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This article introduces topics that will be published in a special issue of this journal in 2010 including the participation of British and Australian higher-education institutions in their local or regional communities, the role of Community Service Volunteers (CSV) in promoting community-based learning, and the influence of the Higher Education Innovation Fund.

In recent years there has been growing interest in applied quality of life research and involving the community in the research process with the ultimate goal of improving the social and economic circumstances of people. Increasingly, community-university partnerships are seen as an effective vehicle to achieve this. The Community-University Institute for Social Research (CUISR) based in Saskatoon, Saskatchewan, Canada is a successful example of such as partnership. CUISR’s quality of life module has conducted extensive research in Saskatoon and has been active in engaging the community in developing strategies and setting priorities for action. This paper serves as a brief introduction to the Special Edition of Social Indicators Research. It provides the context for the collection of articles contained in the publication and outlines its organization. [ABSTRACT FROM AUTHOR]

Debates about the role of the university in society have been going on for many decades. There have been several calls for a more 'engaged' form of scholarship which applies itself consciously to the pursuit of applied knowledge which can contribute towards solving some of the most pressing societal challenges. Closer collaboration between universities and community groups has been identified as a central component of this form of scholarship. This paper interrogates the literature on the role of universities in society, with a specific focus on university-community partnerships, and discusses the experience of the Philippi CityLab in Cape Town, South Africa to shed some light on the complexities, challenges and rewards of university-community interactions. The case of the Philippi CityLab confirms many of the pre-requisites for 'successful' collaboration between universities and communities as identified in the literature. The paper argues that the ideal of a more engaged scholarship is certainly worth pursuing and that there is no doubt that South African universities do have a role to play in terms of working with communities to find workable solutions to the myriad of development challenges which they face. However, the experience of the Philippi CityLab also shows that stakeholders should not be naïve about the time, effort and investment which these kinds of engagements require and the difficulty of establishing, maintaining and sustaining genuine, mutually beneficial university-community collaborations. Furthermore, a truly engaged scholarship requires a significant transformation of the institutional context within universities in order to not only facilitate and support, but also reward research which seek closer collaboration between universities and communities. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine government-university-community partnerships for knowledge mobilization (KM) and knowledge transfer (KT) in the area of immigration and settlement research using the illustrative case of the Canadian Metropolis Project. The Metropolis Project in Canada began in 1995 with the goal of enhancing policy-oriented research capacity for immigration and settlement and developing ways to better use this research in government decision-making. Core funding for this partnership was provided jointly by Citizenship Immigration Canada (CIC), a department of the Government of Canada and the primary social science granting agency, the Social Science and Humanities Research Council (SSHRC). As of 2012, and subsequent to three successful funding phases, the decision was made to end government and SSHRC core funding for this initiative, however, other non-governmental funding avenues are being explored. The longevity of this partnership and the conclusion of this specific initiative present an opportunity to reflect critically on the nature of such partnerships. This paper is an attempt to identify some of the key themes, issues and challenges related to research partnerships, KM and KT. Also, with the aid of an illustrative case, it aims to specify some of the possibilities and limitations of this kind of policy relevant knowledge mobilization. Special consideration will be placed on the context in which the demand for knowledge mobilization and knowledge transfer has emerged. This examination has considerable international relevance as the Canadian Metropolis Project offers the leading example of a research partnership in the field of immigration and settlement. [ABSTRACT FROM AUTHOR]

As attention to community engagement grows, it is critical that academics, students and community collaborators understand how it is conceptualised. This paper presents findings from a qualitative inquiry with academics and community engagement administrators nationally with regard to how they conceptualise community engagement. Six universities were included in the sample that was selected purposefully from the South African Higher Education Community Engagement Forum (SAHECEF) list. Four major themes emerged from the data and focussed on context, process, mutual beneficial relationship and knowledge production. The data reflected a diverse array of conceptualisations on a continuum that ranged from the university-community dyad to that of the coproduction of knowledge. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow students to complete engineering projects in the community, enabling them to learn by doing. Design/methodology/approach – A formal commitment to civic engagement was undertaken by the NUIG in 2001 with the establishment of the Community Knowledge Initiative (CKI) to work on mainstreaming civic engagement (service learning) within the curriculum across the institution. Today, the majority of undergraduate and postgraduate degree programmes in the College of Engineering and Informatics at NUIG have embedded service learning into their curriculum. These initiatives allow students to work with and in local communities, international communities and multi-disciplinary groups as part of their academic courses. The paper investigates and shows that community-based projects can enhance student learning and engagement in a number of ways. At NUIG, these projects are framed by a research orientation, commitments to civic engagement and building university-community partnerships, city-university partnerships and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. Findings – It was found that the students got a sense of pride and satisfaction out of the knowledge that their work may be helping communities and that learning is not just to get marks to pass the exam! The projects can increase the students' sense of ownership of their own learning. Learners are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others. Research limitations/implications – The work represents work done in one institution affecting a region in a country. This can be extended to include more institutions and other regions. This paper presents evidence from the aforementioned projects that by creating service-based learning the students' energy in learning can have a positive impact on the community. Practical implications – The energy and enthusiasm of learners can be better utilised (and increased) by setting assignments as real community-based projects. Originality/value – This lies in the design of projects and assessment involving education providers and public for the benefit of learners and the society at large. [ABSTRACT FROM AUTHOR]

This paper analyzes a significant but virtually unexplored recent development within Canadian higher education, namely the growing importance of research grants to universities and academics. It addresses three main questions. First, the paper examines why and how research grants are becoming more important to Canadian universities and academics, focusing in particular on the role played by federal higher education policy. Next, it explores how the growing importance of research grants is transforming relations between and among the key players in Canadian higher education and academic research, including university administrators, academics, government, and the broader community. The paper’s final section takes up some of the actual and potential implications of these changes and raises concerns about detrimental effects on Canada’s universities and citizens. Prospects and possibilities for reform are also addressed. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe a research project that is addressing the employability of individuals in the higher-cost Irish economy. Design/methodology/approach - The Programme for University-Industry Interface (PUII) uses a community-of-practice methodology combined with academic research. Findings - A number of emerging enterprise models have been identified, competencies for next generation employability have been articulated and potential responses to these new opportunities for the further and higher education sectors have been discussed. Practical implications - The implications of this work and the follow-on may influence the way the education sector responds to the needs of learners in industry. Originality/value - The paper contributes insights into the nature of enterprise models and competencies that may be required to sustain future employability of individuals in industry. [ABSTRACT FROM AUTHOR]

Some analysts have argued that research links between universities and industry in Japan must be weak because Japanese universities do not produce high quality science and because regulations restrict links. This article begins by examining the structure and funding of universities and indicators of the performance of Japanese science. The results do not lend support to the view that the universities do not produce research useful to industry. In addition, the system is evolving in directions more favorable for university research excellence. Examining the regulations governing university-industry interaction, and their observance, reveals no insuperable bathers. Thus, it is not surprising that bibliometric indicators suggest Japanese companies collaborate with Japanese academics more than with foreign institutions. R & D. managers describe long-lasting relationships with academics, perhaps originating in college days, which continue with mutual benefits and obligations on both sides and provide valuable access to the wider network of the scientific community-access that money alone cannot buy. The stories of individual research collaborations establish the substantive nature of the underlying work, the importance of experimentation performed on university instrumentation, and the crucial role of personnel exchange. [ABSTRACT FROM AUTHOR]

Background:This paper is the product of a two year investigation into the contribution of post-16 education to community cohesion. The investigation took place between 2010 and 2012 and was funded by the University Centre at Blackburn College in England. Fieldwork was undertaken in three East Lancashire colleges and focused on students aged between 16 and 19 years. Purpose: The aims of the paper are to identify the nature of community cohesion initiatives in East Lancashire’s post-16 sector and to establish the extent to which these initiatives are successful in uniting students from different ethnic, cultural and religious backgrounds. The paper discusses student attitudes towards community cohesion and the role of further education colleges in shaping these attitudes. Sample: The data were collected from nine in-depth interviews with college lecturers and managers and from a questionnaire survey of 355 students. The research was conducted in two further education colleges and a Roman Catholic sixth form college. All three colleges were overwhelmingly dual-ethnic, with white and Asian students making up the majority of the college populations. Design and methods: The methods used throughout the investigation were threefold: (1) a review of the literature on the role of further education colleges as agents of community cohesion, (2) nine semi-structured interviews with college lecturers and managers, and (3) a closed-response questionnaire distributed to 355 further education students. Results: (1) While all three colleges referred to community cohesion in their policy documents, there was an absence of explicit community cohesion strategies. (2) Although there was clear evidence of cultural, ethnic and religious diversity in the three colleges, there was significant variation in cohesion initiatives. Most students, however, recognised the importance of cohesion and felt that, at the macro level, their colleges operated in an inclusive and cohesive manner. (3) At the more micro level, divisions between students were pronounced, evidenced by very little cross-cultural mixing either in or outside classrooms. (4) While over 50% of the survey respondents were unable to offer examples of cohesion initiatives in which they had been involved, around 45% stated that they had learnt about issues such as equality, diversity and integration during their time at college and that this had had a positive effect on their attitudes. Conclusions: The findings both support and refute the contention that further education colleges can make a worthy contribution to community cohesion. For the most part, levels of cohesion are contingent on recruitment of students from different backgrounds and on the ability of teachers and lecturers to impart positive messages about integration and social unity. At the same time, the investigation exposes a dissonance between the value that students claim to place on community cohesion and their ability and/or desire to bring this cohesion about. These conclusions have important implications for pedagogy and for the professional development of those employed in the post-16 sector. [ABSTRACT FROM PUBLISHER]

The article discusses a study conducted in Duquesne University in Pittsburgh, Pennsylvania, which integrates process-based writing pedagogy outside of writing classes to improve student writing in first-year learning communities. It states various underlying objectives of learning communities including social, academic, and pedagogical. Several goals of Duquesne University's Learning Community program were mentioned including helping first-year college students find friends and study companions, connecting the classroom with the community through service, and helping students learn how topics in different courses are related.

This paper presents details about a summer instructional program created by physics graduate students who sought a chance to help students from the local community and to gain greater experience teaching science and math. The students initiated, designed, and conducted the program, which gave the instructors their first chance to independently design curricula and prepare lessons. Although results indicate the program successfully met the desired goals, we outline some of the problems encountered and solutions we plan to implement in upcoming summers. We present these details to encourage and assist others to develop similar programs that can assist in educating secondary students while providing valuable teaching experiences for undergraduate and graduate students. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to examine the efficiency of SMS based cell-phone vocabulary learning as compared to email vocabulary delivery and snail mail vocabulary delivery at the university level. Design/methodology/approach - A total of 241 first year university students studied English vocabulary in their mandatory English foundation course. Students were divided into three groups: study via cell-phone based SMS messages, via email messages and via snail mail delivery. Vocabulary lists were delivered weekly to students via the three delivery strategies during course. Students in the three groups were tested on English vocabulary and responded to a questionnaire that examined their attitudes toward flexibility of the learning strategy; user friendliness of the learning strategy; learner control of the learning process, learner motivation; and learner autonomy. Findings - Results of the study indicate that there were no significant differences for achievement attained by the three groups on the vocabulary test. However, there were significant differences on students' attitudes toward flexibility of learning; user friendliness of the learning strategy; learner control of the learning process, learner motivation; and learner autonomy. The students who received SMS messages had most positive attitudes on all five factors, followed by attitudes of students who received email messages, who were followed by attitudes of students who received vocabulary via snail mail. Practical implications - It appears that SMS based vocabulary delivery is perceived as more effective than email delivery which is felt to be more efficient than snail mail learning. Results of the study indicate the potential for university vocabulary learning via cell-phone based SMS messaging. Originality/value - This paper indicates the value of SMS messaging for vocabulary learning at the university level. [ABSTRACT FROM AUTHOR]

Until a souring national and local economy led them to scale back their plans in 2008, The New School in New York City had been designing a new, 500,000-ft2 "signature building" intended to embody what administrators were calling The new New School, a university committed to progressive, interdisciplinary, urban, global education. The building was to offer glimpses of the horizon of academic infrastructure and media and their potential impact (structural, pedagogic, and symbolic) on the university and its communities. Although the building will not be realized in the form presented to the public in spring 2008, the design deliberations that generated that proposal offer valuable insights into how a university might reembody its ideals in a time of intense globalization and mediatization. Complementing Robert Kirkbride's paper on the pedagogical practice of chainmaking and its historical relationship to learning spaces, we examine in this paper how media can be instrumental in wayfinding, how they can help to organize a building into various "processual" paths that reflect different approaches to learning, and how their presence in learning spaces can enhance teaching and learning. We also discuss how the building can serve as a mediator within the community, reflecting the institution's identity and its pedagogical philosophy. [ABSTRACT FROM AUTHOR]

There is a growing interest in quality of life as an integrated approach to addressing key social, environmental and economic determinants of health. The University of Saskatchewan’s Community-University Institute for Social Research, funded by the Social Sciences and Humanities Research Council (grant #410-2004-0669) has examined the process and results of a multi-stakeholder approach to the ongoing sustainability of Saskatoon, Canada as a healthy city with an improving and a more equitably distributed quality of life. Using quantitative and qualitative analysis, together with GIS technology, this research has examined the quality of life across three locales in Saskatoon—representing Low, Middle and High socio-economic status in both 2001 and 2004. The participatory action research approach used in this work ensures the value of the outputs to the stakeholders. Given the strong recognition of the importance of interfacing policy, research and community, and the growing impatience with the limited application of research findings to social and health practices and policies, this project has undertaken four major knowledge translation/transfer strategies, above and beyond the traditional academic channels: (1) engagement of local media on a consistent basis, (2) implementing community policy forums to ensure continued community readiness and uptake, (3) facilitation of and successful functioning of a steering committee, and (4) employment of an action researcher to operate as a policy entrepreneur. This paper will review and discuss each of these strategies and outline the evaluative research being done to document the success of these strategies. [ABSTRACT FROM AUTHOR]

The article presents abstracts of several research papers published in the July 2004 issue of the journal "Educational Technology Research & Development." The report "Ethnographic Study: @ONE Technology Training Project Study" presents findings from an ethnographic study of technology integration and diffusion in two California community colleges. Another research paper on teacher training discusses the role of teacher training on student computer use in Illinois at the third grade level. One of the research papers the impact of technology integration in an elementary science classroom on teaching and learning.

This study examines the impact of regional competitiveness on the innovative activity of entrepreneurial firms. Based on a unique and hand-collected dataset of publicly listed high-technology start-ups and university regions, this paper tests how regional competitiveness and university spillovers affect the innovation behavior of entrepreneurial firms. The results provide strong evidence that regional competitiveness and university spillovers are strong complements in fostering innovation activity of entrepreneurial firms. However, the results also raise the question whether incentives for universities and their actors might lead to crowding out effects. [ABSTRACT FROM AUTHOR]

This paper examines ways that a critical education helps students identify, understand, and address inequalities based on race, class, and gender. Using data collected in our Sociology and Ethnic Studies classes, we analyze how we utilize community engagement in our classrooms to work towards a curriculum that dismantles systems of oppression. We analyze student reflection papers from service-learning projects and argue that an applied critical pedagogy must provide students with systematic, grassroots oriented engagement with communities of color. We argue that deliberate and strategic community based organization partnerships can guide students towards deeper understanding of course curriculum. We conclude that a praxis-oriented education prepares students for successful engagement in working to change systems of oppression. [ABSTRACT FROM AUTHOR]

In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora's (in Ann Am Acad Polit Soc Sci, 48, ) assertion that a strong and 'entrepreneurial' social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university's engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech's involvement in facilitating and supporting Catawba Landcare using three theoretical frames-Ronald Heifetz's concept of 'holding environments' as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure. [ABSTRACT FROM AUTHOR]

This paper examines the narration of developmental disability through interviews between participants, researchers, and members of community organizations serving the disabled population, in the context of university-community collaborations. These kinds of collaborations are extremely important for researching vulnerable or hard-to-reach populations, which often face lower levels of physical, mental, and social well-being as a consequence of shame, stigma, or discrimination. Community collaboration can thus be invaluable for reaching members of marginalized populations, who may be difficult to locate or otherwise avoid contact with outsiders, because it provides members of a research team with local knowledge of a population, a means of accessing possible participants, and legitimation for the project. I suggest, however, that although the researcher's externality may initially invite skepticism toward the investigation from participants, it can also benefit them by providing a forum for catharsis. Based on a pilot study I conducted with a community advocacy organization for the disabled, I note that some participants expressed an appreciation for being able to discuss certain emotions and experiences during interviews with an outsider who was not involved as a caseworker. I conclude that the presence of a trusted community advocate and a researcher at an interview affects a participant's narrative by providing a safe space for participants to voice their stories to outsiders. [ABSTRACT FROM AUTHOR]

This issue of Metropolitan Universities includes papers emanating from the work of the Community-Engaged Scholarship for Health Collaborative, a three-year (2004-2007) initiative designed to build capacity for community-engaged scholarship (CES) in health professional schools. As the core principles and challenges of CES are similar across disciplines, readers will find the Collaborative's processes, products and outcomes relevant to any institutional context. This paper presents the rationale and context for the Collaborative; describes its institutional change model, key components, and lessons learned; and introduces the Faculty for the Engaged Campus initiative that builds from the Collaborative's work. [ABSTRACT FROM AUTHOR]

The article presents a paper from a group called Theater for Social Change which focuses on meetings that are held one Saturday every month in the U.S. with a group of a dozen or so women in transition from prison. The group is part of an organization called College Community Fellowship (CCF) which supports women in transition in their efforts to complete college and graduate school and to participate in a community other than the one in which they lived before incarceration. Furthermore, the group is working on its sixth annual production in 2008.

International academic partnerships have the potential to enhance the participating institution’s efforts to become actors in the global educational arena. The ability of partnerships to realize their objectives is affected by the relationship that the partner members have with one another and the mutual benefit each receives from the agreement. This article examines the dynamics of an academic partnership between Transformed University an historically disadvantaged institution in the Eastern Cape Province in South Africa and three international partners from the US, Canada, and the European Economic Community. The paper illuminates a variety of factors including history, organizational culture, and globalization forces that affect the success of academic partnerships to reach their stated objectives. [ABSTRACT FROM AUTHOR]

This paper examines a study of the wastewater collection and treatment issues of Little Rock and North Little Rock, Arkansas by University of Arkansas at Little Rock personnel and how it constitutes dialogic public relations. The paper defines dialogic public relations using Kent and Taylor's work and then uses their criteria to describe how this study constituted dialogic public relations. The paper also examines strengths and weaknesses of this approach and makes suggestions for future study. [ABSTRACT FROM AUTHOR]

Copyright of Humanidades: Revista de la Universidad de Montevideo is the property of Universidad de Montevideo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This paper reviews the evolution of an inter-organizational partnership between Ball State University and local organizations to develop the Second Chance Game (SCG), an environmental education sustainability awareness game that has been tested with sixth grade students in Muncie, Indiana and that has become a part of the educational program of the Minnetrista Cultural Center and Oakhurst Gardens. The SCG game helps students discover how to live responsibly on the land, and to understand that every decision they make (to obtain and process food, mine or harvest resources, build shelters, produce and consume products) has an impact on local and regional systems and resource-flows. In this paper, partnerships are presented as a strategy to help organizations deal with similar challenges and also as a strategy to increase global awareness about environmental issues and to build environmental responsibility. The authors discuss partnerships using the SCG as a case study. First, the authors review the process of formation, evolution, and maintenance of the partnership to design the SCG game and other components. They then present the game and a stand-alone preparatory program for middle school teachers to help their students play the game, as specific products. The paper closes with a reflection about the potential of partnerships for sustainable development initiatives between universities and local stakeholders. [Copyright &y& Elsevier]

This paper examines the degree and nature of universities’ interaction with their communities from the perspectives of individual academics. It considers whether academic values and practice tend toward a ‘detached’ or ‘universalist’ perspective in which location is largely redundant and any perceived ‘community’ has a global character, or whether values and practice in fact indicate a significant perhaps substantial degree of community engagement at a local, regional or national level. We explore interaction with the community which takes a broadly ‘civic’ form, and that which is of more specifically economic relevance. This issue is of great importance at a time when higher education has become a more obvious object of political scrutiny, both in terms of its use of public funds and its more general social and economic purpose. Our findings are based on a postal questionnaire administered to a sample of academics, and a series of follow‐up interviews with a smaller sub‐sample of respondents. We conclude that academics exhibit a strong commitment to engagement and interaction with their communities both in principle and practice; that such interaction often takes place at a variety of geographical levels; and that it is often accomplished under less than propitious circumstances. [ABSTRACT FROM AUTHOR]

The paper explores town-gown relations in Europe across the centuries from the point of view of the university. It argues that the history of their relationship can be largely divided into two distinctive periods: one, in the period 1200–1800, when the University was in the town, but not of it; the other, post-1800, when the two were much more closely connected. It also briefly examines the influence of the American campus model on the European university system. [ABSTRACT FROM AUTHOR]

The community college is both important and controversial. It now enrolls 36 percent of all students in college. But there is much debate over whether it aids or hinders its students' socioeconomic attainment. This paper aims to measure the community college `s effects and to explain how those effects are produced. In the first section, I critically synthesize research comparing the effects of community colleges and the effects of other postsecondary institutions on educational attainment and economic success. I conclude that baccalaureate aspirants entering community colleges attain less educationally and economically than comparable students entering four-year colleges. But community-college entrants seeking only subbaccalaureate vocational training seem to get more education than if they had entered a four-year college. However, the research allows no conclusion on which type of institution best promotes the economic success of subbaccalaureate aspirants. In the second section of the paper, I develop a model of the factors that impede the educational attainment of community-college entrants who aspire to a baccalaureate. [ABSTRACT FROM AUTHOR]

Measures of political involvement, perceptions of political cleavages, and political beliefs are developed from interviews conducted in 1962 with formal leaders and voters in four middle-sized Wisconsin cities. Leaders and voters are divided into those with some college education and those with less than college. The relative effect of holding a leadership position versus having some college education upon political attitudes and behavior is the key problem of the paper. Both leadership and education are found to be independently related to all attitudes and behavior analyzed. Leadership is more important than education with regard to the "quantity" of political involvement; education is more important than leadership with regard to the "quality" or "direction" of political beliefs. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study on the effect of college proximity upon rates of college attendance among over 20,000 high school graduates of 1966 in the states of Illinois and North Carolina. Results of multivariate dummy-variable regression analyses question both the assumption that college proximity per se is an important factor in college-going, and the often stated belief that the establishment of public junior colleges will help to equalize educational opportunity by providing higher educational access to able children of low status families. In both Illinois and North Carolina, only persons of lower ability appeared to gain in attendance when living in a community with a public junior college. [ABSTRACT FROM AUTHOR]

Strong collaborative partnerships are critical to the ongoing success of any urban or metropolitan university in its efforts to build the science, technology, engineering, and mathematics (STEM) career pathways so critical to our nation. At the University of Nebraska at Omaha, we have established a faculty leadership structure of "community chairs" that work across colleges to support campus priorities. This paper describes UNO's STEM community chair model, including selected initiatives, impacts, and challenges to date. [ABSTRACT FROM AUTHOR]

For most colleges and universities, community-engaged scholarship (CES) is a value that supports the public mission of academic institutions. However, shifting CES from a core value to a guiding principle requires demonstrable support and structural modifications to academic practices and policies. Through this reflective paper, I will propose some considerations for how academic institutions may develop and support a culture of community-engaged scholarship to collaboratively contribute to meaningful and lasting improvements with communities. [ABSTRACT FROM AUTHOR]

The recent awarding of a Promise Neighborhood Planning Grant to Rutgers University-Newark demonstrates how the institution's leadership has promoted a vision and mission that fosters an institutional climate supportive of community engagement. This paper discusses how Gray's (1989) partnership development framework and Kania and Kramer's (2011) conditions of collective success have been integrated to document and assess this transformative initiative in the city of Newark New Jersey. [ABSTRACT FROM AUTHOR]

Extended-stay hotels are housing solutions for some older adults on the fringe of street homelessness. Research indicates that these environments can produce negative health outcomes for older adults. Strategies for managing negative environmental conditions must be identified to help older adults manage health outcomes. This paper describes a university-community partnership that empowered older adults to come together and focus on mental and physical health outcomes while precariously housed in extended-stay hotels. Contributions from various phases of the university-community partnership are described along with mutually beneficial outcomes. [ABSTRACT FROM AUTHOR]

Drawing upon data from twenty-five interviews, this paper examines how the Maryland State Department of Education's Cross-functional Team navigates its changing role from compliance monitor to breakthrough partner in terms of discourse, time, and flexibility, as it carries out the work of the Breakthrough Center. It also examines how the role of accountability has shaped the emerging partnership between the cross-functional team and the researchers at CAIRE (Center for Application and Innovation Research in Education). [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

new trends in education have caused a shift in the way all stakeholders involved in education understand the teaching-learning process. This has led ICT (Information and Communication Technologies) to be taken into account and used massively by teachers and students thereby improving their academic environments and the quality of education. Research projects now look at educational computing like a branch that can solve the little changing traditional education alternatives, thus giving the possibility to open universities to virtual learning environments and convert the information technologies in sharing and collaboration platforms that can amplify the possibilities of knowledge. The prototype shown in this paper is an effort by a group of researchers to facilitate the adaptation of ICT in the curriculum, and serves as a motivation for the entire university community in regard to the benefits we can draw from adopting such ICT approach. [ABSTRACT FROM AUTHOR]

An introduction to articles published within the issue is presented, including one by Marilyn Miller et al on leadership in continuing education, another by Pia Zeni Marks et al on the transfer-to-practice outcomes of an online continuing professional education course for pharmacists, and another by Stephanie Mason on community and university arts collaboration.

Using methods of discourse analysis, I analyzed examples of the word "community" from 25 of the most recent articles in the Michigan Journal of Community Service Learning. This analysis uncovered a variety of ways in which the university appears to be privileged over the community in the discourse of higher education community-based engagement. This paper discusses four themes emerging from the analysis that represent this privileging: community as a means by which the university enhances its academic work; community as a recipient of influence by the university; community as a place which the university makes better; and community as a factor in the financial interest of the university. By identifying these subtle yet troubling themes, I aim to inspire more community-focused research as well as to encourage scholars to reflect critically on how their discourses shape an evolving understanding of community-engaged practice. [ABSTRACT FROM AUTHOR]

This paper examines the development of Māori studies since it was first taught as an academic subject at Auckland University in 1952. While retaining a strong focus on language learning. Māori studies increasingly includes other culture-based subjects. It espouses theories and methodologies that empower Māori communities and critique Eurocentric scholarship, such as kaupapa Māori. Māori studies is described in mātauranga Māori (Māori knowledge), although iwi (tribal-based) wā (college of learning) argue they are the appropriate repositories. Wānanga, teaching specific iwi knowledge, complement the generalizing Māori studies, which challenges Western universities from within. New Zealand's universities are developing Treaty of Waitangi-based relationship with Māori communities, and with their own Māori staff and students. However, Māori intellectual practices within Western university disciplines remain contested. Here Māori studies can help support Māori scholarship in the wider institution. Māori studies looks outward to indigenous and Pacific studies, all concerned to rebalance the effects of colonization and explore interdisciplinary spaces. Māori and Pacific studies share a common ancestry and cultural world of language and metaphor. Although frequently separated institutionally, with some Māori studies programs focusing exclusively on Māori, others embrace Pacific studies as equal partners. Māori studies instructs nonindigenous or Pākehā students, but many contest their teaching on research function. Others argue for bicultural research models incorporating Pākehā or nonidigenous researchers and enabling mutually respectful and beneficial relationships in place of a Māori/Pākehā binary opposition, a position acknowledging researchers with shared cultural affiliations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The question of whether there are benefits to be obtained from having a diverse student body is a key issue in the debate over affirmative action. This paper estimates the effects of college racial diversity on post-college earnings, civic behavior, and satisfaction with the college attended. I use the Beginning Postsecondary Students survey, which allows me to control for exposure to racial diversity prior to college. Moreover, I use two techniques from to address the issue of selection on unobservables. The first is a sensitivity analysis showing how the coefficient on diversity changes when different values of the correlation are imposed in a system of equations that consists of a selection equation and an outcome equation. The second is estimation based upon an assumption that selection on unobservables equals selection on observables, which, along with the OLS results, gives estimates of bounds on the effect. Single-equation estimates suggest a possible positive effect of diversity on satisfaction with the racial climate at the college attended and a negative effect on community service, but I do not find an effect on other outcomes. Moreover, the estimates are very sensitive to the assumptions made about selection on unobservables. [Copyright &y& Elsevier]

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component into a doctoral program in Community Psychology, thereby offering graduate students the opportunity to engage in long-term community-based research. This reflection reveals the importance of assessing university readiness at the pre-partnership stage, and of ensuring that academics and their institutions are not only willing, but also able, to engage in effective community research partnerships. The authors propose a practical framework for considering university readiness in the form of a series of questions that allows faculty, programs, or institutions considering partnership with a community group to reflect upon their own collaboration readiness. [ABSTRACT FROM AUTHOR]

Abstract: In this paper, we examine the factors that influence the reputation or prestige of universities. We first develop a model of university behaviour which indicates how the decisions made by university officials would be chosen in order to maximize their respective reputations. In doing so, we assume that reputation is enhanced by the quality of students produced, the caliber of research and the service provided to the community in terms of the provision of publicly funded education services. We argue that the relative weights placed on these intermediate outputs may vary by university type as well as the means of producing them. Using the results of the reputational survey – a ranking of the institution in terms of reputation – conducted as part of the Canadian magazine Maclean’s overall ranking exercise, we then estimate an Error Correction—Ordered Probit Model of the rankings of Canadian universities to determine the factors that influence the change in reputation or “prestige” of the university as viewed by the external community. We find evidence that the change in reputation of a university is based on what might be considered the appropriate “signals” that one might use in estimating the respective quality of the institution given the respective differences in mission. [Copyright &y& Elsevier]

The Mervyn H. Sterne Library at the University of Alabama at Birmingham is located in an urban area and therefore receives traffic from the community, particularly area schools. We encourage visits from these schools in order to promote information literacy, higher education, and the University of Alabama at Birmingham, and we recognize the importance of the library in the development of responsible citizenship, education, and culture. Since we encourage students to develop research skills before they attend college, we collaborate with area secondary schools on projects, papers, and activities by providing research instruction and support both at the schools and in the library. This article explains the need for University collaboration, how Sterne Library integrates itself into the schools through classroom instruction and teacher workshops, and how we organize and conduct the instruction while promoting the Alabama Virtual Library, a group of online databases available to all students, teachers, and citizens of the State of Alabama. [ABSTRACT FROM AUTHOR]

This article provides an overview and analysis of the establishment and development of the B.Soc.Sc. (Youth and Community Work), a degree programme offered by the Department of Applied Social Studies, University College Cork (UCC), Republic of Ireland. The programme, which commenced in 1995, provides a JNC-recognised professional qualification to youth and community workers. The article provides an overview of the societal and political context within which the programme was established, explores the ethos and philosophy that inform the degree and discusses course content and delivery. Drawing on primary research conducted by the authors, it analyses the changing characteristics of the student body and discusses graduates' experiences of the programme and their destinations after they complete it. The paper also considers the prospects for the future of the degree in the context of a rapidly changing Irish society, ongoing developments within youth and community work, and the competing demands of professionalisation and a range of interests including the state. [ABSTRACT FROM AUTHOR]

This paper describes the process of developing and sustaining a human service agency sponsored by Widener University aimed at providing enriched internship opportunities for students in University-based professional programs while at the same time addressing the pressing needs of under-resourced communities. Student learning outcomes, challenges and lessons learned are discussed. The findings may be useful in establishing professional internship programs that fully engage students in addressing the needs of local distressed communities. [ABSTRACT FROM AUTHOR]

We ground Cultural-Historical Activity Theory (CHAT) in studies of workplace practices from a mathematical point of view. We draw on multiple case study visits by college students and teacher-researchers to workplaces. By asking questions that ‘open boxes’, we ‘outsiders and boundary-crossers’ sought to expose contradictions between College and work, induce breakdowns and identify salient mathematics. Typically, we find that mathematical processes have been historically crystallised in ‘black boxes’ shaped by workplace cultures: its instruments, rules and divisions of labour tending to disguise or hide mathematics. These black boxes are of two kinds, signalling two key processes by which mathematics is put to work. The first involves automation, when the work of mathematics is crystallised in instruments, tools and routines: this process tends to distribute and hide mathematical work, but also evolves a distinct workplace ‘genre’ of mathematical practice. The second process involves sub-units of the community being protected from mathematics by a division of labour supported by communal rules, norms and expectations. These are often regulated by boundary objects that are the object of activity on one side of the boundary but serve as instruments of activity on the other side. We explain contradictions between workplace and College practices in analyses of the contrasting functions of the activity systems that structure them and that consequently provide for different genres and distributions of mathematics, and finally draw inferences for better alignment of College programmes with the needs of students. [ABSTRACT FROM AUTHOR]

This paper introduces a conceptual model for supporting the continued development of service-learning as a pedagogy of engagement. A logic diagram is used to facilitate understanding of service-learning. The model illustrates the (a) complex elements involved in creating or sustaining a strong program, (b) potential tensions within the field, and (c) evaluation requirements at the level of a program or campus. The logic model also identifies tensions and issues that merit ongoing discussion amongst those committed to the continued development of service-learning in higher education. [ABSTRACT FROM AUTHOR]