Navigating community-engaged scholarship within neoliberal academic institutions

Policies And Procedures ◽

Entry Points ◽

Personal Experiences ◽

The overall purpose of this research was to identify systemic conditions within academia that are preventing researchers from engaging in CES, and ultimately, influence change in university policies and procedures pertaining to community-based research. Using interpretive phenomenological inquiry, four community-engaged social work scholars were interviewed about their experience with participating in community-engaged research. The interviews explored the experiences of community-engaged scholarships within the current academic context, and how their work is valued, recognized and rewarded by their academic institution. It was found that the participants had a common understanding that community-engaged scholarship and its research outcomes remain largely undervalued by the majority of academia. The participants provided many of their own personal experiences while also pointing out restrictive policies and practices at their university. The implications of these trends are discussed and entry points for change in the academy are highlighted.

Conversation with Maria Power, University of Liverpool

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.231 ◽

2017 ◽

Vol 3 (1) ◽

pp. 137-141

Author(s):

Christopher Hrynkow ◽

Maria Power

Keyword(s):

Community Engagement ◽

Peace Building ◽

Engaged Scholarship ◽

Community Based ◽

Irish Studies ◽

Relationship Of ◽

The Relationship

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this issue Christopher Hrynkow talks to Maria C. Power about her community-based research and her vision for engaged scholarship as undertaken by religious historians. Dr. Maria Power, PhD (History, Royal Holloway), is a lecturer in Religion and Peace Building at the Institute of Irish Studies, University of Liverpool. Her research focuses on the relationship of faith to politics, especially in areas of conflict, and the role that religious organisations play in peacebuilding

A robust University-NGO partnership: Analysing school efficiencies in Bolivia with community-based management techniques

Gateways International Journal of Community Research and Engagement ◽

10.5130/ijcre.v6i1.3201 ◽

2013 ◽

Vol 6 ◽

Cited By ~ 1

Author(s):

Joao Neiva de Figueiredo ◽

Ann Marie Jursca Keffer ◽

Miguel Angel Marca Barrientos ◽

Silvana Gonzalez

Keyword(s):

Low Income ◽

Management Research ◽

Engaged Scholarship ◽

Community Based ◽

Research Project ◽

Knowledge Community ◽

International Partnership ◽

For Profit ◽

Community-based management research is a collaborative effort between management, academics and communities in need with the specific goal of achieving social change to foster social justice. Because it is designed to promote and validate joint methods of discovery and community-based sources of knowledge, community-based management research has several unique characteristics, which may affect its execution. This article describes the process of a community-based management research project which is descriptive in nature and uses quantitative techniques to examine school efficiencies in low-income communities in a developing country – Bolivia. The article describes the partnership between a US-based university and a Bolivian not-for-profit organisation, the research context and the history of the research project, including its various phases. It focuses on the (yet unpublished) process of the community-based research as opposed to its content (which has been published elsewhere). The article also makes the case that the robust partnership between the US-based university and the Bolivian NGO has been a determining factor in achieving positive results. Strengths and limitations are examined in the hope that the experience may be helpful to others conducting descriptive quantitative management research using community-engaged frameworks in cross-cultural settings. Keywords: international partnership, community-engaged scholarship, education efficiency, multicultural low-income education.

Preparing Students for Community-Engaged Scholarship in Higher Education - Advances in Higher Education and Professional Development ◽

Designing a Course for the Development of Community-Engaged Researchers in a College of Education

10.4018/978-1-7998-2208-0.ch005 ◽

2020 ◽

pp. 84-104

Author(s):

Aaron S. Zimmerman ◽

Shirley M. Matteson

Keyword(s):

Graduate Students ◽

Organizational Context ◽

College Of Education ◽

Faculty Members ◽

Engaged Scholarship ◽

Community Based ◽

Community-engaged scholarship is a democratic approach to scholarship that seeks to identify and solve community-based problems. In this chapter, the authors, both faculty members within a college of education, describe the challenge of creating opportunities to prepare graduate students to become community-engaged researchers. In this chapter, the authors will explore the challenges related to designing coursework that successfully supports the development of the knowledge, skills, and dispositions required for successful community-engaged research. The authors present narratives that describe their transition into their college and describe how this organizational context influenced the manner in which they went about designing a course on community-engaged research. The authors then outline, in detail, a number of assignments developed for this research course. These assignments are presented as a resource for faculty who are developing courses that aim to prepare graduate students for community-engaged scholarship.

Partnerships, Processes, and Outcomes: A Health Equity–Focused Scoping Meta-Review of Community-Engaged Scholarship

Annual Review of Public Health ◽

10.1146/annurev-publhealth-040119-094220 ◽

2020 ◽

Vol 41 (1) ◽

pp. 177-199 ◽

Cited By ~ 11

Author(s):

Kasim Ortiz ◽

Jacob Nash ◽

Logan Shea ◽

John Oetzel ◽

Justin Garoutte ◽

...

Keyword(s):

Scoping Review ◽

Community Based Participatory Research ◽

Future Research ◽

Engaged Scholarship ◽

Community Based ◽

Scoping Reviews ◽

Research Designs ◽

Meta Review ◽

In recent decades, there has been remarkable growth in scholarship examining the usefulness of community-engaged research (CEnR) and community-based participatory research (CBPR) for eliminating health inequities.This article seeks to synthesize the extant literature of systematic reviews, scoping reviews, and other related reviews regarding the context, processes, and research designs and interventions underlying CEnR that optimize its effectiveness. Through a scoping review, we have utilized an empirically derived framework of CBPR to map this literature and identify key findings and priorities for future research. Our study found 100 reviews of CEnR that largely support the CBPR conceptual framework.

Updated Understanding of the Experiences and Perceptions of Alcohol Use in Later Life

Canadian Journal on Aging / La Revue canadienne du vieillissement ◽

10.1017/s0714980820000306 ◽

2020 ◽

pp. 1-12

Author(s):

Sarah L. Canham ◽

Joe Humphries ◽

Anthony L. Kupferschmidt ◽

Emily Lonsdale

Keyword(s):

Older Adults ◽

Alcohol Use ◽

Service Providers ◽

Later Life ◽

Research Approach ◽

Community Based ◽

Personal Experiences ◽

Physical Effects ◽

The Cost

ABSTRACT The purpose of this study was to update our understandings of older adults’ experiences and perceptions of alcohol use. Taking a community-based research approach, three Knowledge Café workshops hosted 66 older adults and service providers in Vancouver, BC. Thematic analysis identified three overarching categories: (a) reasons older adults use alcohol, including out of habit, social expectations, or to self-medicate; (b) personal experiences of alcohol use, including reduced consumption over time as a result of the cost of alcohol, the physical effects, and increased knowledge about the effects of alcohol; and (c) older adults’ perceptions of alcohol use outcomes, including positive outcomes from drinking in moderation and negative outcomes that can worsen one’s health, lead to tolerance, and harm others. Developing and promoting healthy drinking behaviours in later life is needed as the general population continues to age.

Learning spaces in community-based dental education

10.33178/lc.2019.17 ◽

2019 ◽

Author(s):

Siobhán Lucey ◽

◽

Frank Burke ◽

Briony Supple ◽

Jennie Foley ◽

...

Keyword(s):

Teaching And Learning ◽

Dental Education ◽

National Policy ◽

Engaged Scholarship ◽

Learning Spaces ◽

Community Based ◽

Department Of Health ◽

Primary Healthcare Centre ◽

University College ◽

In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.

A Change of Leadership for the Engaged Scholar Journal

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v6i2.70766 ◽

2021 ◽

Vol 6 (2) ◽

pp. 137-147

Author(s):

Penelope C Sanz ◽

Lori Bradford ◽

Natalia Khanenko-Friesen

Keyword(s):

Community Engagement ◽

Engaged Scholarship ◽

Community Based ◽

University Of Alberta ◽

Future Goals ◽

Current State ◽

The University

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general. In this issue, we discuss the recent changeover of leadership at The Engaged Scholar Journal with Dr. Natalia Khanenko-Friesen, who has recently left the University of Saskatchewan to assume new posts at the University of Alberta, and Dr. Lori Bradford. Managing Editor Dr. Penelope (Penny) Sanz takes both through a conversation about the inception, current state, and future goals of the journal, and their reflections on engaged scholarship as a career.

Learning the Development of Community-Engaged Scholars Through Course-Based Learning: A Student Perspective

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v1i1.25 ◽

2015 ◽

Vol 1 (1) ◽

Author(s):

Thomas Armitage ◽

Leah Levac

Keyword(s):

Social Science Research ◽

Science Research ◽

Student Perspective ◽

Engaged Scholarship ◽

Graduate Course ◽

Comprehensive University ◽

Challenges And Opportunities ◽

The University

Â Â This manuscript chronicles the development of three graduate students as community engaged scholars, from the perspective of one of the students. With the support of the course instructor, a student (Thomas) and the instructor (Leah) discuss studentsâ€™ development during their enrollment in a graduate course in community-engaged scholarship (CES) at the University of Guelph, a large comprehensive university in southwestern Ontario. Drawing from studentsâ€™ reflection papers and progress reports, this article highlights studentsâ€™ thoughts on communitiesâ€™ perceptions of scholars; differences and similarities between community-engaged scholarship and more traditional forms of social science research; and challenges and opportunities of collaboration. Data highlighting studentsâ€™ experiences with power relations, understandings of the need for adaptability within their respective partnerships, and acknowledgement of differences between community and academic roles in community-engaged research projects are also presented. Finally, the effects of large groups and imbalanced stakes on projects, and the influence of class-oriented timelines are discussed. The manuscript is written by, and from the perspective of Thomas Armitage, one of the students in the graduate course, in collaboration Leah Levac, the course instructor.Â

Exchanges

Engaged Scholar Journal Community-Engaged Research Teaching and Learning ◽

10.15402/esj.v5i3.70366 ◽

2020 ◽

Vol 5 (3) ◽

pp. 63-70

Author(s):

Jayne Malefant ◽

Penelope C Sanz

Keyword(s):

Homeless Youth ◽

Institutional Support ◽

Interdisciplinary Studies ◽

Engaged Scholarship ◽

Community Based ◽

Pierre Elliott Trudeau ◽

Integrated Studies ◽

Mcgill University ◽

The University

In the Exchanges, we present conversations with scholars and practitioners of community engagement, responses to previously published material, and other reflections on various aspects of community-engaged scholarship meant to provoke further dialogue and discussion. In this section, we invite our readers to offer their thoughts and ideas on the meanings and understandings of engaged scholarship, as practiced in local or faraway communities, diverse cultural settings, and in various disciplinary contexts. We especially welcome community-based scholars’ views and opinions on their collaborations with university-based partners in particular and engaged scholarship in general. In this issue, we profile the perspectives of young scholars. Here we feature a conversation between Penelope Sanz, who recently obtained her Ph.D. in Interdisciplinary Studies from the University of Saskatchewan and who serves as the Journal’s pioneering managing assistant, and Jayne Malenfant, a 2018 Pierre Elliott Trudeau Scholar, Vanier Scholar, and Ph.D. Candidate at McGill University in the Department of Integrated Studies in Education. A young engaged scholar working with the homeless in Montreal, Jayne talks about her on-going study on how homelessness impacts young people’s education. She looks at the challenges of accessing educational institutional support, an issue, she says, close to her heart as she was once a homeless youth herself. She reflects on the need for academia to open more spaces for young researchers undertaking engaged scholarship to involve the homeless youths themselves in the search for solutions.