable Online Community Engagement (SOCE) Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP) organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisations reported that they found it difficult to make effective use of their websites. One of the proposed solutions was to develop an online community of the participating organisations that would be self-supporting, member-driven and collaborative, and enable the organisations to share information about web-based technology. The research reported here explored the usefulness of developing such an online community for the organisations involved and sought alternative ways to assist the organisations to maintain an effective and sustainable web presence. \u0000The research used a three-phase ethnographic action research approach. The first phase was a content analysis and review of the editing records of 135 organisational websites hosted by the SOCE project. The second phase was an online survey sent to 145 community organisation members responsible for the management of these websites, resulting in 48 responses. The third phase consisted of semi-structured, in-depth interviews with 18 of the website managers from 12 of these organisations. The research revealed the extent to which organisations were unable to manage their websites and found that the proposed solution of an online community would not be useful. More importantly, it suggested other useful strategies which have been implemented. In Furco’s (2010) model of the engaged campus, public engagement can be used to advance the public service, teaching and research components of higher education’s tripartite mission, but this requires a genuine and sustained process of listening to the community of which the institution is a part. The article argues that, with recent changes to government policy reducing funding to the community sector, an important role for universities is to engage with their communities in both teaching and research. Service-learning projects are often evaluated for learning and teaching outcomes and valued as aligning with university policy on community engagement, but there is potential to do more harm than good for community partners. The experience with the SOCE project demonstrates that effective community engagement must be based on research of what the community partners genuinely want and then assessed against those objectives. Research and community engagement should not be framed as mutually exclusive but understood as part of the same process.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"28 1","pages":"185-203"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82388331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty perspectives on rewards and incentives for community-engaged work: A multinational exploratory study","authors":"T. Vuong, A. Rowe, Lorlene M. Hoyt, Carol A. Carrier","doi":"10.5130/IJCRE.V10I0.5268","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5268","url":null,"abstract":"Universities around the world are grappling with the challenge of how to best recognise and support community-engaged teaching, research and scholarship. The status quo reveals two major problems: many faculty members express the sentiment that such work is often discounted, and there is a dearth of available information on faculty perspectives at non-US, especially non-Western, institutions. Understanding faculty needs and perceptions may help institutions improve reward systems and community research and engagement. Also, filling the information gap between the Global North and Global South may help policy-makers and educators make higher education more civically engaged and socially responsible. As a global coalition of universities moving beyond the ivory tower, the Talloires Network (TN) is uniquely positioned to provide support for and conduct research on community-engaged work. To better understand engaged faculty attitudes about rewards and incentives, TN launched a pilot survey involving 14 institutions in 11 countries. All of these institutions are members of TN, an international association of 368 institutions in 77 countries committed to strengthening civic engagement. Thirty-eight respondents were chosen based on diverse recruiting requirements. This exploratory study highlights some common opinions about what kind of faculty work is encouraged; whether institutional policies regarding engaged work exist; and how community-engaged work is perceived by colleagues. More importantly, this study contributes to the design and administration of larger surveys on community-engaged work.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":"249–64-249–64"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79899424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From community data to research archive: Partnering to increase and sustain capacity within a native organization","authors":"Janet Page-Reeves, A. Marin, M. Bleecker, Maurice L. Moffett, Kathy DeerInWater, Sarah EchoHawk, D. Medin","doi":"10.5130/IJCRE.V10I1.4947","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.4947","url":null,"abstract":"Community engagement and participation in academic research is growing in popularity and acceptance. Communities are now routinely engaged and participate in academic research design, implementation and interpretation, but the capacity of communities to conduct their own research is not always a product of these engagement initiatives. This article describes a collaboration between an organisation that supports Native American participation in the fields of science, technology, engineering and mathematics (STEM) and university researchers to expand the organisation’s capacity to conduct research by creating a searchable database from their organisational records. We discuss how strategic design of a research collaboration can result in infrastructure development that contributes to community capacity.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"1 1","pages":"283–97-283–97"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88583423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: The engaged university","authors":"Philip W. Nyden, P. Ashton, P. O’Loughlin","doi":"10.5130/IJCRE.V10I1.5533","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5533","url":null,"abstract":"Gateways has been a place where university researchers and community members join together to better understand the broad range of issues confronting communities across the globe, including academic communities. It is well positioned to promote a healthy debate among community members, researchers and policy-makers around scores of problems. We will continue to be a resource that is free to the thousands of our readers.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"38 1","pages":"1-7"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85361596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Useful, usable and used’: Sustaining an Australian model of cross-faculty service learning by concentrating on shared value creation","authors":"Lisa Andersen","doi":"10.5130/IJCRE.V10I0.5574","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5574","url":null,"abstract":"In recent decades, partnerships between community-based organisations and universities through service-learning programs have proliferated, reflected in an equally energetic growth in the research literature on process, evaluation, benefits and lessons learned. As an example of student experiential education through community engagement, service learning’s potential to contribute to students, community partners and the university is well recognised, although the research has tended to focus on benefits to students rather than the value in engagement for the community sector. UTS Shopfront Community Program is a cross-university initiative that has successfully facilitated curricular service learning in multiple disciplines for 20 years at an Australian university, leading to the completion of more than 1000 community projects. In examining this program, this article aims to describe both a sustainable, generative partnership model for creating shared value and, through analysis of 10 years of evaluation data, define what value is created for community partners and students through this project work. Key components in enabling a shared-value approach include: community-initiated projects based on need; a dedicated cross-university program and an assigned project coordinator; the engagement of faculty expertise through students with developed skills in appropriately structured courses; and community ownership of outcomes. Ongoing challenges include: scoping ‘student-ready’ briefs; managing risk, commitment and workload; designing coursework structures to deliver shared value; and achieving the ‘Holy Grail’ of transdisciplinarity.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"181 1","pages":"58-77"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74982444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning and service at the University of Buenos Aires: A theoretical framework guiding the implementation of educational social practices","authors":"Oscar García, R. Hallu","doi":"10.5130/IJCRE.V10I1.5532","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5532","url":null,"abstract":"From 2017 onwards, educational social practices will become obligatory for all students as part of every course at the University of Buenos Aires (UBA), Argentina. For a university with approximately 300 000 students, this is a major change in how higher education is understood. However, its incorporation into the curricula is but the final stage of a clear policy of extension , developed over decades at UBA, in which the knowledge produced through research and teaching is put into the service of society. In this article, we propose that extension can be understood as a form of relationship between the university and society, framed by a pedagogical strategy of solidarity learning and service, and implemented through mechanisms that are here called ‘educational social practices’. This article first provides an overview of the different traditions of learning and service, paying particular attention to its development in Latin America, and the emergence in this region of ‘solidarity learning and service’, or situated education. Unlike other forms of learning and service, here, the basic unit of analysis is not the individual or the learning processes, but the reciprocal action; that is, the relational nature of people acting in certain contexts. Next, the article provides a short description of the Comprehensive Community Action Program in Vulnerable Neighborhoods, UBA’s MacJannet Prize–winning program, as a means to illustrate our distinct understanding of extension in action – relational, situational, pedagogical and the mechanisms that propel it. This successful program has served as a fertile learning ground for the university, informing our understanding of what it means to teach, research and learn. To finish, the article provides a brief overview of these mechanisms by which the university has made whole-of-university participation mandatory: striving towards connectivity, continuity and curricular and social impact.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"42 1","pages":"33-45"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85279749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power and politics in research design and practice: Opening up space for social equity in interdisciplinary, multi-jurisdictional and community-based research","authors":"V. Gagnon, H. Gorman, E. Norman","doi":"10.5130/IJCRE.V10I1.5307","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5307","url":null,"abstract":"Working collaboratively with communities is commonly considered a cornerstone of good practice in research involving social-ecological concerns. Increasingly, funding agencies also recognise that such collaborations are most productive when community partners have some influence on the design and implementation of the projects that benefit from their participation. However, researchers engaged with this work often struggle to actively engage community members in this way and, in particular, Indigenous peoples. In this article, we argue that useful strategies for facilitating such engagement are to leave space in the research plan for questions of interest to community partners and to encourage equitable interactions between all participants through the use of forums in which power dynamics are intentionally flattened. We demonstrate the use of this technique in an interdisciplinary, multi-jurisdictional research study involving the fate and transport of toxic compounds that lead to fish consumption advisories throughout the world. In this project, the use of participatory forums resulted in community partners in Michigan’s Keweenaw Bay area of Lake Superior shaping a key aspect of the research by raising the simple but significant question: ‘When can we eat the fish?’. Their interest in this question also helped to ensure that they would remain meaningful partners throughout the duration of the project. The conclusion emphasises that further integration of Indigenous and community-based research methods has the potential to significantly enhance the process and value of university-community research engagement in the future.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"19 1","pages":"164–84-164–84"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85755778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University vinculación: A two-way strategy for sustainable development and academic relevance","authors":"Rebeca Hernández Arámburo, Hector González, Alicia Ceja Rivas","doi":"10.5130/IJCRE.V10I0.5480","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5480","url":null,"abstract":"The public university of the twenty-first century is faced with numerous pressing issues, but none greater than the need to promote social transformation through sustainable development. The authors of this article understand sustainable development as that which brings us closer to a comprehensive social order in which humanity has the challenge of viewing reality in all its complexity, but acting simply in order to solve the socio-environmental problems we suffer. In this article, we ask the following questions: What is the university’s role within complex social structures? How can it produce a vinculacion, or two-way interaction, between university and the wider environment that contributes towards sustainable development? Put most simply, where does the university fit in? This article discusses the project of the Universidad Veracruzana: that is, the establishment of a university-wide vinculacion or strategic process for attending to society’s needs and problems, via the deliberate inclusion of formal processes into the university’s substantive functions of teaching, research, outreach and cultural diffusion. Furthermore, these processes include feedback mechanisms that impact on the university’s work. Over many years of engagement, the Universidad Veracruzana has built a very particular vision of the way in which a process can be organized in order to respond to the challenge of social transformation. The subsequent systematization of this experience has led to the development of the University Social Action Model, which is a strategy to clarify the social commitment of the university based on four levels of support: altruism, assistance, advice, and the promotion of self-management for social transformation. This article provides detail on how the model works in practice, as evidenced by the award-winning work of the University Brigades and Casas UV. The ultimate goal of this model is to help shift the role of the university from that of an autocratic leader to a companion for the creation of possibilities for social development. In the end, that is the answer to the question: where does the university fit in?","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"11 1","pages":"14-32"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75532756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenging the empowerment expectation: Learning, alienation and design possibilities in community-university research","authors":"Joe Curnow","doi":"10.5130/IJCRE.V10I1.5151","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5151","url":null,"abstract":"As community-university partnerships have become mainstream, researchers have argued that these approaches have the potential to be transformative, supporting community learning and creating capacity for community development. While this remains the dominant narrative of community research, some researchers have questioned the impacts of community research on frontline community, or peer, researchers who represent partnerships in their communities. These studies complicate the narrative, suggesting that learning and capacity building are not straightforward processes. While on the whole community-university partnerships tend to be empowering for community researchers, research is needed to understand the experiences of community researchers for whom this is not the case. My research examines a Toronto-based community-university participatory action research partnership, asking what community researchers learnt through their participation. I argue that, while community researchers learnt a great deal from their participation, the overall impact was not empowerment, but alienation. They did have their knowledge of community validated, and they built research skills, developed grievances through their conversations with neighbours and interrogated the links between grievances, all of which were important aspects of their participation. However, through the process they developed, or entrenched, a sense of powerlessness and dependence on the university researchers to take up their cause politically. This contradicts the aspirations of community-university partnership models, especially participatory action research, and raises questions about the inevitability of empowering social action stemming from these research projects. I argue that the disempowerment that the community researchers reported points to the need for community research to be embedded within existing social action organisations and infrastructure to provide clearer pathways to action because, without this, peer researchers may become overwhelmed by the scope of the grievances in their neighbourhoods and withdraw from, rather than embrace, the need for collective social action.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"87 1","pages":"229–48-229–48"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88948791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting communities of practice: A reflection on the benefits and challenges facing communities of practice for research and engagement in nursing","authors":"M. D. Waal, O. Khumisi","doi":"10.5130/IJCRE.V9I1.4717","DOIUrl":"https://doi.org/10.5130/IJCRE.V9I1.4717","url":null,"abstract":"Because of its potential self-sustainability, communities of practice may serve as useful practice-based knowledge sharing platforms for collaborative research and training, and thereby enhance development of human resources in the health sector. However, communities of practice are complex structures and need support from their host organisations and commitment from their members.  This article examines the diverse ways in which communities of nurse educators and practitioners who were part of a funded program in Tshwane District, South Africa evolved over a period of seven years. Adopting an ethnographic approach of reflexivity and learning, we compared and analysed the ways in which the communities of practice became sustainable over time. Our recommendations for institutional support of communities of practice in the health sector are based on the lessons we learned during the program that contributed to the configuration and reconfiguration of some of our communities of practice and the disengagement of others. We believe that our findings may have implications for replicability and sustainability of other communities of practice. Keywords: collaborative learning, collective knowledge, self-sustainability","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"100 1","pages":"58-73"},"PeriodicalIF":0.7,"publicationDate":"2016-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76083512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}