scholarly journals University-Community Engagement: A grid-group analysis

2008 ◽  
Vol 1 ◽  
pp. 107-127 ◽  
Author(s):  
David Low
Keyword(s):  
Community Engagement ◽  
Group Analysis ◽  
Point Of View ◽  
Optimal Method ◽  
Mary Douglas ◽  
Wide Range ◽  
External Sources ◽  
The University ◽  
Shared Understandings ◽  
University Community

University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of enquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, enquiry functions to process disagreements into diverse methods of communication. Most of the disagreements utilised by universities are derived from external sources, thus university-based enquiry must necessarily involve a dialogue with a broader community or environment. In this sense, university-community engagement can be viewed most generally as a method that processes disagreements into shared understandings through enquiry. To demonstrate how university-community engagement functions from an enquiry point of view, I use Mary Douglas’ grid-group diagramming method to develop a critical typology for classifying university-community engagement. My modified grid-group diagram provides a structured typological space within which four distinct methods of university-community engagement can be identified and discussed – both in relation to their internal communicational characteristics, and in relation to each other. The university-engagement grid-group diagram is constructed by locating each of Douglas’ four quadrants within Charles Peirce’s four methods of enquiry. Peirce’s work is introduced because each of his four methods of enquiry deals specifically with how disagreements are processed and resolved. When Peirce’s methods for fixing belief are located in Douglas’ grid-group diagram, they create a sense-making framework for university-community engagement. It is argued that the model offers a heuristic structure through which to view the diversity of university-community engagement and create shared understandings of the appropriateness of a wide range of possible engagement methods.

Movement Quality: A Novel Biomarker Based on Principles of Neuroscience

2020 ◽  
Vol 34 (12) ◽  
pp. 1067-1077
Author(s):  
Stanislaw Solnik ◽  
Mariusz P. Furmanek ◽  
Daniele Piscitelli
Keyword(s):  
Neurological Disorders ◽  
Motor Behavior ◽  
Group Analysis ◽  
Point Of View ◽  
Uncontrolled Manifold ◽  
Published Data ◽  
Single Individual ◽  
Motor Tasks ◽  
Movement Quality ◽  
Wide Range

A major problem in neurorehabilitation is the lack of objective outcomes to measure movement quality. Movement quality features, such as coordination and stability, are essential for everyday motor actions. These features allow reacting to continuously changing environment or to resist external perturbations. Neurological disorders affect movement quality, leading to functionally impaired movements. Recent findings suggest that the central nervous system organizes motor elements (eg, muscles, joints, fingers) into task-specific ensembles to stabilize motor tasks performance. A method to quantify this feature has been previously developed based on the uncontrolled manifold (UCM) hypothesis. UCM quantifies movement quality in a spatial-temporal domain using intertrial analysis of covariation between motor elements. In this point-of-view article, we first describe major obstacles (eg, the need for group analysis) that interfere with UCM application in clinical settings. Then, we propose a process of quantifying movement quality for a single individual with a novel use of bootstrapping simulations and UCM analysis. Finally, we reanalyze previously published data from individuals with neurological disorders performing a wide range of motor tasks, that is, multi-digit pressing and postural balance tasks. Our method allows one to assess motor quality impairments in a single individual and to detect clinically important motor behavior changes. Our solution may be incorporated into a clinical setting to assess sensorimotor impairments, evaluate the effects of specific neurological treatments, or track movement quality recovery over time. We also recommended the proposed solution to be used jointly with a typical statistical analysis of UCM parameters in cohort studies.

scholarly journals Implementation of Electric Vehicles in The Internal Route of The International University of Ecuador

2021 ◽  
Vol 1 ◽  
Author(s):  
Vladimir Azanza ◽  
Álvaro Remache ◽  
Soraya Ruiz ◽  
Gorky Reyes ◽  
Andrés Castillo
Keyword(s):  
Electric Vehicles ◽  
Geographical Location ◽  
Point Of View ◽  
Academic Life ◽  
Educational Model ◽  
Sustainable Environment ◽  
Wide Range ◽  
International University ◽  
Polluting Emissions ◽  
The University

Sustainable campuses have become one of the main objectives of agendas for a wide range of universities as a result of the impacts generated by the activities carried out within an academic life and how they directly affect the environment. An important aspect of the educational model of the International University of Ecuador, considering education as a focal transforming point of collective change, is to teach values and responsibility for the environment, considering that in terms of sustainability a higher education should not be understood only from the technical point of view, but as a process of realizing the significance of substantial values that would encourage future professionals to commit to the construction of a more fair and equitable society. For this reason, the objective of this study is to analyze sustainability through the implementation of electric mass transport vehicles in the internal route of the International University of Ecuador, for which the methodology is based on a quantitative approach, whose type of study is exploratory and of an inductive-deductive nature, analyzing the variables that directly influence a sustainable environment such as altitude above sea level (geographical location), benefited people, consumption and routes. Instruments such as sampling and surveys will be used to determine the decrease in polluting emissions that can affect the natural environment of the area. The technical considerations are the following: the location of the campus presents average slopes of 7.76 ° at 2560 masl, the results of autonomy in a route are 14.8 km benefiting around 450 people a day from the university community, having an annual load consumption of 297311 KWh during day hours and of 114715 KWh during night hours. With the implementation of an electric vehicle for the internal route, a power of 154.7 KW is required to overcome a slope of 18 ° with a campus route of 178.4 km, with this it would stop emitting 29.6 tons of CO2 and 0.76 tons of gases harmful for the environment per year

scholarly journals University community engagement in Zimbabwe : an asset-based analysis

2018 ◽  
Author(s):  
◽  
Loveness Makhosazana Museva
Keyword(s):  
Decision Making ◽  
Community Engagement ◽  
Adaptive Leadership ◽  
State University ◽  
University Staff ◽  
Self Reliance ◽  
Asset Based Community Development ◽  
Engagement Process ◽  
The University ◽  
University Community

This thesis is an investigation into the community engagement relationship between Zindowe Mberengwa community and the Midlands State University, drawing on the asset-based community development theory, supported by Heifetz’s concept of adaptive leadership and Nyerere’s concept of ujamaa. The nature of the study is centred on the relationship between the university and the community, focusing on the relationships of power, asset recognition, and collaboration during the decision making process. The region selected was the Zindowe village, under Chief Nyamondo, in Mberengwa South. The purpose of the study was to examine the extent to which the engagement and relationship between the university and the community facilitates community ownership over decision-making and shared ownership of knowledge with a view to developing greater self-reliance and sustainable development in the Mberengwa community. This was a qualitative case study design, using the interpretive paradigm. The methods of data collection included documentary analysis and interviews with university staff. Community members were also interviewed using focus group discussions. Observations and a transect walk were undertaken with key participants in the community. The sample size was made up of 18 university staff members and 32 participants from the community. The total number of participants was 50. The study used the adaptive leadership, asset-based community development and ujamaa theories to analyse the findings. The findings suggest that the initial approach to the community was consultative but needs-based rather than asset-based. Nevertheless, the community gained new skills such as bee keeping and literacy. However, the university leadership did not follow the principles of adaptive leadership which emphasise ongoing dialogue and clarification of competing goals and values and collective ownership over decisions. There was a tendency for the university to own the project to the extent that the ujamaa principles of family-hood and community self-reliance were under threat during a disorganised phase of tensions where there was community withdrawal from activities. A significant, and unusual outcome of this disorganised phase was the decision by community members to take control by creating their own constitution and appointing a community coordinator to act as mediator between the university and community. This resulted in the community realising their own assets and working towards self-reliance and a more sustained and equal partnership with the university. Findings showed that there were number of challenges faced by the university and the community engagement process at the Midlands State University. These included limited communication because of a lack of community representation in the two major university committees which were responsible for the decision-making. Finally, it was evident from the findings that the university staff were overworked and they were not awarded an incentive for community engagement work which to them, came in as an extra load. There was a sense that the community’s indigenous knowledge was an asset to the university but it did not result in meaningful co-creation of knowledge that benefitted the community. The study recommended that there should be stakeholder inclusion in strategic committees between those who crafted the policies and those who were supposed to implement them; thus ensuring listening to the community voice which would then lead to a more trusting relationship and finally the successful shared ownership of the project. The study further suggested that the university should adhere to and implement policies consistently in order to minimise the tensions and misunderstandings and that the engagement process should encourage communities to realise their own assets from the outset. As a result, there is a need to have a more value driven university community engagement, which will enable critical thinking and embrace sustainable development; for example, universities should play a leading role in incubating industries within the communities by providing education and skills so that the communities can solve their own problems and build expertise on a larger scale at community level with a view to expanding their economic empowerment. Finally, the study also recommended that there is a need for the university to revisit the policy on university community engagement with particular attention to the lecturers’ teaching loads and rewards or incentives. A model is offered as a guideline for the community engagement process. In conclusion, it is important to note that the Midlands State University initiated this project in good faith with attention to the community’s needs. The phases of ‘forming’, ‘storming’ and ‘norming’ in many ways followed a normal growth process of group interaction. In spite of the challenges, the community did benefit in different ways as indicated by the women’s focus group when they said: “we are now able to pay fees for our children.” Any criticism of this project should therefore be taken in the spirit of critical inquiry with a view to improving the project.

scholarly journals University-Community Engagement in Nigeria: Evidence from Selected Universities

2018 ◽  
Vol 9 (5) ◽  
pp. 29-39
Author(s):  
Andrew Onwuemele
Keyword(s):  
Community Engagement ◽  
Local Communities ◽  
Inclusive Development ◽  
Policy Framework ◽  
University Policy ◽  
Knowledge Based ◽  
Different Types ◽  
The University ◽  
Valid Form ◽  
University Community

Abstract The imperative of knowledge based and inclusive development is making universities to realign their teaching and research missions to embrace community engagement. Using case studies of three universities in Nigeria, this paper examines how different types of Universities in Nigeria carry out community engagement and the nature of the benefits that accrues from the engagement. It also analyses the existing university policy framework with respect to university community engagement with a view to identifying the effectiveness of these policies in engendering university-community engagement in Nigeria. The findings revealed that the emerging policy to support community engagement at the universities does not provide for adequate framework to engender an effective university-community engagement. Besides, the reward systems of the universities do not support community engagement as a valid form of scholarship. Most of the university engagements are formal engagements with little or no link to immediate local communities. There is the need for a policy re-orientation that first integrates the principles of infusion model as a framework of the university community engagement policy. Secondly, the university community engagement policy must reward and recognize community engagement as a valid kind of scholarship among academics. This is a sine qua non in increasing university contributions to the development of their immediate communities.

scholarly journals SOCIALLY RESPONSIBLE UNIVERSITY: PERSPECTIVES OF UNIVERSITY’S TOP MANAGEMENT LEADERS

2017 ◽  
Vol 4 (2) ◽  
pp. 128-147
Author(s):  
Aida Suraya Md.Yunus ◽  
Norzaini Azman ◽  
Shukran Abdul Rahman
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Top Management ◽  
Carnegie Foundation ◽  
Multiple Perspectives ◽  
Socially Responsible ◽  
Institutional Barriers ◽  
Factors Affecting ◽  
The University ◽  
University Community

Abstract Carnegie Foundation for Advancement of  Teaching described UCE as the “collaboration between higher education institutions (HEIs) and their larger communities (local, regional or state, national, and global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.”  Thus the term socially responsible university was proposed by Teichler (2017) which refers to the need for a university to be relevant to the society and that “the university has to pay attention as well that it serves the generally agreed function of generating, preserving and disseminating knowledge appropriately.”  However, this function is the least emphasized by the university community and in criteria for promotion.  This Article examines the nature of and the factors affecting universities’ engagement with their communities from the multiple perspectives of top management leaders of the university.  Specifically, the research sought to access views on UCE and explores cultural and institutional barriers to involvement, and levels of recognition, support, and reward for community engagement. The article highlights the two perspectives from the respondents; their beliefs of what is currently occurring in their universities and their views on what ought to be occurring. Abstrak Carnegie Foundation for Advancement of Teaching (Yayasan Carnegie untuk Kemajuan pengajaran) menggambarkan university-community engagement (UCE) sebagai "kolaborasi antara institusi pendidikan tinggi (HEIs) dan komunitas mereka yang lebih besar (lokal, regional atau negara, nasional, dan global) untuk pertukaran pengetahuan dan sumber daya yang saling menguntungkan dalam konteks kemitraan dan timbal balik.” Dengan demikian istilah universitas yang bertanggung jawab secara sosial diusulkan oleh Teichler (2017) yang mengacu pada perlunya sebuah universitas menjadi relevan dengan masyarakat dan bahwa “universitas harus memperhatikan dalam melayani fungsi yang disepakati bersama untuk menghasilkan, melestarikan dan menyebarkan pengetahuan dengan tepat.” Namun, fungsi ini paling tidak ditekankan oleh komunitas universitas dan dalam kriteria untuk promosi. Artikel ini mengkaji sifat dan faktor-faktor yang mempengaruhi keterlibatan universitas dengan komunitas mereka dari berbagai perspektif pimpinan manajemen puncak pada universitas. Secara khusus, penelitian ini berupaya untuk mengakses pandangan tentang UCE dan mengeksplorasi hambatan budaya dan kelembagaan untuk keterlibatan, dan tingkat pengakuan, dukungan, dan penghargaan untuk keterlibatan masyarakat. Artikel ini menyoroti dua perspektif dari responden; keyakinan mereka tentang apa yang sedang terjadi di universitas mereka dan pandangan mereka tentang apa yang seharusnya terjadi.How to Cite : Md.Yunus, A. S., Azman, N. Rahman, S. A. (2017). Socially Responsible University: Perspectives of University’s  Top Management Leaders. TARBIYA: Journal of Education in Muslim Society, 4(2), 128-147. doi:10.15408/tjems.v4i2.8008. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.8008

scholarly journals The Incubation Model of University-Community Relationships: A Case Study in Creating New Programs, New Knowledge, and New Fields of Practice

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Lois Gander
Keyword(s):  
Community Engagement ◽  
Community Partnership ◽  
Cautionary Tale ◽  
Success Story ◽  
University Of Alberta ◽  
New Knowledge ◽  
The University ◽  
Scholarly Attention ◽  
University Community

Universities in Canada and elsewhere are recognizing the importance of being more engaged with their communities. Indeed, the president of the University of Alberta made engaging with external communities one of the cornerstones of her vision for the institution. So how are universities meeting this challenge? In his book, Managing Civic and Community Engagement, David Watson laments the dearth of scholarly attention paid to the practice of civic engagement by universities (Watson, 2007). In this article, I discuss the university community partnership between the Faculty of Extension, University of Alberta, and the Legal Resource Centre of Alberta Ltd., which began more than 30 years ago. Both a success story and a cautionary tale, the case study helps to define a little-discussed model of university community engagement and to expose some of its strengths and limitations. It is useful in advancing both the theory and the practice of university-community engagement.

Displacement and Dialogue

2021 ◽  
pp. 124-148
Keyword(s):  
Comparative Analysis ◽  
Young People ◽  
Community Engagement ◽  
Learning Activities ◽  
Expansive Learning ◽  
The Past ◽  
Local Organizations ◽  
Innovative Learning ◽  
The University ◽  
University Community

In this chapter, the authors draw on UC Links research to define university-community engagement as a form of expansive learning. Through comparative analysis of various program sites, the authors examine how UC Links community and university partners have worked together to build programmatic strategies for re-engaging disengaged students through innovative learning activities that have been developed in collaboration and through a process of critical dialoguing between community and university people. The authors begin with an ethnographic look at Oakland Y-PLAN (Youth – Plan, Learn, Act, Now) to show how these activities exemplify young people's expansive learning and how adults and young people from the university, the community, and multiple local organizations and agencies have learned how to work together productively – in other words, how they have learned to listen to each other's voices to transform the oppressive structures of the past and present and, in this way, envision and build a more equitable future.

scholarly journals University Role in Liaising Partners for Society Development: A Case Study of a University Contribution to Society Development Through the Liaising Social Partners in Ghana

2021 ◽  
Vol 7 (2) ◽  
pp. 18
Author(s):  
Paul Wabike
Keyword(s):  
Social Capital ◽  
Community Engagement ◽  
Political Stability ◽  
Knowledge Generation ◽  
Infrastructure Development ◽  
Cape Coast ◽  
Ruling Elite ◽  
The University ◽  
University Community

Universities contribution to society development in Africa has been a subject of discussion since many countries attained independence in the 1960s. The university was seen as having a function of emancipating society from poverty and ignorance. The premise of this view was based on the university’s role in creating the ruling elite and knowledge generation and dissemination, which could help societies deal with development challenges (Sawyerr, 2004). These challenges pertained to political stability, food security, diseases and infrastructure development. The recognition that universities contribute to society development is thus not new in Africa; however, little is understood of the mechanisms these universities employ to fulfil this role. Applying social capital concepts to a case study at the University of Cape Coast (UCC) in Ghana, this article asks the following question: how do universities contribute to society development by creating social capital? UCC engagement with the Yamoransa community is analysed using a University-Community Engagement (UCE) context. Results show that university-community engagement may hold the key to producing tangible results while meeting community development challenges by creating social capital. Social capital helps build community capabilities by allowing access to knowledge circles and resources for the actors in the network. However, structural contexts in which universities operate in Africa may influence university contribution to social capital creation and its perceived benefits to society.

TEM study of boron additions to cobalt aluminide

1988 ◽  
Vol 46 ◽  
pp. 546-547
Author(s):  
Gerald B. Feldewerth
Keyword(s):  
High Temperature ◽  
Turbine Engines ◽  
Major Drawback ◽  
University Of Missouri ◽  
Specific Strength ◽  
Aerospace Applications ◽  
Wide Range ◽  
Ordered Alloys ◽  
The University ◽  
Very High

In recent years an increasing emphasis has been placed on the study of high temperature intermetallic compounds for possible aerospace applications. One group of interest is the B2 aiuminides. This group of intermetaliics has a very high melting temperature, good high temperature, and excellent specific strength. These qualities make it a candidate for applications such as turbine engines. The B2 aiuminides exist over a wide range of compositions and also have a large solubility for third element substitutional additions, which may allow alloying additions to overcome their major drawback, their brittle nature.One B2 aluminide currently being studied is cobalt aluminide. Optical microscopy of CoAl alloys produced at the University of Missouri-Rolla showed a dramatic decrease in the grain size which affects the yield strength and flow stress of long range ordered alloys, and a change in the grain shape with the addition of 0.5 % boron.

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