1. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

2. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

3. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

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. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

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. 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. 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. 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. (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. 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. 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. 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. 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. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET

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. 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. 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. 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. Important to integrate into other core functions
Teaching and
Learning
Community
Research
Engagement
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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. 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. 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. © The views expressed in this presentation are those of the speaker’s, and not the NAQQAET