scholarly journals Funding Social Innovation in Canada: A Conversation with Stephen Huddart and Chad Lubelsky of the McConnell Foundation

2019 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
David Peacock ◽  
Stephen Huddart ◽  
Chad Lubelsky
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Postsecondary Education ◽  
Social Innovation ◽  
Social Infrastructure ◽  
Community Service Learning ◽  
Campus Engagement ◽  
Innovation Activities ◽  
Canadian Higher Education ◽  
Higher Education And Society

Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.  

scholarly journals Institutional Logics and Community Service-Learning in Higher Education

2017 ◽  
Vol 47 (1) ◽  
pp. 137-152
Author(s):  
Alison Taylor ◽  
Renate Kahlke
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
New Institutionalism ◽  
Institutional Logics ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Effect Change ◽  
Canadian Universities ◽  
Canadian Higher Education

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.  

scholarly journals Foundation for transdisciplinary education at Cape Peninsula University of Technology

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Masilonyane Mokhele ◽  
Nicholas Pinfold
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service Learning ◽  
Community Members ◽  
Disciplinary Boundaries ◽  
University Of Technology ◽  
Cape Peninsula ◽  
State Of Affairs ◽  
Societal Problems ◽  
South African Higher Education

South Africa faces a multitude of social, economic and environmental challenges, which require well-considered planning efforts. However, the efficacy of the built environment professions to adequately plan for the current and future populations can to some extent be questioned. Factors that are arguably responsible for the failure of the professions to achieve the desired outcomes include the following: (1) the inability of professionals to comprehensively analyse community problems and (2) although the various professions might work on the same issues, they largely fail to transcend disciplinary boundaries. This state of affairs can in part be linked to the role of higher education, which is in a good position to equip future professionals with the skills required for the analysis of diverse societal problems. In spite of the importance of education and training, there is a paucity of literature that explore ways in which the South African higher education sector instils transdisciplinary thinking and, accordingly, imparts the requisite soft skills to students. Using the case study of Cape Peninsula University of Technology in Cape Town, the aim of this article was to present efforts that are pursued towards instilling transdisciplinarity in students. The efforts revolve around community service-learning pedagogy, which grants students a platform to work in close collaboration with communities. In the process, students and community members develop an in-depth understanding of the community’s problems and how they could be collectively resolved.

Community Service Learning Increases Communication Skills Across the Business Curriculum

1998 ◽  
Vol 61 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Mary L. Tucker ◽  
Anne M. McCarthy ◽  
John A. Hoxmeier ◽  
Margarita M. Lenk
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Elementary Students ◽  
Community Service ◽  
Communication Skills ◽  
Business Students ◽  
Community Service Learning ◽  
Accounting Systems ◽  
Service Learning Projects ◽  
Learning Projects

Community service learning offers a unique and rewarding way for business students to reinforce communication capabilities while developing lifelong career and social skills. This article defines community service learning, dis cusses its importance to business as well as higher education, and describes three community service learning projects. Students in these projects taught elementary students, designed a computer system for a community nonprofit, and developed accounting systems for university divisions. In doing so, they enhanced their understanding of classroom theories and communication skills through service-learning.

Applied Anthropology and Community Service-Learning

2010 ◽  
Vol 32 (2) ◽  
pp. 21-25
Author(s):  
T. Barone ◽  
Beth Ritter
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Community Service ◽  
Applied Anthropology ◽  
Community Service Learning ◽  
Pedagogical Approach ◽  
Community Partners

Community Service-Learning (CSL) in higher education is a pedagogical approach embraced by many disciplines as a form of experiential learning that is rewarding for students, faculty and community partners. Although applied anthropology and CSL seem natural partners, applied anthropologists have published very little on CSL experiences. In this presentation of our experience, we argue that applied anthropologists should consider participating and publishing on CSL. We believe with a little preparation applied anthropologists are ready to jump into CSL, and that this will benefit their communities, their students, their careers and the discipline.

Strengthening social innovation in higher education institutes – an organizational change process involving staff and students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Judith Prantl ◽  
Susanne Freund ◽  
Elisabeth Kals
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Process ◽  
Social Innovation ◽  
Academic Staff ◽  
Administrative Staff ◽  
Third Mission ◽  
Cultural Changes ◽  
Content Type ◽  
Innovation Activities

Purpose In recent decades, higher education institutes (HEIs) have come under pressure to cooperate with society as a whole. This shift towards an increased focus on third mission and social innovation activities implies a substantial organizational change process for many HEIs, as they need to initiate both structural and cultural changes. This paper provides guidance for such change processes by examining the views and attitudes of academic and administrative staff, as well as students within the HEIs over a period in which the HEIs increase their focus on social innovation. Design/methodology/approach The study uses a longitudinal quantitative approach consisting of a survey of administrative and academic staff, as well as students at two German HEIs. The authors studied members’ attitudes towards third mission and social innovation activities (N = 3470). Findings Results suggest that the university members’ attitudes towards third mission and social innovation are positive but change to some extent over time. Different aspects shape the attitudes within the three groups (administrative staff, academic staff and students). Furthermore, attitudes vary among academic employees who are involved in the process and those who are not. Practical implications The findings provide useful information for university managers and anyone aiming to promote social innovation at HEIs. Originality/value The study examines how attitudes of university members change whenever social innovation takes place at HEIs. This study includes data on the participation and empowerment of all HEI members in view of the important role that HEIs can play as supporters of social innovation.

scholarly journals “I had a big revelation”: Student Experiences in Community- First Community-Campus Engagement

2019 ◽  
Vol 4 (2) ◽  
pp. 21-41
Author(s):  
Anna Przednowek ◽  
Magdalene Goemans ◽  
Amanda Wilson
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Community Service ◽  
Student Experiences ◽  
Promising Practices ◽  
Community Service Learning ◽  
Community Partners ◽  
Campus Engagement ◽  
General Evaluation ◽  
Research Assistants

While there is a wealth of literature on community-campus engagement (CCE) that incorporates student perspectives from course-based community service learning settings, the stories of students involved in longer-term CCE projects remain underexplored. This paper addresses this gap by examining the experiences of students working as research assistants (RAs) within a multi-year Canadian CCE project, “Community First: Impacts of Community Engagement” (CFICE). Drawing on interviews with RAs, student insights from a general evaluation of the CFICE project, and the authors’ own reflections, we consider the ways in which meaningful, long-standing engagements with community partners as part of community-first CCE projects provide students with both enhanced opportunities and challenges as they navigate the complexities of intersecting academic and community worlds. Further, this paper identifies promising practices to improve student experiences and the overall impact of longer-term community-campus partnerships and program management structures.

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