Using Higher Education-Community Partnerships to Promote Urban Sustainability

2010 ◽  
Vol 53 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Carina Molnar ◽  
Thor Ritz ◽  
Benjamin Heller ◽  
William Solecki
Keyword(s):  
Higher Education ◽  
Urban Sustainability ◽  
Community Partnerships ◽  
Education Community

EXAMINING HIGHER EDUCATION-COMMUNITY PARTNERSHIPS THROUGH HUMAN RESOURCE DEVELOPMENT: IMPLICATIONS FOR INNOVATION AND TECHNOLOGY MANAGEMENT

2013 ◽  
Vol 10 (04) ◽  
pp. 1350008
Author(s):  
MESUT AKDERE ◽  
TOBY EGAN
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Large Scale ◽  
Resource Development ◽  
Community Partnerships ◽  
Education Community ◽  
Innovation And Technology ◽  
Large Scale Change ◽  
Collaborative Efforts

Higher education and community partnerships have transitioned from casual relationships to more of a mandate with the advancements in technology and globalization. The result of this large-scale change has led to an increase in these efforts, but the relationships are still emerging. Using survey research and the human resource development (HRD) perspective, we explore higher education and community partnerships, assesses their challenges, and discusses potential contributions of such partnerships in community development. This article contributes to our understanding of how these partnerships interact and what strategies the field of HRD may offer to advance such collaborative efforts.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

2021 ◽  
pp. 147490412199626
Author(s):  
Nina Haltia ◽  
Ulpukka Isopahkala-Bouret ◽  
Annukka Jauhiainen
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Education Students ◽  
Educational Backgrounds ◽  
Mature Students ◽  
Academic Track ◽  
Education Community ◽  
Institutional Structures ◽  
Upper Secondary ◽  
Institutional Habitus

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

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