SlideShare una empresa de Scribd logo
1 de 21
Descargar para leer sin conexión
International Association of Universities
May 7-8, 2015
Université de Montréal, QC, Canada
Dr. Budd Hall and Dr. Crystal Tremblay
University of Victoria
Strengthening Community
University Research Partnerships:
GLOBAL PERSPECTIVES
Edited by Budd Hall, Rajesh Tandon, Crystal Tremblay
StrengtheningCommunityUniversityResearchPartnerships::GlobalPerspectives
UNESCO Chair in Community-based Research
and Social Responsibility in Higher Education
North-South Partnership:
•  Rajesh Tandon, Co-Chair, Society for Participatory Research in Asia
(PRIA) located in New Delhi, India
•  Budd Hall, Co-Chair, Community Development, School of Public
Administration and Centre for Global Studies, University of Victoria,
Canada
•  In cooperation with a global network of partners including the
NCCPE and many others
Building support and capacity through:
•  Capacity-building and training in community-based research –
‘NextGen’
•  Organisational structures for facilitating community university
partnerships
•  Policy development and advocacy
Our Network Partners
International Development Research Council of Canada (IDRC)
Social Sciences and Humanities Research Council of Canada (SSHRC)
Community-based Research Canada (CBRC)
Global Alliance for Community Engaged Research (GACER)
The Talloires Network
The Research University Civic Engagement Network (TRUCEN)
PASCAL International Observatory
International Association of Universities (IAU)
Global Univeristy Network for Innovation (GUNi)
Centro latinoamericano de aprendizaje y servicios solidario (CLAYSS)
Centro Boliviano de Estudios Multidisciplinarios (CEBEM)
Better Futures Network, North-South Network
Living Knowledge Network, Europe
University of British Columbia and University of Victoria, Canada
Makerere University, Uganda
Global Study on Organizational Structures of CURP
Methods and Outputs:
•  Global web based survey - 336 responses from 53 countries in 4 languages.
•  Respondents from HEI, CSO, funding agencies, and policy makers.
•  12 Country case studies
•  Products: an e-book and a set of practical guidelines
•  Open Access policies
W.Singh,	
  India	
  
Key Survey Findings
•  Global South data difficult to obtain
•  Institutional investment in structures to support
CURPs
•  Large variation in the language, conceptualization and
practice of these engagements
•  ‘Knowledge cultures’ of CSOs and HEIs vary
tremendously
•  Contradiction between professed commitment to co-
construction and practice of doing CBR (i.e. origins of
research, sharing of resources)
•  Expressed need for building community capacity to
play equitable roles in the research partnerships
C.Wardhani,	
  Indonesia	
  
Survey Highlights
Institutional supports
•  Over 60% of HEIs identified have some
form of structure created within the last
10 years
•  Over 60% of CSOs do not have access
to library and academic funding
opportunities
•  Strong evidence for capacity at CSO level
•  CSOs rely heavily on volunteers. More
then 65% of CSOs have between 1-20
volunteers
W.Lepore,	
  Argen5na	
  
C.Tremblay,	
  South	
  Africa	
  
Survey Highlights
Role and Process of Partnership
•  Co-creation of knowledge is a primary goal in
CURP (95%)
•  Less then 15% of CURPs originate in the
community
•  Participation in decision-making and
distribution of funds is predominantly
controlled by HEIs. 
•  There seems to be a trend in the decision-
making process of CSOs in the life-span of the
research partnership
•  CSOs have higher participation in networking
and framing research agenda, and much less so
when it comes to administration in research
funding and data analysis.  
J.Gutberlet,	
  Brazil	
  
H.Mulder,	
  Netherlands	
  
Survey Highlights
Challenges and Recommendations
•  Differences in timeline expectations (43.7%),
and participation of members (42.9%)
•  Different nature of knowledge cultures and
diverse institutional processes that shape how
research partnerships function, and ideally,
flourish.
Training in CBR
•  Over half the respondents have not had training
in CBR
•  Most common training need is CBR
methodology
•  including the philosophy and practice of co-
created knowledge and ways of increasing
equity in partnerships
•  methods and tools in participatory research,
research design, data collection and analysis
B.	
  Hall,	
  Canada	
  
Case studies
Two categories of countries:
1. Those where a clear national/provincial policy for such engagements
and partnerships already exist.
•  Canada, South Africa, United Kingdom, Indonesia, Argentina, Netherlands,
United States, Brazil
2. Those countries where such policies are in the making and potential for
institutionalization of such policies is very high.
•  India, Uganda, Ireland, Jordan
•  Existing policies and funding mechanisms reviewed in each country
•  2 HEI and 2 CSO selected for institutional review
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
1. When overall policy framework at national/provincial levels positions
Higher Education (HE) as contribution to socio-economic
transformation, there is greater readiness to accept Community
Engagement (CE) as an integral part of the mandate.
•  Argentina's education policy explicitly recognize S-L as an innovative approach
•  Brazil’s ‘Citizen Constitution’, promoted the right to education, work/decent wage
and social security.
•  Indonesia ‘Tri Darma Perguruan Tinggi” (three virtues of HE)
•  India’s Kothari Commission Report called for ‘expansion of higher education to
meet the requirements of the nation’
•  Post apartheid South African policies ‘committed higher education to a process of
transformation in the spirit of an open and democratic society based on human
dignity, equality and freedom.
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
2. Explicit inclusion of CE in national policy is a more recent
phenomenon in most countries, and it encourages HEIs to institutionalize
CE.
•  Argentina’s enactment of the National Educational Act in 2006
•  Brazilian Educational Law (1996) states that ‘for any HEI to be called a
University, it has to develop extension activities alongside teaching and research.
•  The institutionalization era for CBR in Canada ranges from the year 1998 to
2012 (e.g.SSHRC CURA)
•  By 2000, Indonesia’s Kuliah Kerja Nyata (KKN; Students’ Community
Engagement) narrowed to programs that initiate or drive social change
•  India’s 12th plan guidelines (2012-2017), the Planning Commission rolled out
a scheme for establishment of a Centre for Fostering Social Responsibility and
Community Engagement (CFSRCE) in universities.
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
3. Policy statements on CE in HE do not mention research explicitly; in
its absence, other forms of engagement are more common.
•  Argentina’s S-L is course based, credit bearing form of experiential education
•  UK’s 2008 ‘Beacons for Public Engagement’ initiative was a major culture
change in HEI
•  CE activities in Canada are broadly manifested under the umbrella term of
‘CBR’, which explicitly provides for joint research with the communities for
achieving mutual benefits.
•  Indonesian case presents one of the few examples wherein CE explicitly
includes the term ‘research’ (LPPM; Institute of Research and Community
Engagement).
•  India’s overarching framework includes experiential learning (such as S-L), and
research.
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
4. Where explicit focus on research in CE is encouraged through funding
councils/schemes, HEIs engage in building research as a part of
community engagement plans/activities.
•  Brazil has substantially increased programs and investments in innovation -
‘incubators’
•  ‘In the year 2014, SSHRC made $337 million worth of grants to 8674
projects. Of this, $120 million went to Aboriginal research grants.
•  National Research Foundation established a number of funded South African
Research Chairs (SARChI) dealing with matters of social responsibility in
higher education
•  UK’s Higher Education Innovation Fund (HEIF) and the Catalysts for Public
Engagement (2011) fund (8 universities)
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
5. Principles of mutuality and co-construction of
knowledge with community is not explicitly
incentivized in such funding mechanisms.
Some examples where it is explicit:
•  Canada SSHRC CURA ‘co-construction of
knowledge as a product of the alliances’, focus of
research to be ‘partnership’.
•  Netherlands, CE carried out in research is mostly
done as commissioned or co-operative research –
Science Shop model
•  UK’s Connected Communities funding program
gives importance to the crucial parameter of
mutuality in CBR projects
C.Tremblay,	
  Ghana	
  
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
6. National platforms for knowledge sharing of
CE with focus on research generate greater
momentum at national/provincial levels.
•  Canada has five national networks that
support CBR
•  Indonesia has five Regional FlipMas (Forum
Layanan Ipteks bagi Masyarakat)
•  India’s National University Rankings for the HEIs
includes social responsibility
•  SA university councils to report on social impact
of HEIs
B.Hall,	
  Canada	
  
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
7. When government creates a focal
office on CE, HEIs take it seriously
and practices get institutionalized.
•  Indonesia’s Community Engagement
Grants (CEGs).
•  India’s new CE scheme has provided for
the establishment of a focal Centre which
will oversee all CE activities in the
University
•  South Africa’s regulations for annual
institutional reporting to the Ministry on
community impact
L,	
  Mcllrath,	
  Ireland	
  
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
8. Separate and explicit funding schemes for CE in research enable use of
resources in building CURPs at institutional levels.
•  SSHRCs focused funding support has resulted in use of stipulated resources
for building CURPs at the institutional level in Canada (e.g. OCBR (Uvic),
(SAC) at UQAM)
•  UK Research Councils and the Higher Education Innovation Fund (HEIF)
have helped to consolidate engagement activities across the HEIs
•  Ireland’s Higher Education Authority awards funding for CBR and other areas
aligned to civic engagement.
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
9. Very few such CE structures within HEIs are co-
governed with community representatives, and mostly
remain within the unilateral control of HEI
administration
•  University of Sao Paulo – PSWM project co-
managed
•  University of Victoria, ISICUE is jointly steered by
university and community leaders
•  UQAM, SAC mandates the execution of joint
research projects with NGOs
•  Rhodes University (SA), representation of external
CE partners and NGOs
Ins5tute	
  for	
  CUE,	
  	
  
University	
  of	
  Victoria	
  
Comparative	
  Analysis	
  of	
  Country	
  Policies,	
  
Institutional	
  Structures,	
  and	
  Networks
10. Provision of awards, recognitions and
accreditations of universities for engaging in CE
activities further incentivizes CUE.
•  Argentina, National Ministry of Education
(NME) created Presidential prize ‘Solidarity
School’
•  Brazil uses tax exemption to motivate universities
with philanthropic status to play a civic role in
society
•  Uvic’s Engaged Scholar awards for distinguished
professorship to recognize excellence CER
•  Indonesia and India, CE is an important element
in National Accreditation of HEIs
L,	
  Mcllrath,	
  Ireland	
  
Some	
  Conclusions
•  When national policy creates formal expectations to promote CE,
HEIs tend to show greater readiness; earmarked funding for CE further
facilitates CE by HEIs
•  Top leadership of Ministries/HEIs can have huge impacts on
promotion of CE in general, and CURPs in particular; by prioritising
CE in research functions
•  Middle level leadership—Deans, Centre Directors, Professors—and
student leaders can nurture and operationalise CE by championing
these in their faculty, centre, association
•  Even with monitoring mechanisms, accountability to communities and
reporting to civil society is not a common practice at all
Some	
  Conclusions
•  Long term commitment is required to
institutionalise such practice; 5-10 year
partnerships is critical
•  Investing in CB of students and faculty at HEIs in
CBPR methodologies is critically missing
•  In general, civil society has shied away from
demanding greater responsiveness and
accountability from HEIs in various countries
around the world
•  The mind-set in HEIs continues to negate
community knowledge and practitioner expertise;
•  widespread systematisation of practitioner
knowledge and sensitisation of next generation of
researchers can make a difference
D.Thomas,	
  Canada	
  

Más contenido relacionado

La actualidad más candente

The role of the university in the development of its region / John Goddard, E...
The role of the university in the development of its region / John Goddard, E...The role of the university in the development of its region / John Goddard, E...
The role of the university in the development of its region / John Goddard, E...EUROsociAL II
 
National Higher Education Reform at the Crossroads of Global and European Ch...
National Higher Education Reform  at the Crossroads of Global and European Ch...National Higher Education Reform  at the Crossroads of Global and European Ch...
National Higher Education Reform at the Crossroads of Global and European Ch...EduSkills OECD
 
Facing a Globalised Future: rehabilitation international competence through n...
Facing a Globalised Future: rehabilitation international competence through n...Facing a Globalised Future: rehabilitation international competence through n...
Facing a Globalised Future: rehabilitation international competence through n...Alan Bruce
 
Where have we got to in attaining and sustaining mass higher education? José ...
Where have we got to in attaining and sustaining mass higher education? José ...Where have we got to in attaining and sustaining mass higher education? José ...
Where have we got to in attaining and sustaining mass higher education? José ...EduSkills OECD
 
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentation
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentationProSPER.Net Webinar on Sustainability in Higher Education - IAU presentation
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentationESD UNU-IAS
 
Taking a broader view of diversity
Taking a broader view of diversity Taking a broader view of diversity
Taking a broader view of diversity IAU_Past_Conferences
 
OSFair2017 Workshop | Why is responsible research & innovation important?
OSFair2017 Workshop | Why is responsible research & innovation important?OSFair2017 Workshop | Why is responsible research & innovation important?
OSFair2017 Workshop | Why is responsible research & innovation important?Open Science Fair
 
Presentation to Admissions staff on the Global Citizenship Program
Presentation to Admissions staff on the Global Citizenship ProgramPresentation to Admissions staff on the Global Citizenship Program
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
 
Youth transitions - S/. Petkovic EYC budapest seminar september 2014
Youth transitions  - S/. Petkovic EYC budapest seminar september 2014Youth transitions  - S/. Petkovic EYC budapest seminar september 2014
Youth transitions - S/. Petkovic EYC budapest seminar september 2014Hre Coe
 
Inclusion: the final frontier - Universal Design for Learning
Inclusion: the final frontier - Universal Design for Learning  Inclusion: the final frontier - Universal Design for Learning
Inclusion: the final frontier - Universal Design for Learning Alan Bruce
 
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong LearningEADTU
 
Reflection Paper on Enhancing Curriculum in Philippine Schools
Reflection Paper on Enhancing Curriculum in Philippine SchoolsReflection Paper on Enhancing Curriculum in Philippine Schools
Reflection Paper on Enhancing Curriculum in Philippine SchoolsJeanelei Carolino
 
Initiatives designed to support gifted and talented pupils in areas of socio-...
Initiatives designed to support gifted and talented pupils in areas of socio-...Initiatives designed to support gifted and talented pupils in areas of socio-...
Initiatives designed to support gifted and talented pupils in areas of socio-...fairnesseducation
 
Diversified Qualitative Learning in International Higher Education towards Ac...
Diversified Qualitative Learning in International Higher Education towards Ac...Diversified Qualitative Learning in International Higher Education towards Ac...
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
 
Applying Human Rights Standards to Privatization of Education in Uganda
Applying Human Rights Standards to Privatization of Education in UgandaApplying Human Rights Standards to Privatization of Education in Uganda
Applying Human Rights Standards to Privatization of Education in UgandaPERIGlobal
 

La actualidad más candente (20)

What do we mean by the 'civic university'? Why is it important?
What do we mean by the 'civic university'? Why is it important?What do we mean by the 'civic university'? Why is it important?
What do we mean by the 'civic university'? Why is it important?
 
The role of the university in the development of its region / John Goddard, E...
The role of the university in the development of its region / John Goddard, E...The role of the university in the development of its region / John Goddard, E...
The role of the university in the development of its region / John Goddard, E...
 
National Higher Education Reform at the Crossroads of Global and European Ch...
National Higher Education Reform  at the Crossroads of Global and European Ch...National Higher Education Reform  at the Crossroads of Global and European Ch...
National Higher Education Reform at the Crossroads of Global and European Ch...
 
Facing a Globalised Future: rehabilitation international competence through n...
Facing a Globalised Future: rehabilitation international competence through n...Facing a Globalised Future: rehabilitation international competence through n...
Facing a Globalised Future: rehabilitation international competence through n...
 
Where have we got to in attaining and sustaining mass higher education? José ...
Where have we got to in attaining and sustaining mass higher education? José ...Where have we got to in attaining and sustaining mass higher education? José ...
Where have we got to in attaining and sustaining mass higher education? José ...
 
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentation
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentationProSPER.Net Webinar on Sustainability in Higher Education - IAU presentation
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentation
 
Taking a broader view of diversity
Taking a broader view of diversity Taking a broader view of diversity
Taking a broader view of diversity
 
Ottawa Budd Hall And R. Downing Presentation
Ottawa Budd Hall And R. Downing PresentationOttawa Budd Hall And R. Downing Presentation
Ottawa Budd Hall And R. Downing Presentation
 
Francesc xavier grau
Francesc xavier grauFrancesc xavier grau
Francesc xavier grau
 
OSFair2017 Workshop | Why is responsible research & innovation important?
OSFair2017 Workshop | Why is responsible research & innovation important?OSFair2017 Workshop | Why is responsible research & innovation important?
OSFair2017 Workshop | Why is responsible research & innovation important?
 
Is Open Education Inclusive?
Is Open Education Inclusive?Is Open Education Inclusive?
Is Open Education Inclusive?
 
1 soulsby
1 soulsby1 soulsby
1 soulsby
 
Presentation to Admissions staff on the Global Citizenship Program
Presentation to Admissions staff on the Global Citizenship ProgramPresentation to Admissions staff on the Global Citizenship Program
Presentation to Admissions staff on the Global Citizenship Program
 
Youth transitions - S/. Petkovic EYC budapest seminar september 2014
Youth transitions  - S/. Petkovic EYC budapest seminar september 2014Youth transitions  - S/. Petkovic EYC budapest seminar september 2014
Youth transitions - S/. Petkovic EYC budapest seminar september 2014
 
Inclusion: the final frontier - Universal Design for Learning
Inclusion: the final frontier - Universal Design for Learning  Inclusion: the final frontier - Universal Design for Learning
Inclusion: the final frontier - Universal Design for Learning
 
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
 
Reflection Paper on Enhancing Curriculum in Philippine Schools
Reflection Paper on Enhancing Curriculum in Philippine SchoolsReflection Paper on Enhancing Curriculum in Philippine Schools
Reflection Paper on Enhancing Curriculum in Philippine Schools
 
Initiatives designed to support gifted and talented pupils in areas of socio-...
Initiatives designed to support gifted and talented pupils in areas of socio-...Initiatives designed to support gifted and talented pupils in areas of socio-...
Initiatives designed to support gifted and talented pupils in areas of socio-...
 
Diversified Qualitative Learning in International Higher Education towards Ac...
Diversified Qualitative Learning in International Higher Education towards Ac...Diversified Qualitative Learning in International Higher Education towards Ac...
Diversified Qualitative Learning in International Higher Education towards Ac...
 
Applying Human Rights Standards to Privatization of Education in Uganda
Applying Human Rights Standards to Privatization of Education in UgandaApplying Human Rights Standards to Privatization of Education in Uganda
Applying Human Rights Standards to Privatization of Education in Uganda
 

Destacado

Alex. papers gm conference papers and reports for global meeting
Alex. papers gm conference papers and reports for global meetingAlex. papers gm conference papers and reports for global meeting
Alex. papers gm conference papers and reports for global meetingIAU_Past_Conferences
 
Repositioning Nigerian Universities within a Dynamic Global University Syst...
Repositioning Nigerian Universities  within a  Dynamic Global University Syst...Repositioning Nigerian Universities  within a  Dynamic Global University Syst...
Repositioning Nigerian Universities within a Dynamic Global University Syst...Government of Ekiti State, Nigeria
 
Accounting education in nigerian universities challenges and prospects
Accounting education in nigerian universities challenges and prospectsAccounting education in nigerian universities challenges and prospects
Accounting education in nigerian universities challenges and prospectsAlexander Decker
 

Destacado (9)

Photo album
Photo albumPhoto album
Photo album
 
Yves Beauchamp
Yves BeauchampYves Beauchamp
Yves Beauchamp
 
Louaize pres i oloyede ppt
Louaize pres i oloyede pptLouaize pres i oloyede ppt
Louaize pres i oloyede ppt
 
Alex. papers gm conference papers and reports for global meeting
Alex. papers gm conference papers and reports for global meetingAlex. papers gm conference papers and reports for global meeting
Alex. papers gm conference papers and reports for global meeting
 
Vilnius pres jon file
Vilnius pres jon fileVilnius pres jon file
Vilnius pres jon file
 
Vilnius pres dianne lalancette
Vilnius pres dianne lalancetteVilnius pres dianne lalancette
Vilnius pres dianne lalancette
 
Repositioning Nigerian Universities within a Dynamic Global University Syst...
Repositioning Nigerian Universities  within a  Dynamic Global University Syst...Repositioning Nigerian Universities  within a  Dynamic Global University Syst...
Repositioning Nigerian Universities within a Dynamic Global University Syst...
 
Accounting education in nigerian universities challenges and prospects
Accounting education in nigerian universities challenges and prospectsAccounting education in nigerian universities challenges and prospects
Accounting education in nigerian universities challenges and prospects
 
Pedagogical uses of translation Carlos Castillo
Pedagogical uses of translation Carlos CastilloPedagogical uses of translation Carlos Castillo
Pedagogical uses of translation Carlos Castillo
 

Similar a Tremblay and Hall

Global Trends in Support Structures for Community University Research Partner...
Global Trends in Support Structures for Community University Research Partner...Global Trends in Support Structures for Community University Research Partner...
Global Trends in Support Structures for Community University Research Partner...Ed Dodds
 
Sobrero, north carolina state u
Sobrero, north carolina state uSobrero, north carolina state u
Sobrero, north carolina state uCriticalJunctures
 
E-learning: The Promise and the Potential
E-learning: The Promise and the PotentialE-learning: The Promise and the Potential
E-learning: The Promise and the PotentialBCcampus
 
DFID Impact Lessons Conference March 2016 (slideshare)
DFID Impact Lessons Conference March 2016 (slideshare)DFID Impact Lessons Conference March 2016 (slideshare)
DFID Impact Lessons Conference March 2016 (slideshare)Rosaleen Cunningham
 
2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan
2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan
2 Research and Impact Lessons from Young Lives Cohort Study, Paul DornanThe Impact Initiative
 
DFID Pretoria Conference 11 March 2016
DFID Pretoria Conference 11 March 2016 DFID Pretoria Conference 11 March 2016
DFID Pretoria Conference 11 March 2016 Young Lives Oxford
 
Pan Canadian Research Agenda 2008
Pan Canadian Research Agenda 2008Pan Canadian Research Agenda 2008
Pan Canadian Research Agenda 2008BCcampus
 
Investigating the social configuration of a community to understand how netwo...
Investigating the social configuration of a community to understand how netwo...Investigating the social configuration of a community to understand how netwo...
Investigating the social configuration of a community to understand how netwo...Fleur Prinsen
 
RECODE Challenge Brief eng
RECODE Challenge Brief engRECODE Challenge Brief eng
RECODE Challenge Brief engUpSocial
 
Levesque, york university td cec
Levesque, york university   td cecLevesque, york university   td cec
Levesque, york university td cecCriticalJunctures
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Ninti_One
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Ninti_One
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Ninti_One
 
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...
Dr Margo Greenwood (March 2017) Community- Based Participatory Research:  A S...Dr Margo Greenwood (March 2017) Community- Based Participatory Research:  A S...
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
 
Global citizenship education 2021
Global citizenship education 2021Global citizenship education 2021
Global citizenship education 2021Jose Frantz
 

Similar a Tremblay and Hall (20)

Budd Hall Community Based Research Symposium PRIA India
Budd Hall Community Based Research Symposium PRIA IndiaBudd Hall Community Based Research Symposium PRIA India
Budd Hall Community Based Research Symposium PRIA India
 
Lenton presentation
Lenton presentationLenton presentation
Lenton presentation
 
Global Trends in Support Structures for Community University Research Partner...
Global Trends in Support Structures for Community University Research Partner...Global Trends in Support Structures for Community University Research Partner...
Global Trends in Support Structures for Community University Research Partner...
 
Sobrero, north carolina state u
Sobrero, north carolina state uSobrero, north carolina state u
Sobrero, north carolina state u
 
Symposium on Mainstreaming University Community Research Partnerships - Event...
Symposium on Mainstreaming University Community Research Partnerships - Event...Symposium on Mainstreaming University Community Research Partnerships - Event...
Symposium on Mainstreaming University Community Research Partnerships - Event...
 
E-learning: The Promise and the Potential
E-learning: The Promise and the PotentialE-learning: The Promise and the Potential
E-learning: The Promise and the Potential
 
DFID Impact Lessons Conference March 2016 (slideshare)
DFID Impact Lessons Conference March 2016 (slideshare)DFID Impact Lessons Conference March 2016 (slideshare)
DFID Impact Lessons Conference March 2016 (slideshare)
 
2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan
2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan
2 Research and Impact Lessons from Young Lives Cohort Study, Paul Dornan
 
DFID Pretoria Conference 11 March 2016
DFID Pretoria Conference 11 March 2016 DFID Pretoria Conference 11 March 2016
DFID Pretoria Conference 11 March 2016
 
It wouldn’t be KMb without KB
It wouldn’t be KMb without KBIt wouldn’t be KMb without KB
It wouldn’t be KMb without KB
 
Pan Canadian Research Agenda 2008
Pan Canadian Research Agenda 2008Pan Canadian Research Agenda 2008
Pan Canadian Research Agenda 2008
 
Investigating the social configuration of a community to understand how netwo...
Investigating the social configuration of a community to understand how netwo...Investigating the social configuration of a community to understand how netwo...
Investigating the social configuration of a community to understand how netwo...
 
RECODE Challenge Brief eng
RECODE Challenge Brief engRECODE Challenge Brief eng
RECODE Challenge Brief eng
 
Levesque, york university td cec
Levesque, york university   td cecLevesque, york university   td cec
Levesque, york university td cec
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
 
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
Social and Cultural Indicators from the Interplay Wellbeing Framework for Abo...
 
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...
Dr Margo Greenwood (March 2017) Community- Based Participatory Research:  A S...Dr Margo Greenwood (March 2017) Community- Based Participatory Research:  A S...
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...
 
Global citizenship education 2021
Global citizenship education 2021Global citizenship education 2021
Global citizenship education 2021
 
Rajesh Tandon - Community based research Symposium PRIA India - IDRC
Rajesh Tandon - Community based research Symposium PRIA India - IDRCRajesh Tandon - Community based research Symposium PRIA India - IDRC
Rajesh Tandon - Community based research Symposium PRIA India - IDRC
 

Más de IAU_Past_Conferences (20)

Olive m. Mugenda
Olive m. MugendaOlive m. Mugenda
Olive m. Mugenda
 
Budd l hall
Budd l hallBudd l hall
Budd l hall
 
Ehile
EhileEhile
Ehile
 
Patricia gudino
Patricia gudinoPatricia gudino
Patricia gudino
 
Pam fredman
Pam fredmanPam fredman
Pam fredman
 
Gatica
GaticaGatica
Gatica
 
Mireille mathieu
Mireille mathieuMireille mathieu
Mireille mathieu
 
Louis lévesque
Louis lévesqueLouis lévesque
Louis lévesque
 
Klein
KleinKlein
Klein
 
Dzulkifli
DzulkifliDzulkifli
Dzulkifli
 
Photo album
Photo albumPhoto album
Photo album
 
Betsy Boze
Betsy BozeBetsy Boze
Betsy Boze
 
Charls Hopkins
Charls HopkinsCharls Hopkins
Charls Hopkins
 
Mubamgizi/ Kaya
Mubamgizi/ KayaMubamgizi/ Kaya
Mubamgizi/ Kaya
 
Clemens Mader
Clemens MaderClemens Mader
Clemens Mader
 
Jocelyne Trouillot Levy
Jocelyne Trouillot LevyJocelyne Trouillot Levy
Jocelyne Trouillot Levy
 
Heila Lotz Sisitka
Heila Lotz SisitkaHeila Lotz Sisitka
Heila Lotz Sisitka
 
Emma Torres
Emma TorresEmma Torres
Emma Torres
 
Angello Riccaboni
Angello RiccaboniAngello Riccaboni
Angello Riccaboni
 
SDSN Malaysia
SDSN MalaysiaSDSN Malaysia
SDSN Malaysia
 

Último

Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 

Último (20)

Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 

Tremblay and Hall

  • 1. International Association of Universities May 7-8, 2015 Université de Montréal, QC, Canada Dr. Budd Hall and Dr. Crystal Tremblay University of Victoria Strengthening Community University Research Partnerships: GLOBAL PERSPECTIVES Edited by Budd Hall, Rajesh Tandon, Crystal Tremblay StrengtheningCommunityUniversityResearchPartnerships::GlobalPerspectives
  • 2. UNESCO Chair in Community-based Research and Social Responsibility in Higher Education North-South Partnership: •  Rajesh Tandon, Co-Chair, Society for Participatory Research in Asia (PRIA) located in New Delhi, India •  Budd Hall, Co-Chair, Community Development, School of Public Administration and Centre for Global Studies, University of Victoria, Canada •  In cooperation with a global network of partners including the NCCPE and many others Building support and capacity through: •  Capacity-building and training in community-based research – ‘NextGen’ •  Organisational structures for facilitating community university partnerships •  Policy development and advocacy
  • 3. Our Network Partners International Development Research Council of Canada (IDRC) Social Sciences and Humanities Research Council of Canada (SSHRC) Community-based Research Canada (CBRC) Global Alliance for Community Engaged Research (GACER) The Talloires Network The Research University Civic Engagement Network (TRUCEN) PASCAL International Observatory International Association of Universities (IAU) Global Univeristy Network for Innovation (GUNi) Centro latinoamericano de aprendizaje y servicios solidario (CLAYSS) Centro Boliviano de Estudios Multidisciplinarios (CEBEM) Better Futures Network, North-South Network Living Knowledge Network, Europe University of British Columbia and University of Victoria, Canada Makerere University, Uganda
  • 4. Global Study on Organizational Structures of CURP Methods and Outputs: •  Global web based survey - 336 responses from 53 countries in 4 languages. •  Respondents from HEI, CSO, funding agencies, and policy makers. •  12 Country case studies •  Products: an e-book and a set of practical guidelines •  Open Access policies W.Singh,  India  
  • 5. Key Survey Findings •  Global South data difficult to obtain •  Institutional investment in structures to support CURPs •  Large variation in the language, conceptualization and practice of these engagements •  ‘Knowledge cultures’ of CSOs and HEIs vary tremendously •  Contradiction between professed commitment to co- construction and practice of doing CBR (i.e. origins of research, sharing of resources) •  Expressed need for building community capacity to play equitable roles in the research partnerships C.Wardhani,  Indonesia  
  • 6. Survey Highlights Institutional supports •  Over 60% of HEIs identified have some form of structure created within the last 10 years •  Over 60% of CSOs do not have access to library and academic funding opportunities •  Strong evidence for capacity at CSO level •  CSOs rely heavily on volunteers. More then 65% of CSOs have between 1-20 volunteers W.Lepore,  Argen5na   C.Tremblay,  South  Africa  
  • 7. Survey Highlights Role and Process of Partnership •  Co-creation of knowledge is a primary goal in CURP (95%) •  Less then 15% of CURPs originate in the community •  Participation in decision-making and distribution of funds is predominantly controlled by HEIs.  •  There seems to be a trend in the decision- making process of CSOs in the life-span of the research partnership •  CSOs have higher participation in networking and framing research agenda, and much less so when it comes to administration in research funding and data analysis.   J.Gutberlet,  Brazil   H.Mulder,  Netherlands  
  • 8. Survey Highlights Challenges and Recommendations •  Differences in timeline expectations (43.7%), and participation of members (42.9%) •  Different nature of knowledge cultures and diverse institutional processes that shape how research partnerships function, and ideally, flourish. Training in CBR •  Over half the respondents have not had training in CBR •  Most common training need is CBR methodology •  including the philosophy and practice of co- created knowledge and ways of increasing equity in partnerships •  methods and tools in participatory research, research design, data collection and analysis B.  Hall,  Canada  
  • 9. Case studies Two categories of countries: 1. Those where a clear national/provincial policy for such engagements and partnerships already exist. •  Canada, South Africa, United Kingdom, Indonesia, Argentina, Netherlands, United States, Brazil 2. Those countries where such policies are in the making and potential for institutionalization of such policies is very high. •  India, Uganda, Ireland, Jordan •  Existing policies and funding mechanisms reviewed in each country •  2 HEI and 2 CSO selected for institutional review
  • 10. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 1. When overall policy framework at national/provincial levels positions Higher Education (HE) as contribution to socio-economic transformation, there is greater readiness to accept Community Engagement (CE) as an integral part of the mandate. •  Argentina's education policy explicitly recognize S-L as an innovative approach •  Brazil’s ‘Citizen Constitution’, promoted the right to education, work/decent wage and social security. •  Indonesia ‘Tri Darma Perguruan Tinggi” (three virtues of HE) •  India’s Kothari Commission Report called for ‘expansion of higher education to meet the requirements of the nation’ •  Post apartheid South African policies ‘committed higher education to a process of transformation in the spirit of an open and democratic society based on human dignity, equality and freedom.
  • 11. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 2. Explicit inclusion of CE in national policy is a more recent phenomenon in most countries, and it encourages HEIs to institutionalize CE. •  Argentina’s enactment of the National Educational Act in 2006 •  Brazilian Educational Law (1996) states that ‘for any HEI to be called a University, it has to develop extension activities alongside teaching and research. •  The institutionalization era for CBR in Canada ranges from the year 1998 to 2012 (e.g.SSHRC CURA) •  By 2000, Indonesia’s Kuliah Kerja Nyata (KKN; Students’ Community Engagement) narrowed to programs that initiate or drive social change •  India’s 12th plan guidelines (2012-2017), the Planning Commission rolled out a scheme for establishment of a Centre for Fostering Social Responsibility and Community Engagement (CFSRCE) in universities.
  • 12. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 3. Policy statements on CE in HE do not mention research explicitly; in its absence, other forms of engagement are more common. •  Argentina’s S-L is course based, credit bearing form of experiential education •  UK’s 2008 ‘Beacons for Public Engagement’ initiative was a major culture change in HEI •  CE activities in Canada are broadly manifested under the umbrella term of ‘CBR’, which explicitly provides for joint research with the communities for achieving mutual benefits. •  Indonesian case presents one of the few examples wherein CE explicitly includes the term ‘research’ (LPPM; Institute of Research and Community Engagement). •  India’s overarching framework includes experiential learning (such as S-L), and research.
  • 13. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 4. Where explicit focus on research in CE is encouraged through funding councils/schemes, HEIs engage in building research as a part of community engagement plans/activities. •  Brazil has substantially increased programs and investments in innovation - ‘incubators’ •  ‘In the year 2014, SSHRC made $337 million worth of grants to 8674 projects. Of this, $120 million went to Aboriginal research grants. •  National Research Foundation established a number of funded South African Research Chairs (SARChI) dealing with matters of social responsibility in higher education •  UK’s Higher Education Innovation Fund (HEIF) and the Catalysts for Public Engagement (2011) fund (8 universities)
  • 14. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 5. Principles of mutuality and co-construction of knowledge with community is not explicitly incentivized in such funding mechanisms. Some examples where it is explicit: •  Canada SSHRC CURA ‘co-construction of knowledge as a product of the alliances’, focus of research to be ‘partnership’. •  Netherlands, CE carried out in research is mostly done as commissioned or co-operative research – Science Shop model •  UK’s Connected Communities funding program gives importance to the crucial parameter of mutuality in CBR projects C.Tremblay,  Ghana  
  • 15. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 6. National platforms for knowledge sharing of CE with focus on research generate greater momentum at national/provincial levels. •  Canada has five national networks that support CBR •  Indonesia has five Regional FlipMas (Forum Layanan Ipteks bagi Masyarakat) •  India’s National University Rankings for the HEIs includes social responsibility •  SA university councils to report on social impact of HEIs B.Hall,  Canada  
  • 16. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 7. When government creates a focal office on CE, HEIs take it seriously and practices get institutionalized. •  Indonesia’s Community Engagement Grants (CEGs). •  India’s new CE scheme has provided for the establishment of a focal Centre which will oversee all CE activities in the University •  South Africa’s regulations for annual institutional reporting to the Ministry on community impact L,  Mcllrath,  Ireland  
  • 17. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 8. Separate and explicit funding schemes for CE in research enable use of resources in building CURPs at institutional levels. •  SSHRCs focused funding support has resulted in use of stipulated resources for building CURPs at the institutional level in Canada (e.g. OCBR (Uvic), (SAC) at UQAM) •  UK Research Councils and the Higher Education Innovation Fund (HEIF) have helped to consolidate engagement activities across the HEIs •  Ireland’s Higher Education Authority awards funding for CBR and other areas aligned to civic engagement.
  • 18. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 9. Very few such CE structures within HEIs are co- governed with community representatives, and mostly remain within the unilateral control of HEI administration •  University of Sao Paulo – PSWM project co- managed •  University of Victoria, ISICUE is jointly steered by university and community leaders •  UQAM, SAC mandates the execution of joint research projects with NGOs •  Rhodes University (SA), representation of external CE partners and NGOs Ins5tute  for  CUE,     University  of  Victoria  
  • 19. Comparative  Analysis  of  Country  Policies,   Institutional  Structures,  and  Networks 10. Provision of awards, recognitions and accreditations of universities for engaging in CE activities further incentivizes CUE. •  Argentina, National Ministry of Education (NME) created Presidential prize ‘Solidarity School’ •  Brazil uses tax exemption to motivate universities with philanthropic status to play a civic role in society •  Uvic’s Engaged Scholar awards for distinguished professorship to recognize excellence CER •  Indonesia and India, CE is an important element in National Accreditation of HEIs L,  Mcllrath,  Ireland  
  • 20. Some  Conclusions •  When national policy creates formal expectations to promote CE, HEIs tend to show greater readiness; earmarked funding for CE further facilitates CE by HEIs •  Top leadership of Ministries/HEIs can have huge impacts on promotion of CE in general, and CURPs in particular; by prioritising CE in research functions •  Middle level leadership—Deans, Centre Directors, Professors—and student leaders can nurture and operationalise CE by championing these in their faculty, centre, association •  Even with monitoring mechanisms, accountability to communities and reporting to civil society is not a common practice at all
  • 21. Some  Conclusions •  Long term commitment is required to institutionalise such practice; 5-10 year partnerships is critical •  Investing in CB of students and faculty at HEIs in CBPR methodologies is critically missing •  In general, civil society has shied away from demanding greater responsiveness and accountability from HEIs in various countries around the world •  The mind-set in HEIs continues to negate community knowledge and practitioner expertise; •  widespread systematisation of practitioner knowledge and sensitisation of next generation of researchers can make a difference D.Thomas,  Canada