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Author: Andrea Christina Stohler
Publisher:
ISBN:
Category : Interorganizational relations
Languages : en
Pages : 244
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Book Description
Author: Andrea Christina Stohler
Publisher:
ISBN:
Category : Interorganizational relations
Languages : en
Pages : 244
Get Book Here
Book Description
Author: W. James Jacob
Publisher: Springer
ISBN: 9463000070
Category : Education
Languages : en
Pages : 344
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Book Description
There seems to be renewed interest in having universities and other higher education institutions engage with their communities at the local, national, and international levels. But what is community engagement? Even if this interest is genuine and widespread, there are many different concepts of community service, outreach, and engagement. The wide range of activity encompassed by community engagement suggests that a precise definition of the “community mission” is difficult and organizing and coordinating such activities is a complex task. This edited volume includes 18 chapters that explore conceptual understandings of community engagement and higher education reforms and initiatives intended to foster it. Contributors provide empirical research findings, including several case study examples that respond to the following higher educaiton community engagement issues. What is “the community” and what does it need and expect from higher education institutions? Is community engagement a mission of all types of higher education institutions or should it be the mission of specific institutions such as regional or metropolitan universities, technical universities, community colleges, or indigenous institutions while other institutions such as major research universities should concentrate on national and global research agendas and on educating internationally-competent researchers and professionals? How can a university be global and at the same time locally relevant? Is it, or should it be, left to the institutions to determine the scope and mode of their community engagement, or is a state mandate preferable and feasible? If community engagement or “community service” are mandatory, what are the consequences of not complying with the mandate? How effective are policy mandates and university engagement for regional and local economic development? What are the principal features and relationships of regionally-engaged universities? Is community engagement to be left to faculty members and students who are particularly socially engaged and locally embedded or is it, or should it be, made mandatory for both faculty and students? How can community engagement be (better) integrated with the (other) two traditional missions of the university—research and teaching? Cover image: The Towering Four-fold Mission of Higher Education, by Natalie Jacob
Author: Carolyn Kagan
Publisher: Springer
ISBN: 3030129845
Category : Political Science
Languages : en
Pages : 217
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Book Description
This book examines and analyses the complex and contradictory relationships between Higher Education Institutions in England and their local communities within a wider political and policy context. It provides an overview of the UK university system which has a long tradition of a mixed pattern of relationships with communities. The book critically explores the academic spheres of teaching and learning, third stream activities and research, showing how the ways in which different initiatives supported by national policy and funding bodies have shaped the relationship universities have with their communities as well as the opportunities and challenges institutions now face to develop and transform these relationships.
Author: Barbara Jacoby and Associates
Publisher: John Wiley & Sons
ISBN: 9780787971229
Category : Education
Languages : en
Pages : 400
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Book Description
It is clear that service-learning has the potential to yieldtremendous benefits to students, communities, and institutions ofhigher education. Increased student learning has been welldocumented. As communities gain new energy to meet their needs andgreater capacity to capitalize on their assets, service-learningenables higher education to fulfill its civic responsibility. Whenservice-learning lives up to its potential to lead colleges anduniversities to transform themselves into fully engaged citizens oftheir communities and the world, its ability to bring aboutpositive social change is limitless. To be successful, service-learning must be grounded in a widerange of solid, reciprocal, democratic partnerships. BuildingPartnerships for Service-Learning assembles leading voices inthe field to bring their expertise to bear on this crucial topic.Faculty, administrators, student leaders, and community andcorporate leaders will find this volume filled with vitalinformation, exemplary models, and practical tools needed to makeservice-learning succeed. Comprehensive in scope, Building Partnerships forService-Learning includes: Fundamentals and frameworks for developing sustainablepartnerships Assessment as a partnership-building process The complex dynamics of collaboration between academic affairsand student affairs Partnering with students to enhance service-learning How to create campuswide infrastructure forservice-learning Profiles and case studies of outstanding partnerships withneighborhoods, community agencies, and K-12 schools Partnerships for collaborative action research Exploring the challenges and benefits of corporate andinternational partnerships The dynamic relationship of service-learning and the civicrenewal of higher education Building Partnerships for Service-Learning is theessential guide to taking service-learning and partnerships to thenext level.
Author: Melissa Pognon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to explore the perceptions of African-Americans and university collaborators regarding their experiences with community-university partnerships and to suggest possible strategies to strengthen these working relationships. By drawing on the responses of eighteen community and university representatives, this study sought to answer the following three questions: (a) Do African-American residents and academics perceive the benefits and challenges of participating in community-university relationships differently? (b) In what context do African-American residents and academics agree on the benefits and challenges of community-university relationships? (c) If there are differences, do these differences create barriers to engagement efforts? Significant findings in this study revealed that university partners generally perceived relationships as a way to access the community On the other hand, community participants viewed relationships as a resource to exchange and share resources with the university but perceived the lack of sustained efforts from the university as a challenge. Both community and university partners perceived institutional protocol and the demand for tangible outcomes in the community as challenges. Furthermore, findings also revealed that the history of race relations and the nature of a college-town community influenced the views and experiences of the participants.
Author: Clifton Truman Daniel
Publisher: Jossey-Bass
ISBN: 9780787954277
Category : Education
Languages : en
Pages : 0
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Book Description
Although community colleges play an increasingly important role in the lives of millions of Americans, they often have difficulty maintaining visibility within their communities and keeping students and potential partners aware of their programs. In the face of limited budgets, it is important that community college practitioners turn to one particular resource that can be invaluable for promoting a college's academic programs and services: the media. This volume explores current relationships between two-year colleges and the media across the country, reviewing the history of community colleges' relationships with members of the press, examining the media's relationships with community college practitioners, and offering practical strategies for advancing an institution's visibility. The contributors reveal how to use media outlets ranging from local and regional newspapers to the Internet to promote programs and services. Perhaps most importantly, they offer sound suggestions on establishing lasting, mutually beneficial relationships with members of the media to ensure that both college and media representatives achieve their overall goals of promoting services and educating the public. This is the 110th issue of the quarterly journal New Directions for Community Colleges.
Author: Anne Renee Bowman
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
The terms "ivory tower" and "town-gown" have long been used to characterize the relationship between institutions of higher education and the communities in which they reside. While these adversarial phrases reflect the social and physical tension that has historically existed between the two groups, the terms are no longer appropriate as colleges and universities of today are more enlightened, realizing that as fixed and vested institutions, much of their success, and in some cases survival, is dependent on the health of the community in which they reside. The American college campus, where design decisions have come about as a means to engender community and promote learning, is a physical manifestation of the institutional mission and purpose. Therefore, as institutions look beyond their campus edges to consciously engage with their larger community, a shift in the physical representation should follow. In this thesis, I examine the evolution of a new physical form that reflects this changing dynamic by exploring the alignment of the institution's mission to the design and development of the campus edge, where this relationship is most evident. Based on a review of current campus conditions, I develop a sequence of edge conditions based on permeability and relationship between campus and community. I then focus on urban institutions in marginalized neighborhoods that have expanded their mission by embracing their urban setting and engaging with their communities in comprehensive revitalization initiatives. Using two case studies, Clark University and Trinity College, and drawing briefly on several other examples, I consider the relationship between the current and historical mission of the institution and the impact their recent neighborhood revitalization efforts have had on the physical transformation of the campus edges. Applying lessons learned from these efforts, I encourage colleges and universities to reconsider the value of their edges and promote them as an integral part of the overall campus. Finally, I make recommendations to help institutions rethink their campus edges in a way that embraces the evolving community-university dynamic and contributes to the well-being of both their students and surrounding neighborhood.
Author: Patricia Inman
Publisher: Niace
ISBN: 9781862014572
Category : Community and college
Languages : en
Pages : 0
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Book Description
The untapped energy of universities and other institutions of higher education to address regional issues seems endless. Issues less defined by political boundaries, and increasingly defined by place, call for a new type of engagement. Generating knowledge with communities, rather than for communities, contrasts sharply with traditional university attitudes that offer expertise rather than appreciation of indigenous knowledge. This highly topical book addresses the widespread discussion about the regional community function of universities, with particular emphasis on economic and social development, discussing the challenges of engagement, but also the possibilities. Developing policy with such a worldview requires new skills focusing on developing relationships and facilitating collaboration. Finding common ground between diverse stakeholders requires innovation and a new set of tools. The book discusses the obstacles to collaboration and provides strategies for addressing these. The Community Engagement and Service Mission of Universities will be essential reading for international researchers, practitioners, and policy makers concerned with higher education and government. It provides a foundation for understanding the concepts of both regional policy and engaged higher education institutions. In addition to the theoretical insights gained into the new relationship between universities and communities, the book also illustrates the theory with experiences and innovative examples from well-known institutions of higher education. "This book is an excellent guide to a new era of community-university relationships. It demonstrates in theory and practice that productive relationships depend upon understanding the assets of local communities and connecting them with the supportive assets of universities." - John McKnight, Co-Director, Asset-Based Community Development Inst., Northwestern U., Illinois
Author: Peter Felten
Publisher: JHU Press
ISBN: 1421439379
Category : Education
Languages : en
Pages : 207
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Book Description
A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.
Author: Paul Benneworth
Publisher: Springer Science & Business Media
ISBN: 9400748752
Category : Education
Languages : en
Pages : 344
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Book Description
This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the ‘Academy’ can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university’s role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a ‘university’ and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an ‘engaged’ university and strengthens the theoretical foundations of the topic.
