Community-University Partnerships

Les entreprises, leur management et leurs travailleurs font face à des enjeux difficiles : transitions énergétiques, sociale, technologique. Alors qu'il faut aller « plus vite » et faire preuve d'« agilité », il semble aussi qu'il faille plus que jamais retrouver du sens, dans et par le travail. Comment transformer l'organisation et les institutions du travail, ainsi que leur gestion, de manière soutenable pour tous ? Comment concilier des impératifs d'efficience, dans le respect des personnes ? Et si la gestion des « ressources » humaines n’était plus à la hauteur de ces défis ? Et si l’heure d’un Management Humain était arrivée ?
Praticiens du management (responsables d’entreprise, des ressources humaines et experts) et chercheurs ont accumulé une expérience et des connaissances d’une grande valeur pour répondre à ces questions. Dans cet ouvrage, qui est le fruit d’une expérience collaborative unique entre l’Université et l’Entreprise, ils livrent, ensemble, les enseignements d’une décennie de pratique et de recherches sur ces sujets.

In this article we introduce a “head and heart” approach to community-engaged scholarship. Through the literatures of Aboriginal scholarship and engaged scholarship we reflect on a community-university research and program development project undertaken in response to health and education concerns of Aboriginal people in Canada. We suggest that the head and heart approach was crucial to the program’s success and provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. We then examine the implications of this approach for engaged scholarship and higher education practices.

Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of “tribal-university relationships,” I present findings on university leaders’ perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships.

This publication defines the concept of community engagement in higher education and its role in contemporary debates about the role of higher education in the 21st century and maps international initiatives and projects that have attempted to develop frameworks for monitoring/measuring community engagement. The publication identifies the needs, gaps and opportunities for a European framework for community engagement of higher education.

Universities across the nation face the charge of enhancing their intellectual capital as a learning institution while also contributing to the greater social good.  While there is great potential for university-community partnerships to generate lessons for youth workers and policy makers, create powerful new knowledge for the academic field, and provide transformative experiences for community members, partnerships often fail to produce such meaningful results.  In the San Francisco Bay Area, community residents who have been involved in such unsuccessful initiatives frequently perceived that university partners spent insufficient time learning about the community context, prioritized research objectives over community needs and did not make long-term commitments.  Despite these challenges, community-university partnerships can be useful strategies for advancing the field of youth development by strengthening research and practice in local contexts.

This paper presents how the design and implementation of model youth programs served as an effective strategy in developing a partnership between a university-based center and two local communities over a 5-year period.  It also describes essential lessons that other communities, research institutions or universities may use to launch, implement, expand and sustain their own successful partnerships to build local capacity to implement youth development practices, promote positive outcomes for young people, and generate knowledge about the impact of youth development approaches.

This thesis explores the institutional development of social engagement (SE)
programmes within higher education institutions (HEIs). Since the 1990s, universities in
the United States and Canada have become increasingly active in directly addressing
social issues such as poverty, social exclusion and political participation in their own
local communities. The past decade has seen similar developments at universities in the
United Kingdom. At the global level as well, there are increasing discussions about the
role and responsibilities of HEIs in human and social development. To facilitate their
engagement with wider social issues, HEIs frequently create SE programmes which
coordinate activities between university-based actors and community-partners.

A significant body of literature exists on SE programmes; however, these writings fall
into two categories: firstly, promoting the concept of university engagement and,
secondly, evaluating the impacts of such programmes on communities or students.
What is far less theorised or researched are the intermediary processes which enable the
social engagement aspirations of HEIs to come to fruition, generating these documented
impacts. This study aims to produce new knowledge and insights on how university SE
programmes are created and institutionalised over time.

This research is a qualitative study of SE programmes at three HEIs, two in the UK and
one in the US. The data for the study has been drawn from primary programme
documents, participatory workshops and interviews with more than one-hundred staff,
academics, students and community-partners involved with these programmes.

The research suggests that, despite differences in size, mission and national context,
there are common enabling factors which lead to the creation of these programmes and
which facilitate their successful institutionalisation within their respective institutions.
Moreover, the research also suggests that the presence of these programmes catalyses
unexpected outcomes within the HEIs themselves, such as changes in the formal
curriculum as well as changes in the overall learning culture of the institutions where
these SE programmes were located. Considered together, these findings suggest that the
presence of these programmes contributes to the development of a systemic
―institutional pedagogy‖ which encourages students, staff and academics to engage with important social and developmental issues in their local communities, and often more widely as well.

Accompanying realisations that engagement of multiple societal sectors (academia, industry, government, citizenry) and disciplines is required for formulating effective responses to complex sustainability challenges, calls for new forms of knowledge production are increasing in magnitude, both inside and outside the university. In parallel, experiences from the United Nations 191 collaborations with societal stakeholders and experiential approaches are desirable for effective sustainability education. This article examines activities at three institutions-Lund University, Oberlin College and the University of Tokyo-to identify potential models for integrating students into the co-creation of transformational knowledge and sustainability experiments with faculty and multiple stakeholders. We examine the types of outputs that can ensue differing participation models, whilst also considering their impact on university and stakeholder efforts to advance societal sustainability. We argue that transformational sustainability partnerships integrating students can foster the alignment of the three university missions of education, research and community engagement with place-specific needs and sustainability challenges. Accordingly, efforts to promote experiential forms of sustainability education with societal stakeholders should refrain from focusing uniquely on education and encourage synergistic linking of all university missions.

This paper aims to describe the e-SL experiences carried out in Europe, analysing the projects collected by the European Observatory of Service-Learning in Higher Education (EOSLHE) until August 2021. These include the 43 selected e-SL projects carried out by 26 higher education institutions from 14 different European countries. The questions that guided the analysis of the experiences were:
1. What are the needs related to COVID-19 did the e-SL projects addressed and what solidarity objectives did the project indicated?
2. How were the e-SL projects developed in terms of virtual design?
3. How and to what extent is the technology involved in the e-SL projects?
Our analysis pointed out that in the field of e-SL implementation, we can observe, on the one hand, the effort to respond to current problems related to the pandemic; on the other hand, more significant use of the online environment in various stages of SL projects. The online domain provides new opportunities for interaction with the community and service recipients and new opportunities to address societal challenges. Our analysis has also shown that: (a) information and communication technologies’ potential and the online environment are not yet sufficiently exploited in SL; (b) a new concept of community is emerging in e-SL, with less defined but wider boundaries.

In this introduction we describe how we each came to the field of GSL – some of its emphases and values that drew us to and sustain our commitment with this work, discuss some highlights of what GSL practice can learn from other bodies of literature and practice, share a few thoughts on the interplay of the local and the global, identify five themes distinguishing domestic service-learning (SL) from GSL, and introduce some noteworthy past and current work on GSL including the globalsl.org Web site aimed at advancing GSL research and practice. We end by describing the evolution of and process we used for this special section on GSL and introduce the two articles selected for this Journal issue.

Over the last two decades the civic purpose of higher education has gained increased attention through mission, policy and practice, and within the academic literature. The aim of this inquiry, entitled Campus Cartography – A Qualitative Inquiry into Civic Engagement and Service Learning within three European Universities, is to develop deeper understandings of the enactment of civic engagement through service learning in three European universities.  Service learning as a pedagogical approach that promotes civic engagement evolved in the United States of America (USA) during the 1960s and can be now described as having been mainstreamed there. A dearth of research literature exists, but in the main this is largely focused on the pedagogy within a USA context (Boyer, 1996; Jacoby, 2003; Sandmann, 2008; Saltmarsh, 1996) thus leaving ample opportunity to develop empirical research in settings elsewhere. In particular, a great opportunity exists within Europe where there is a conducive higher education policy context and as service learning begins to develop.

This qualitative research inquiry assesses the enactment of service learning involving a community of practice approach located in three diverse cultural and historical European contexts. These contexts include a university in Croatia, England and Flanders. The underpinning theoretical framework primarily engages community of practice theory (Wenger, 1998) but has been influenced by cultural historical theory (Vygotsky, 1978).  This framing ascertains if different cultural and historical contexts influence the enactment of the pedagogy from the perspectives of those involved in service learning as a community of practice, namely, university leaders, academics, students, centres for civic engagement and community partners.  The inquiry set out to ‘see through the eyes’ of the research participants and to engage them in a series of ‘close’ encounters by adopting a bricolage of methods, including semi-structured interviews (Bryman, 1984, p78) and ‘Go-Along’ walking interviews (Carpiano, 2009, p263). 

A thematic analysis of the data organised along Wenger’s (1998) three modes of belonging framework led to seven key findings.  These findings point to the enactment of service learning as engaging diverse formations of communities of practice with members assuming different roles to enact the pedagogy, and that the pedagogy in each site of inquiry is localised according to respective cultural and historical contextual influences in terms of conceptions, terminology and enactments.  This research inquiry highlights the importance of strong and open relationships including leadership commitment within a community of practice so as to overcome structural barriers for mainstreaming.  It also addresses the potential for service learning to harmonise existing chasms and debates that exist between the social and economic functions of the university.

The use of big data in smart cities poses new questions about higher education and community-university engagement practices in addressing longstanding social and economic exclusion in urban communities. Drawing on transdisciplinary ideas in higher education, cultural theory, and science and technology studies, primary concerns in the era of big data are considered with current conceptualizations of higher education engagement and anchor institution purposes. Tensions in the narratives of civic engagement and democratic practice for community well-being are juxtaposed with tensions in the smart citizen narrative implied by the idealized smart city design. A new framing of community-university relations under what I term “hyper-local” engagement is suggested for more justice-oriented and democratic practices when universities interact with their surrounding communities given the impending and sweeping changes occurring from the use of big data in social policy.

Community-University Engagement (CUE) networks and research partnerships may be particularly useful for advancing sustainable social and ecological development as they can mobilize the knowledge, skills and assets of both Higher Education Institutions (HEI) and communities. In this chapter, we present

Participatory Action Research (PAR) emphasizes working with
communities to develop questions that are relevant to their needs,
then co-generating research to answer these questions. Typically, PAR
focuses on empowering marginalized communities. Transforming
Housing is a community–university collaborative partnership
based in Melbourne Australia, with researchers asking developers,
government, investors and community housing providers what
they need to know in order to provide more and better affordable
housing, then collectively generating ideas. After three years, this
article takes a reflective practice lens to examine both possibilities
and pitfalls arising from PAR with the rich and powerful. The article
concludes that collaborate research on affordable housing can lead
to outcomes intellectually honest, sustainable beyond political cycles
and capable of effecting positive change at both the local and the
metropolitan scales. However, this form of collaborative research
can be easily derailed by politics, and does not address underlying
structural inequalities.

“I am a scientist. I’m not like a scientist.” We were
excited to hear this response from one of the girls
who participated in our afterschool program focused
on science, technology, engineering, and mathematics
(STEM). The STEMinist Program was a research-practice
collaboration between university researchers and an
afterschool program for female students in grades 4
to 6. This article describes how the program’s ongoing
design transformations increased girls’ understanding
of and interest in STEM. Design-based framing (Barab
& Squire, 2009) enabled ongoing adjustments to
the program while also identifying best practices for
afterschool STEM learning. To understand the program’s
progression and outcomes, we examined the features
of the learning environment and the relationships
among design components by analyzing qualitative
data collected before, during, and after program
implementation. Participants’ perceptions of science
and scientists helped us understand the impact of the
program and ways to improve it.

Background: The related issues of food security and obesity among North American Indigenous children are serious public health concerns. This community-based participatory study sought to gain deeper understanding of young First Nation children’s lived experience with food and to learn, from their perspective, about food security issues in their community.
Methods: In this Photovoice investigation 26 young children attending a rural reserve school in Canada were asked to take photographs of the food they ate. Nine high school students from the same school were trained as co-researchers: they interviewed the younger students, helped identify emerging themes and contributed to knowledge translation. Data analysis incorporated conventional content analysis, grounded theory’s constant-comparative method, and examination
of photos and texts.
Results: Five primary findings emerged from photographs and interviews: (1) children had a dualistic understanding of healthy vs. unhealthy foods; (2) packaged, quick-preparation foods
played a dominant role in children’s everyday food experiences; (3) families were critical to children’s food-related experiences; (4) although traditional foods are viewed as central to Aboriginal health, few were depicted in the photographs; and (5) photos do not tell the whole story
– despite the smaller numbers of fruits and vegetables in photos, children like to eat these foods when they are available at home.
Conclusions: The study improved understanding of children’s everyday food-related experiences, provided insight into community food security, and demonstrated the contribution of children and youth as experts on their lives and matters affecting them. A photobook representing findings provided a rich, visual tool for communicating the food-related experiences of children and
messages about healthy eating within the school and to community members and leaders. Intervention efforts can build on participants’ understanding of healthy versus unhealthy foods and on the critical role of family for healthy eating.

The article tells about the CoPED Summer School (Community Planning and Ecological Design) held in Sicily, in the Simeto Valley, in June 2015. The School is one of the steps of the building process of the Simeto River Agreement, which started in 2002 and has been conducted in a community-university partnership framework by Italian action researchers with local representatives. Furthermore, the Simeto Valley has been elected recently as one of the "pilot areas" in the National Strategy for Inner Areas promoted by the Department for Economic Development. The main aim of the school has been to determine the projects to be developed in the National Strategy for Inner Areas. The article outlines both the achieved results and the methodological aspects of this experience. It especially highlights the value of service learning as pedagogical method, and the potential of the U. S. engaged university model that could be implemented in the Italian university system.

This article aims to rethink the positionality of community in community-based research collaboration and advocate the need for community members to facilitate CBR processes to counter power imbalances in community-university engagement. I reflect on my lived experience as a community-based facilitator through a feminist post-structural lens focused on the interplay between concepts such as subjectivity, margin-centre and performativity. I argue that, despite the community-engaged scholarship egalitarian ideal, university-community engagement still echoes the old researcher-researched binary in which academics remain the hegemonic pole. In addition, as a medium of power/knowledge, the university fabricates the community and its marginality. Thus, a margin-centre relationship is established, in which community groups must claim their marginality to receive a share of the centre (the university), such as research skills and information. In these margin-centre dynamics, university and ...

Research shows that students who are overrepresented when it comes to failure are underrepresented when it comes to being taught by highly qualified teachers who are well prepared to teach students from diverse backgrounds. Teacher education, as one aspect of the educational system, plays a critical role in preparing teachers with the necessary principles and practices for improving the academic, social, and intellectual opportunities available to students of color, low-income students, and English language learners. Acknowledging this responsibility, teacher education programs continue to search for structural, curricular, and pedagogical approaches to prepare teachers to teach in increasingly diverse contexts. One response has been to connect preservice teachers with community experiences, an uncommon strategy that has been asserted at various times over the past century. This study examines one teacher education program's innovation of placing preservice teachers in communitybased organizations (CBOs) to better prepare candidates to teach children whose backgrounds are different from their own-and particularly children who attend high-needs schools. Community-Based Organizations 1669 advance the field of teacher education's understanding of community experiences, and in particular to highlight the ways in which partnerships with community organizations advance the preparation of teachers. Setting: The University of Washington's Elementary Teacher Education Program (ELTEP), a five-quarter postbaccalaureate master's in teaching program. Participants: Participants in this study include case study preservice teachers from two cohorts: faculty who teach in the teacher education program, and staff who work in the community-based organizations in which the preservice teachers are placed. Intervention: During the first quarter in the program, preservice teachers spend 60 hours each in CBOs that serve diverse youth. The intention behind the community-based placements is to (1) build connections between prospective teachers, community organizations, and local schools, (2) give prospective teachers opportunities to develop a holistic and assetsbased view of children and youth, (3) acknowledge education and learning as a process that occurs in multiple contexts, and (4) place students, families, neighborhoods, and communities at the center of teaching and education.

The Big Society, including the community organising programme, was central to the UK Prime Minister, David Cameron's vision for a redefined relationship between state and society. Promising the devolvement of power to neighbourhoods and citizens. Community organising was funded by the Cabinet Office in 2011. Conceived of as a means of developing active engagement of communities and individuals to resolve the issues within deprived neighbourhoods. Manchester Metropolitan University hosted one of the first cohorts of community organisers working with a national organisation, Locality. This article provides a case study of 1 a university community partnership centred on community organising. Drawing on narratives, we consider the tensions inherent in university hosting of community organisers, and the framing of the project as community organising as distinct from other forms of community practice.

GUNi 5 World Report

We are living through a crisis of scale that affects all systems and that requires a new under- standing of human progress and a new conscience that supports a new way of being in the world. The fifth edition of the GUNi Report, entitled: Knowledge, Engagement and Higher Education: Contributing to Social Change, explores the critical dimensions in our understanding of the roles and potential roles of knowledge, civil society and higher education institutions (HEIs) as active players in contributing to the creation of a more just and sustainable world.
The creation and dissemination of relevant knowledge could contribute to transforming the paradigms and beliefs established in social, economic and political systems and to moving to creative and innovative way of thinking and imagining new realities. Knowledge could help in raising ethical awareness and facilitating the civic commitment of people and profes- sionals. In this sense, this Report calls upon policy-makers, scholars and leaders of HEIs around the world to rethink the social responsibility of higher education.
The Report provides visibility and critically examines the theory and practice of engage- ment. It approaches the challenge of community–university engagement in an integrated manner. It explores ways in which engagement enhances teaching and learning, research, knowledge mobilization and dissemination. It approaches engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement.
GUNi has previously published four issues of the Higher Education in the World report (2006, 2007, 2008, 2011), plus a synthesis (2009) commissioned by UNESCO for the II World Conference on Higher Education.

In recent years, educational technology and innovative programs have been introduced
to many education systems. Although these technologies have a great potential to improve teaching,
learning and management processes especially at higher education, many obstacles and resistance
hinder their implementation. In order to shift towards an entrepreneurial higher education institu-
tion, organisational culture needs to be adapted to the present conditions. Given the importance of
the subject, there is a need for a deeper look into the nature of organisational culture in the context
of its relationships with innovative and technology-based development for educational institutions.
This paper attempts to show and critically analyse the role of organisational culture on the develop-
ment of innovation and technology-based projects (ITBP) at the higher education; particularly by
considering the perceptions of the researchers. Semi-structured interviews were conducted with 34
researchers from different fields. Interpretative phenomenological analysis (IPA) was used in this
study. Academic people (89%) from well-developed organisation in terms of physical components
had better results in developing innovation and technology when compared to the academic people
from non well-developed cultural organisation. Furthermore, values of the organisation are signifi-
cantly important in order to increase the depthless of the innovation and technology-based projects
development.

University–community collaborations, that is partnerships between universities and community organizations, cities, etc., have significant potential to advance both, education and urban innovation. Urban areas face a number of constraints in identifying and advancing innovations as city and community leaders may lack access to the latest scientific evidence and examples of best practice. Additionally, administrative structures can hinder interdisciplinary interactions between departments and the nature of decision-making in the urban political context overall tends to contribute to a culture of risk aversion that undermines creative problem solving. Universities can help communities address these challenges by channeling the work of faculty and students to critical problems and opportunities facing urban areas while at the same time universities and their faculty and students benefit from engagement with the realities of urban planning and decision-making. In 2009, a new, unique, large-scale, and purposeful university–community partnership program was developed at the University of Oregon to help bridge the city–university gap and in 2016 over twenty-five other universities have subsequently adopted and adapted what is now known as an “Educational Partnership for Innovation in Communities (EPIC)” framework. This chapter describes the replicable framework and highlights three university-based programs, all of which include substantial engagement of urban planning programs. Further, the chapter makes the case for campus and societal leadership by planning educators and programs across the globe.

The IPinCH Newsletter is an occasional publication of the Intellectual Property Issues in Cultural Heritage (IPinCH) Project (2008-2016), featuring IPinCH-related news and events from around the world concerning indigenous intellectual property, intangible heritage, collaborative and community-driven research, and related topics.This is the final issue of the newsletter.

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

The purpose of this study is to integrate social work and service learning. The study utilized qualitative research to explore the relationship of the Wu-feng studies curriculum, service learning, and community work to establish the Wu-feng Studies model. Theoretical underpinning is based on service learning, core values of social work, dialogue education, and community work. Data resources are from university policies, students' assignments and term papers, as well as students' reflections. An in-depth interview method was utilized to collect data from community workers. The Wu-feng Studies Model is thus generated as the result: Asia University takes students into communities through the Wu-feng studies curriculum. Students learn how to care for people within the community and work with the community members via discussion, learning and action. In so doing, they produce knowledge, which goes back to the university, and which demonstrates the firm partnership between the university and the communities. The contribution of this study is to create a dialogue between students and community people via the Wu-feng Studies curriculum. It practices macro social work, cultivates civic engagement, produces local knowledge, and develops the university mission.

In this collection of posters, we add to the community conversation on equity and access in making by considering the work of four UC Links sites. UC Links is a network of university-community partnerships with a long-standing focus on equity.

Newfoundland and Labrador's Vital Signs report is a comprehensive, reader-friendly look at how the communities of the province are faring in key quality-of-life areas. The goal of the report is to provide critical information that can help community members set priorities and identify opportunities for action.

Based feedback from community consultations conducted after release of the 2014 Vital Signs report, the 2015 report considers demographic alongside thematic categories and examines more closely issues of concern for seniors, women, Aboriginal peoples, children and youth, and families.

NL's Vital Signs is produced in partnership between the Community Foundation of Newfoundland and Labrador and the Leslie Harris Centre for Regional Policy and Development at Memorial University. The Vital Signs program is coordinated nationally by Community Foundations of Canada.

As community-university partnerships become more common throughout the world including in South Africa, it is becoming increasingly apparent that challenges emerge whenever groups as different as communities and universities attempt to work together.  These challenges are not yet well understood.  New analytical approaches are urgently needed that frame the problems and suggest avenues by which they can be overcome.  This paper argues for the value of the analytical framework of ‘boundary work’ as a way to understand and address these challenges.
Using the lens of boundary work and its insights into role tensions, this paper considers the ways in which higher education faculty, when they engage in activities at the intersection of the university and community, experience dilemmas that are essentially those of boundary workers.  This boundary work analysis is intended to suggest better ways of providing support for faculty when they experience conflicts, tension and a perceived lack of credibility in this work.
This article focuses on two quite different South African service learning partnerships, each of which is intended to link the core educational mission of higher education to service to community groups who can benefit from student engagement.  The work of two higher education faculty is highlighted to examine these issues in detail.  Faculty who engage in community-university partnerships are positioned—powerfully or not—on both or either sides of the university-community boundary.  This was very different for the two faculty members whose courses are the focus of this analysis. How their boundary work developed was the result of the complex intersection of roles, knowledge, discourses, and tools of mediation. 
This article begins by outlining some theoretical resources that can assist us in understanding the complex work involved in service learning partnerships.  These include the concepts of boundary work and communities of practice, and the tools provided by activity theory.

In a global world, it is impossible for a technology- based economy to think independently of other variables, underlying relational environment. In the higher education systems, different environments significantly affect the success of the new start-ups in the universities. In this study we try to look at what effects different interactive ecosystems might possibly have on improving creativity, innovation, patenting and licensing by showing different real-life examples from life sciences. Additionally, the paper tries to look at how exactly ethnographic studies affect participants in the process of creating innovative products. All this is given in a close connection with the interactive ecosystem in which the target participants become more active by developing empathy. Thus, by developing a new in
teractive ecosystem, specifically in the hospitals, participants’
behaviours and attitudes have changed and they have become much more actively engaged in the problems and needs of the health shareholders.
Keywords: Higher education, higher education management,
interactive ecosystems, new trends in higher education,
creativity, innovation patenting and licensing, organizational structure and strategy in higher education, translational research, start-ups for universities.

Much academic research exists about measuring the
impact of innovation research on society. In this pa
-
per we argue that more attention should be placed
on the effects that emerging models of community-
university partnerships have on innovation research
itself. We argue that such effects can be often
disruptive and deeply re-innovative by introducing
the research implications of Catalyst, a citizen-led
digital-innovation research project.

This article aims to rethink the positionality of community in community-based research collaboration and advocate the need for community members to facilitate CBR processes to counter power imbalances in community-university engagement. I reflect on my lived experience as a community-based facilitator through a feminist post-structural lens focused on the interplay between concepts such as subjectivity, margin-centre and performativity. I argue that, despite the community-engaged scholarship egalitarian ideal, university-community engagement still echoes the old researcher-researched binary in which academics remain the hegemonic pole. In addition, as a medium of power/knowledge, the university fabricates the community and its marginality. Thus, a margin-centre relationship is established, in which community groups must claim their marginality to receive a share of the centre (the university), such as research skills and information. In these margin-centre dynamics, university and community can be understood as identities and subject positions to be taken up by individuals. In essence, these positions are expressions of regulatory power that normalises subjectivities, a condition in which individuals exist as subjects in the social space. Insights from the work of Judith Butler lead to the understanding that, in order to conceive community members as CBR facilitators, normalised and stabilised binary identities (university-community) should be unsettled. This entails individuals who are subjected as ‘the community’ to escape subjection by moving towards recognition of a subjectivity that is not prescribed or is still marginalised within the discourse. In escaping subjection, community groups may exercise power in order to establish new power relations in which CBR becomes more community-led, yet still collaborative.

This article examines the extent to which high school students’ contact with their school counselor affects college application rates.  Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how contact with professional school counselors about college information and other college related variables influence students’ college application rates. In addition to a number of college related variables, the number of school counselors and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

In this article we introduce a "head and heart" approach to communityengaged scholarship. Through the literatures of Aboriginal scholarship and engaged scholarship we reflect on a community-university research and program development project undertaken in response to health and education concerns of Aboriginal people in Canada. We suggest that the head and heart approach was crucial to the program's success and provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. We then examine the implications of this approach for engaged scholarship and higher education practices.

The goal of this article is to describe a university-community partnership sponsored by a university office of civic engagement. University-community partnerships are common, but many collaborations are fraught with challenges because of power inequities or differing goals and ways of operating. Aware of the potential pitfalls, the university-community partnership described moved through these issues together, making differences explicit yet still remaining committed to a larger project and their collaboration.

This is an interdisciplinary project involving Anthropology Professor Emerita Kathryn S. March’s long-term ethnographic engagement and DEA Professor John (Jack) Elliott’s innovative triakonta system for an environmentally responsible and earthquake-resistant construction of a community center. This need and design for a center were developed in a sustained dialogue with the community and, especially, the Srijana Women’s Agricultural Cooperative Society (Srijana Mahila Krishi Sahakari Sanstha Samaj) there. The building will be built by volunteer labor to pilot the triakonta construction system and explore its appropriateness also for individual home reconstruction. The center will be turned over to the women’s cooperative to use as facility for their local income-generating activities to improve diet, health, education, community solidarity, and economic well-being. It will also be used for community-wide public events and for safe shelter in the inevitable eventuality of further disasters.

In this concluding chapter we argue that deep concepts of sustainability have the potential to reconceptualize service learning in higher education. These deep concepts include establishing relationships, sustaining those relationships, sustaining workers outside the university and sustaining transformation and radical hope within students and community members. In this chapter we suggest their successful adoption, however, requires a reconceptualization of sustainability in service learning.