Community–University Partnerships: A Case Study

2017 ◽  
pp. 200-221 ◽  
Author(s):  
Sherry Ann Chapman
Keyword(s):  
University Partnerships

scholarly journals Engaging evaluation research: Reflecting on the process of sexual assault/domestic violence protocol evaluation research

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Mavis Morton ◽  
Anne Bergen ◽  
Melissa Horan ◽  
Sara Crann ◽  
Danielle Bader ◽  
...  
Keyword(s):  
Domestic Violence ◽  
Sexual Assault ◽  
Research Evaluation ◽  
Evaluation Research ◽  
Practice Research ◽  
University Partnerships ◽  
Community Engaged Research ◽  
Scholarship Of Engagement ◽  
First Time

In keeping within the theme of CU Expo 2013, ‘Engaging Shared Worlds’, this case study examines and reflects on a complex community-university partnership which developed to conceptualise, design, conduct and communicate evaluation research on one community’s sexual assault and domestic violence protocol. As community-university partners coming together for the first time, we reflect on the purpose of our engagement, the characteristics and principles which define our partnership and our potential to teach graduate students how to undertake community-engaged scholarship.Keywords: Community-engaged research, evaluation research, complex community-university partnerships, scholarship of engagement, practice research

Establishing and sustaining community–university partnerships: A case study of quality of life research

2005 ◽  
Vol 15 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Allison Williams ◽  
Ronald Labonte ◽  
James E. Randall ◽  
Nazeem Muhajarine
Keyword(s):  
Quality Of Life ◽  
University Partnerships ◽  
Quality Of Life Research

scholarly journals Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

2020 ◽  
Vol 12 (7) ◽  
pp. 2925 ◽  
Author(s):  
Benjamin Nölting ◽  
Heike Molitor ◽  
Julian Reimann ◽  
Jan-Hendrik Skroblin ◽  
Nadine Dembski
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Full Potential ◽  
University Partnerships ◽  
Working Definition ◽  
Research And Teaching ◽  
Societal Needs ◽  
Definition Of

Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

scholarly journals Decolonizing Research and Urban Youth Work Through Community-University Partnerships

2018 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Illana C. Livstrom ◽  
Amy Smith ◽  
Mary Rogers ◽  
Karl Hackansan
Keyword(s):  
Urban Youth ◽  
Academic Research ◽  
Youth Voice ◽  
Community Members ◽  
Community Based ◽  
University Partnerships ◽  
Decolonizing Methodologies ◽  
Ongoing Work ◽  
Cognitive Justice

“Grounding Roots” is a community-based collaborative educational program that aims to build food, environmental, and cognitive justice through sustainable urban agriculture and horticulture via intergenerational communities of practice. Drawing upon Linda Tuhiwai Smith’s framework of decolonizing methodologies, this qualitative case study examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strategies grounded in theory on decolonizing practices. Identified decolonizing practices included implementing a program of worth to the community and youth; building from community-led agendas; and prioritizing community healing and transformation over academic research agendas. Identified colonizing practices included inequitable power hierarchies in the leadership team and in garden groups, deficit-oriented talk about minoritized youth, and the devalorization of youth voice. Implications from this work call for researchers to do their own research about the white supremacist roots embedded in their practices, and to embrace decolonizing and humanizing practices to guide their work. This ongoing work highlights the need for researchers doing community-based work to engage in community-driven agendas that prioritize processes over products; to facilitate distributed leadership in collaboration with community members; and to produce worthwhile work and products with the community.

scholarly journals A Longitudinal Case Study of a School- University Partnership for Training Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 42-56
Author(s):  
Susan M. Tracz ◽  
Paul Beare ◽  
Colleen Torgerson
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teachers ◽  
Student Teacher ◽  
Emotional Support ◽  
Longitudinal Case Study ◽  
University Partnerships ◽  
University Partnership

Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.

Implementation Science

2017 ◽  
Vol 25 (1) ◽  
pp. 58-73 ◽  
Author(s):  
Lee E. Nordstrum ◽  
Paul G. LeMahieu ◽  
Elaine Berrena
Keyword(s):  
Quality Improvement ◽  
Implementation Science ◽  
Design Methodology ◽  
University Partnerships ◽  
Content Type ◽  
The Core ◽  
Potential Value ◽  
Science Approach ◽  
Theoretical Foundations

Purpose This paper is one of seven in this volume elaborating upon different approaches to quality improvement in education. This paper aims to delineate a methodology called Implementation Science, focusing on methods to enhance the reach, adoption, use and maintenance of innovations and discoveries in diverse education contexts. Design/methodology/approach The paper presents the origins, theoretical foundations, core principles and a case study showing an application of Implementation Science in education, namely, in promoting school–community–university partnerships to enhance resilience (PROSPER). Findings Implementation Science is concerned with understanding and finding solutions to the causes of variation in a program’s outcomes relating to its implementation. The core phases are: initial considerations about the host context; creating an implementation structure; sustaining the structure during implementation; and improving future applications. Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. The paper also derives value, as it permits a comparison of the Implementation Science approach with other quality improvement approaches treated in this volume.

Corporate-University Partnerships

2012 ◽  
pp. 270-284 ◽  
Author(s):  
Brandon W. Kliewer ◽  
Lorilee R. Sandmann ◽  
B. PanduRanga Narasimharao
Keyword(s):  
United States ◽  
Community Engagement ◽  
Public Good ◽  
The United States ◽  
Corporate University ◽  
University Partnerships ◽  
University Outreach ◽  
Indian Context ◽  
The Us

Corporate-university partnerships have the potential to create a myriad of mutually beneficial and reciprocal outcomes that support a larger public good. Within the various expressions of engagement, this chapter situates the outreach and engagement model historically and politically in the United States (US). A case study of a successful corporate-university partnership in the US is provided and is analyzed using the tenets of community engagement. The discussion of the case features three lessons that have the potential to inform corporate-university partnerships in contexts outside the US. Finally, approaches for implementing university outreach and engagement in the Indian context are proposed.

The role and capabilities of urban-based cooperatives as intermediary organizations: A multi-case study on university partnerships

2019 ◽  
Vol 18 (2) ◽  
pp. 175-195
Author(s):  
Kevin Christopher L. Go
Keyword(s):  
Innovation Policy ◽  
The Philippines ◽  
Structured Interviews ◽  
University Partnerships ◽  
Intermediary Organization ◽  
Innovation Intermediaries ◽  
Inclusive Innovation ◽  
Intermediary Organizations ◽  
Inclusive Approach

A broader understanding of innovation intermediaries is necessary to promote a more inclusive approach in innovation policy, especially in developing countries. This research examines the performance and capabilities of three urbanbased cooperatives as intermediary organizations for a university and a fourth helix actor (communities) in the Philippines. Semi-structured interviews with staff from the cooperatives and a university’s community-engagement office show cooperatives performing intermediary roles consistent with traditional intermediaries studied by other scholars. These cooperatives are also found to be capable of learning and developing key capabilities to enhance their organization’s resources and networks. This study finds that urban-based cooperatives are a viable intermediary organization that may help enhance an inclusive innovation network or system. The findings presented have implications for the organizations involved in the study, and organizations that plan on developing collaborations similar to that in this study may adopt these implications. Furthermore, the research also provides implications for governments that seek to widen their scope of intermediaries while promoting inclusive innovation.

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships

2020 ◽  
pp. 105268462098036
Author(s):  
Sheri S. Williams ◽  
Russ Romans ◽  
Frank Perrone ◽  
Allison M. Borden ◽  
Arlie Woodrum
Keyword(s):  
Principal Preparation ◽  
Lessons Learned ◽  
Future Research ◽  
Preparation Program ◽  
Preparation Programs ◽  
University Partnerships ◽  
Principal Preparation Programs ◽  
Principal Preparation Program ◽  
Quality School

The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.

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