Community engagement dr dolina - day 1 - session2

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Community engagement dr dolina - day 1 - session2

  1. 1. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  2. 2. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  3. 3. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  4. 4. ‘…need to harness university education and research to specific economic and social objectives’(OECD, 2000) ‘There is little hope for education reform unless a strong synergy emerges between education providers and local communities’ (UNDP, 2002). Higher education can encourage an active citizenry through effective implementation of the third pillar: community engagement© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  5. 5. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  6. 6. HEIs responsible for quality assurance themselves Formative rather than summative judgments Two purposes: public accountability; developmental All three QA agencies have community engagement as a topic/criterion/theme© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  7. 7. External quality assurance frameworks Institutional review/audit findings© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  8. 8. Industry and Community Engagement ‘all types of communities external to HEI and with which it has, or ought to have, a relationship’ Industry and community engagement planning and management Relations with industry and employers Relationships with professions Relationships with other education providers Relationships with alumni Relations with the community at large© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  9. 9. CRITERION 18 Quality-related arrangements for community engagement are formalised and integrated with those for teaching and learning, where appropriate, and are adequately resourced and monitored. In order to meet this criterion, the following are examples of what would be expected: (I) (ii) (iii) (iv) Policies and Integration of Adequate Regular review of procedures for the policies and resources the effectiveness quality procedures for allocated to of quality-related management of community facilitate quality arrangements for community engagement with delivery in community engagement. those for teaching community engagement. and learning and engagement. research, where appropriate. www.che.ac.za/documents/d000061/© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  10. 10. (Indicator 25) The institution has a statement or ‘The policies on community engagement, institution has outreach and/or service. defined the way in which Community service and engagement is it will serve taken into account in academic and engage promotion criteria and reflected in other institutional policies. with local national and The institution has identified staff with regional specific responsibilities for interaction with relevant external groups and communities.’ communities. The institution records examples of community engagement, outreach or service.© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  11. 11. 31 Institutions audited and reports were published. 25 audited between 2008-2011. 24% - commendations – efforts to engage 60% - community at recommendations Ad hoc activities large - planning and undertaken (as management found in reports of other agencies)© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  12. 12. 34 audits: one 23 public HEIs with 22 10 private international reports published HEIs audit 41% - recommendations - need to develop a conceptual framework 32% - commendations – mainly for institutionalized community engagement activities http://www.che.ac.za/instaudited/reports© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  13. 13. 14 institutions reviewed and reports published 14 institutions (ALL) received 4 Commendations recommendations with respect to between 2 community engagement (17 in total) institutions Typical recommendation HERU recommends that XXX develop a conceptual framework, policies and implementation mechanisms that enables the coordination, management and monitoring of its community engagement activities. http//www.qaa.edu.bh© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  14. 14. Verify the progress institutions have made in meeting the recommendations given in the original review report 11 of 12 follow-ups reviews undertaken with 10 reports published* 50% of institutions had made adequate progress on community engagement Follow-up Preparation review for review Improvement Site visit Plan Report published© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  15. 15. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  16. 16. Amorphous term - means different things to different people/institutions Does not help to break term into its constituent parts - each word is open to multiple meanings and is context dependent© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  17. 17. needs to be treated as a formal and unique concept when referred to as one of core functions of a university© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  18. 18. contextualize for them (Longxa 2010, Singh 2007, Lange, 2008)© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  19. 19. service- learning community– civic based engagement researchⁱ Broad interrelated set of practices and philosophies – that includes but is not limited to: participatory experiential action education research public scholarship© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  20. 20. Important to integrate into other core functions Teaching and Learning Community Research Engagement© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  21. 21. Integrate into mission and vision, strategic objectives, operational plan • Mission • Strategic objectives • Goals • Operational plan • Implementation • Monitoring • Review Integrate into teaching and learning, research and administrative structures Identify champions to ensure support across institution Provide professional development opportunities Integrate into faculty promotion Provide student orientation© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  22. 22. Formalized egalitarian partnerships with identified communities Joint planning Clear definitions of roles and responsibilities Regular reporting and evaluation Mutually beneficial© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  23. 23. Students • Enriched learning experience • Opportunities for interdisciplinary learning • Problem solving • Critical thinking • Expanded understanding of societal challenges and rewards of working in a community • Understand link between learning, scholarship ,and educated active citizenry Faculty • Application of knowledge to community problems creates greater understanding of societal challenges • Lead to production of new knowledge, innovation • Opportunity to see your discipline in new way • See public relevance of their discipline • Involvement in inter-disciplinary projects Community • Two-way flow of knowledge and expertise facilitates problem solving • Provision of knowledge and resources to address local needs Institutions • Enhanced reputation within community, and higher education sector© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
  24. 24. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

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