scholarly journals Distribuição espacial dos cursos de graduação em enfermagem

2018 ◽  
Vol 12 (12) ◽  
pp. 3271
Author(s):  
Erica Silva de Souza Matsumura ◽  
Amanda Sousa França ◽  
Louyse Melanie Figueiredo Alves ◽  
Mahana Karoline Silva Da Silveira ◽  
Alcines Da Silva Sousa Júnior ◽  
...  
Keyword(s):  
Higher Education ◽  
Health Education ◽  
Higher Education Institutions ◽  
Study Data ◽  
New Nurses ◽  
Undergraduate Nursing ◽  
The North ◽  
Enseñanza Superior ◽  
Quantitative Descriptive ◽  
Education Nursing

RESUMOObjetivo: realizar um mapeamento da distribuição espacial das instituições de ensino superior que oferecem cursos de graduação em Enfermagem. Método: trata-se de um estudo quantitativo, descritivo e exploratório. Realizou-se a coleta de dados, por meio de consultas interativas ao sistema virtual do portal do Ministério da Educação, o e-MEC. Permitiu-se gerar um Banco de Dados Geográfico (BDGEO), por meio da indexação das coordenadas geográficas – a latitude e longitude das IES’s, e, os resultados se apresentam em forma de figura. Resultados: evidencia-se, pelos resultados, que os cursos se distribuem da seguinte forma: a região Sudeste possui 43% do total de cursos de graduação em Enfermagem do país seguida da região Nordeste, com 24,12%; da região Sul, com 14,61%; do Centro-Oeste, com 10,96%, e da região Norte, com 7,3% dos cursos. Conclusão: demonstrou-se, no mapeamento, uma disparidade entre as regiões em relação à distribuição das instituições de ensino superior que oferecem cursos de graduação em Enfermagem, com a concentração mais alta em regiões com maior desenvolvimento, dificultando a formação de novos enfermeiros nas regiões dos Estados economicamente desfavorecidos. Descritores: Educação em Saúde; Enfermagem; Ensino Superior; Formação Profissional; Ensino em Saúde; Educação em Enfermagem.ABSTRACT Objective: to perform a mapping of the spatial distribution of higher education institutions offering nursing undergraduate courses. Method: this is a quantitative, descriptive and exploratory study. Data were collected through interactive consultations with the e-MEC e-MEC portal. It was possible to generate a Geographic Database (BDGEO), by indexing the geographical coordinates - the latitude and longitude of the HEIs, and the results are presented in figure form. Results: it is evident from the results that the courses are distributed as follows: the Southeast region has 43% of the total undergraduate Nursing courses in the country followed by the Northeast region, with 24.12%; of the South region, with 14.61%; of the Center-West, with 10.96%, and the North Region, with 7.3% of the courses. Conclusion: a mapping showed a disparity between the regions in relation to the distribution of higher education institutions offering nursing undergraduate courses, with the highest concentration in regions with higher development, making it difficult to train new nurses in the regions economically disadvantaged states. Descritores: Health Education; Nursing; Higher Education; Vocational Training; Health Education; Nursing Education.RESUMEN Objetivo: realizar un mapeamiento de la distribución espacial de las instituciones de enseñanza superior que ofrecen cursos de graduación en Enfermería. Método: se trata de un estudio cuantitativo, descriptivo y exploratorio. Se realizó la recolección de datos, por medio de consultas interactivas al sistema virtual del portal del Ministerio de Educación, el e-MEC. Se permitió generar un Banco de Datos Geográficos (BDGEO), por medio de la indexación de las coordenadas geográficas - la latitud y longitud de las IES's, y, los resultados se presentan en forma de figura. Resultados: se evidencia, por los resultados, que los cursos se distribuyen de la siguiente forma: la región Sudeste posee el 43% del total de cursos de graduación en Enfermería del país seguida de la región Nordeste, con el 24,12%; de la región Sur, con el 14,61%; del Centro-Oeste, con el 10,96%, y de la región Norte, con el 7,3% de los cursos. Conclusión: se demostró, en el mapeamiento, una disparidad entre las regiones en relación a la distribución de las instituciones de enseñanza superior que ofrecen cursos de graduación en Enfermería, con la concentración más alta en regiones con mayor desarrollo, dificultando la formación de nuevos enfermeros en las regiones de los Estados económicamente desfavorecidos. Descritores: Educación en Salud; Enfermería; Enseñanza Superior; Formación Profesional;  Enseñanza en Salud; Educación en Enfermería.

scholarly journals Predatory nursing journals: A case study of author prevalence and characteristics

2020 ◽  
pp. 096973302096821
Author(s):  
Sebastian Gabrielsson ◽  
Stefan Eriksson ◽  
Tove Godskesen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Middle Income ◽  
Nursing Knowledge ◽  
Predatory Journals ◽  
Community Needs ◽  
Predatory Publishing ◽  
Quantitative Descriptive ◽  
Academic Positions

Background: Predatory publishing poses a fundamental threat to the development of nursing knowledge. Previous research has suggested that authors of papers published in predatory journals are mainly inexperienced researchers from low- and middle-income countries. Less attention has been paid to contributors from high-income countries. Aim: To describe the prevalence and characteristics of Swedish authors publishing in predatory nursing journals. Design: Quantitative descriptive case study. Participants and research context: Descriptive statistics were used to analyse the academic positions and academic affiliations of the authors of 39 papers published in predatory nursing journals during 2018 and 2019. Predatory nursing journals with Swedish contributors were identified by searching public listings of papers and applying a set of criteria. Journal site archives were used to identify additional papers with Swedish authors. Ethical considerations: This study was conducted in accordance with national regulations and ethical principles of research. Results: Almost two-thirds of Swedish authors publishing in predatory nursing journals hold senior academic positions. A small group of higher education institutions account for a majority of academic affiliations. Findings suggest that higher education institutions and experienced nursing researchers from Sweden make substantial contributions to predatory nursing journals, but that predatory publication habits might be concentrated in a limited number of academics and research milieus. A year-to-year comparison indicates that the prevalence of publishing in predatory journals might be diminishing. Discussion: Swedish nurse researchers help legitimize predatory journals, thus jeopardizing the trustworthiness of academic nursing knowledge. Substandard papers in predatory journals may pass as legitimate and be used to further academic careers. Experienced researchers are misleading junior colleagues, as joint publications might become embarrassments and liabilities. Conclusion: While the academic nursing community needs to address the problem of predatory publishing, there is some hope that educational efforts might have an effect on combating predatory publishing in nursing.

scholarly journals ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 77 (4) ◽  
pp. 478-488
Author(s):  
Steven K. Msosa ◽  
Jeevarathnam P. Govender
Keyword(s):  
Higher Education ◽  
Distributive Justice ◽  
Service Failure ◽  
Higher Education Institutions ◽  
Service Recovery ◽  
Cross Sectional ◽  
Non Profit ◽  
Recovery Strategies ◽  
Quantitative Descriptive ◽  
The Impact

In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure. The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation. Keywords: distributive justice, field-based research, higher education institutions, service failure, service recovery strategies.

scholarly journals Multicultural and Diversity Management in Higher Education Institutions in the Philippines

2021 ◽  
Vol 2 (11) ◽  
pp. 1275-1282
Author(s):  
Elvira Llantos
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Higher Education Institutions ◽  
Diversity Management ◽  
Education Institution ◽  
The Philippines ◽  
Academic Community ◽  
Permanent Employees ◽  
Quantitative Descriptive ◽  
The University

The multicultural and diversity management (MDM) encompasses acceptance and respect, recognition and valuing of individual differences of the university stakeholders. This study determined the perceptions of the academic managers/ leaders towards multicultural and diversity management in a higher education institutions. This quantitative descriptive research determined the perceptions of 100 purposively selected academic managers/ leaders of selected higher education institutions in the Philippines. The researcher-designed questionnaire was administered online using Google Form. Data were analysed using frequency, percentage distribution, mean, and rank. The majority of the respondents belonged to the age group of 41- 50 years old. The respondents were dominated by males and were single. In terms of highest educational attainment, the majority of the respondents have a master’s degree with 1- 10 years of work experience. The majority of the respondents were Coordinators/Program Chairs who were Regular/Permanent employees. On the basis of the findings of the study, it can be gleaned that the majority of the respondents believed that multiculturalism and diversity management (MDM) in higher education institutions should be integrated with the human resources programs to improve the lenses of equality in the universities and colleges as a workplace. Most of them believe that the MDM program prepares employees for higher diversity in their team, as such; it helps in welcoming recruits with diverse backgrounds into the academic community and promotes a positive organizational culture. Respondents also believed that multicultural and diversity management in Higher Education Institution is one of the best ways that university employees and students can become accustomed to other cultures, nonjudgmental, respectful, and accepting of differences, receptive to different ways of thinking.

scholarly journals Movimentos indígenas e o espaço universitário: alternativas ao protagonismo indígena na Amazônia Brasileira

2020 ◽  
Vol 13 (1) ◽  
pp. 99
Author(s):  
Fernando Roque Fernandes
Keyword(s):  
Higher Education ◽  
Indigenous People ◽  
Ethnic Diversity ◽  
Higher Education Institutions ◽  
Indigenous Movements ◽  
Educación Superior ◽  
Educacion Superior ◽  
Enseñanza Superior ◽  
The Creation ◽  
The University

As universidades têm se constituído espaços de estratégias de afirmação, interação e representação do protagonismo indígena no Brasil. O acesso de indígenas ao ensino superior tem possibilitado a ampliação de debates relacionados às causas indígenas. Pesquisadores e estudantes de diferentes áreas de conhecimento têm desenvolvido trabalhos no âmbito do Ensino Superior, evidenciando a legitimidade e atualidade dos Movimentos Indígenas nas relações que estabelecem com a Formação Superior. Tais fenômenos etnicossociais, os quais temos denominado de etnogêneses, decorrem de longos processos de emergência, valorização e reconhecimento da diversidade étnica no país. Diante do ingresso cada vez maior de indígenas nas instituições de educação superior no Brasil, consideramos oportuno desenvolver algumas reflexões sobre a questão. Nesse sentido, o objetivo deste texto é rascunhar algumas considerações sobre o acesso de sujeitos indígenas nas universidades como estratégia de interação com a comunidade envolvente, constituindo-se como oportunidade consistente de articulações necessárias ao fortalecimento dos movimentos indígenas. Para tanto, apresentamos algumas questões que nos permitam refletir sobre os desafios enfrentados pelos acadêmicos indígenas na atualidade.Palavras-chave: Protagonismo indígena contemporâneo. Movimentos indígenas. Ensino Superior.Indigenous movements and the university space: alternatives to indigenous protagonism in the Brazilian AmazonABSTRACTUniversities have been constituted as spaces of affirmation strategy, interaction and representation of the indigenous protagonism in Brazil. The access of indigenous people to higher education has made possible an expansion of debates related to indigenous causes. Researchers and students from different areas of knowledge have developed works in the context of higher education that evidence a legitimacy and an update of the Indigenous Movements in the relations with the creation of a Superior Formation. Ethnogenesis phenomena come from long processes of emergence, appreciation and recognition of ethnic diversity in the country. Faced with the growing number of indigenous people in higher education institutions, in Brazil, considerate about the problem. Our objective is to point out some considerations for thinking about the access of indigenous subjects to the university as a strategy of interaction with a surrounding community, constituting it as a consistent opportunity of articulations for the strengthening of indigenous movements in Contemporary Brazil. Therefore, we present some questions that allow us to reflect on the challenges faced by indigenous academics.Keywords: Indigenous movements. Higher education. Ethnogenesis.Movimientos indígenas y el espacio universitario: alternativas al protagonismo indígena en la Amazonia brasileñaRESUMENLas universidades se han constituido en espacios de estrategia de afirmación, interacción y representación del protagonismo indígena en Brasil. El acceso de indígenas a la enseñanza superior ha posibilitado una ampliación de debates relacionados con las causas indígenas. Investigadores y estudiantes de diferentes áreas de conocimiento son desarrollados trabajos sin enseñanza de enseñanza Enseñanza superior que evidencian una legitimidad y una actualización de los Movimientos Indígenas en las relaciones con la creación de una Formación Superior. Fenómenos de etnogénesis provienen de largos procesos de emergencia, valorización y reconocimiento de la diversidad étnica en el país. Ante el ingreso cada vez mayor de indígenas en las instituciones de educación superior, no Brasil, consideraciones sobre el problema. Nuestro objetivo es apuntar algunas consideraciones para pensar el acceso de sujetos indígenas en la universidad como estrategia de interacción con una comunidad envolvente, constituyéndose como una oportunidad consistente de articulaciones para el fortalecimiento de los movimientos indígenas en el Brasil contemporáneo. Para ello, presentamos algunas cuestiones que nos permitan reflexionar sobre los desafíos enfrentados por los académicos indígenas.Palabras clave: Movimientos indígenas. Enseñanza Superior. Etnogénesis.

How is Violence Themed in Nursing Education? Curricular Components in Northeastern Brazil

2021 ◽  
pp. 088626052110258
Author(s):  
Beatriz de Castro Magalhães ◽  
Caik Ferreira Silva ◽  
José Adelmo da Silva Filho ◽  
Antonio Germane Alves Pinto ◽  
Evanira Rodrigues Maia ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Power Relations ◽  
Higher Education Institutions ◽  
Relevant Literature ◽  
Hierarchical Classification ◽  
Private Higher Education ◽  
Northeastern Brazil ◽  
Public And Private ◽  
Undergraduate Nursing

It aims to identify how the phenomenon of violence is themed in the curricular components of undergraduate nursing courses of public and private higher education institutions in Northeastern of Brazil. This is a descriptive and exploratory study, with documentary design and qualitative approach, based on the identification of the terms violence/aggression/abuse/aggressive/abusive in discipline menus available online from higher education institutions in northeastern Brazil. The data were organized and processed by the IraMuTeQ software and analyzed in the light of the relevant literature. In total, 412 nursing graduate institutions were found, in which 49 had documents available online, and, of these, 21 had the term violence. The processing of the syllabuses in the program resulted in significant use (79.37%) originating from the Descending Hierarchical Classification, seven classes that reveal the highlight of the approach of violence directed at the female public and in this context, the approach to violence against women was associated with sexual and reproductive aspects, and in a secondary way, it integrated the perspective of female vulnerabilities, power relations, consequences of violence and nursing care to cope with the phenomenon. Violence against children and adolescents and the discussion of violence in the contexts of collective health and health promotion were also approached in a less intense way. There was a predominance of the approach to violence aimed at women’s health, under a biological approach, with a deficit in the transversality of the contents. However, it is important to highlight potentialities associated with the approach and teaching of contents that stimulate the critical thinking of the student before female vulnerabilities and power relations between the sexes, which can contribute to the reformulation and reorientation of nursing curricula, restraining deficits, and optimizing the potentialities.

scholarly journals Ensino superior e alumni: um potencial infinito de sinergias (p.35-44)

2018 ◽  
pp. 35-44
Author(s):  
Diana Aguiar Vieira
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Intangible Asset ◽  
Education Students ◽  
Cultural Globalization ◽  
Enseñanza Superior ◽  
Palabras Clave ◽  
New Challenges

Resumo O contexto do ensino superior tem testemunhado grandes alterações nas últimas décadas. A par da expansão numérica e da diversificação qualitativa dos estudantes e diplomados do ensino superior, a globalização económica, tecnológica e cultural, num mundo de trabalho cada vez mais dinâmico, tem colocado novos desafios ao ensino superior. É nesse contexto complexo, pouco previsível e em permanente mutação que, mais do que nunca, as instituições educativas poderão beneficiar do seu bem intangível mais precioso: os seus alumni, isto é, o conjunto dos seus antigos alunos. A abordagem ao tema do desenvolvimento de uma parceria forte com os alumni tem sido escassa na literatura sobre o ensino superior. Este artigo visa contribuir para colmatar essa lacuna ao abordar os modos através dos quais as instituições de ensino superior poderão desenvolver relações sinérgicas com a comunidade dos seus antigos alunos, com claros benefícios para ambas as partes. Palabras-chave: Alumni. Educação superior. Estudantes. Antigos estudantes. Diplomados. Higher education and alumni: an infinite potential of synergies AbstractThe context of higher education has witnessed major changes in recent decades. In parallel with the numerical expansion and qualitative diversification of students and graduates of higher education, economic, technological and cultural globalization in an increasingly dynamic world of work has brought new challenges to higher education. It is in this complex, unpredictable and constant changing context that, more than ever, educational institutions should benefit from their most precious intangible asset: their alumni, that is, their former students. The approach to the theme of developing a strong partnership with alumni has been scarce in the literature on higher education. This article aims to contribute to bridging this gap by addressing the ways in which higher education institutions can develop synergic relationships with the community of their former students with clear benefits for both parties. Keywords: Alumni. Higher education. Students. Former students. Graduates Enseñanza superior y alumni: un potencial infinito de sinergias ResumenEl contexto de la enseñanza superior ha experimentado grandes cambios en las últimas décadas. A la par de la expansión numérica y de la diversificación cualitativa de los estudiantes y titulados de la enseñanza superior, la globalización económica, tecnológica y cultural en un mundo de trabajo cada vez más dinámico ha planteado nuevos desafíos a la enseñanza superior. Es en este contexto complejo, poco previsible y en permanente mutación que, más que nunca, las instituciones educativas podrán beneficiarse de su bien intangible más precioso: sus alumni, es decir, el conjunto de sus antiguos alumnos. El enfoque al tema del desarrollo de una asociación fuerte con los alumnos ha sido escaso en la literatura sobre la enseñanza superior. Este artículo pretende contribuir a colmar esta laguna al abordar los modos a través de los cuales las instituciones de enseñanza superior podrán desarrollar relaciones sinérgicas con la comunidad de sus antiguos alumnos, con claros beneficios para ambas partes. Palabras clave: Alumni. Enseñanza superior. Alunos. Antigos alunos. Graduados

scholarly journals Burnout among Teachers in Higher Education: An Empirical Study of Higher Education Institutions in Portugal

2020 ◽  
Vol 6 (5) ◽  
pp. 7-15
Author(s):  
Renata Teles ◽  
António Valle ◽  
Susana Rodriguez
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Higher Education Institutions ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Study Data ◽  
World Health ◽  
Second Phase ◽  
Extreme Response ◽  
Years Of Service

Burnout is considered by the World Health Organization an extreme response to cumulative and prolonged occupational stress, with teachers being among the professionals most affected by it. This disease influences physical and psychological well-being, negatively affecting the relationship between teachers and students. It also compromises the quality of teaching, thus inducing absenteeism and increasing professional abandonment. Our study examines the degree of incidence of Burnout affecting Professors from the Portuguese Higher Education Institutions. The first study was carried out on a sample of 520 teachers. A proportion of 41 (7.9%) Higher Education Teachers scored high on Burnout. A second phase of the study was conducted to gather data on socio-demographic and socio-professional characteristics of teachers affected by Burnout. The MBI (Maslach Burnout Inventory) and another questionnaire was built for this purpose and were used to collect the study data. The results indicate the majority of teachers affected by Burnout were female (63.4%). Most of them are between 40 and 59 years old (75.6%) and married (68.3%). Overall, 41.5% had 10 to 19 years of service and 39.0% between 20 and 29 years of service. The teachers with an undetermined contract (48.8%) and temporary contract (36.6%) displayed higher levels of Burnout, but the self-employment worker (4.9%) appears in a residual amount. Teachers most affected by Burnout are from Public Polytechnic Institutes (48.8%), followed by Public University teachers (41.5%). Teacher’s Burnout is a serious problem and should be considered by the Higher Education Institutions regarding the development of good teaching practice.

scholarly journals PLANEJAMENTO INTEGRADO DO ENSINO NA PERSPECTIVA DE DOCENTES DE UMA UNIVERSIDADE FEDERAL

2016 ◽  
Vol 7 (2) ◽  
pp. 62
Author(s):  
Raissa Silva Souza ◽  
Maria Flávia Gazzinelli Bethony
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Implementation Process ◽  
Integrated Planning ◽  
Integration Policy ◽  
Enseñanza Superior ◽  
Integration Of Disciplines ◽  
Practice Implementation ◽  
Education Nursing

Objetivo: analisar as atividades de planejamento integrado implementadas em duas disciplinas de um curso de graduação. Metodologia: estudo de caso, descritivo, qualitativo realizado com 12 docentes de duas disciplinas do curso. Os dados foram coletados de janeiro a junho de 2013, mediante entrevistas com roteiro semiestruturado, posteriormente submetidas à análise de conteúdo. Resultados: as categorias oriundas da pesquisa foram ‘interpretações que deram sentido à política de integração da EEUFMG’; ‘planejamento docente no contexto da prática’; ‘processo de implementação da integração de disciplinas’. Conclusão: o planejamento docente integrado favorece a integração entre disciplinas, a depender da efetividade de projeto educacional centrado na intencionalidade, definida com base em objetivos.Descritores: Currículo; Ensino Superior; Educação em Enfermagem.PLANNING TEACHING IN PERSPECTIVE OF A FEDERAL UNIVERSITY LECTURERSObjective: to analyze the integrated planning activities implemented in two subjects of a degree course. Methodology: case study, descriptive, qualitative, with twelve teachers of two disciplines of the course. Data were collected from January to June 2013, through interviews with semi-structured, then submitted to content analysis. Results: the categories resulting from the research were ‘Interpretations that gave meaning to the EEUFMG integration policy’; ‘Teaching planning in the context of the practice’; ‘Implementation process of integration of disciplines’. Conclusion: the integrated teaching planning favors the integration between disciplines, depending on the effectiveness of educational project focused on intentionality, defined based on objective.Descriptors: Curriculum; Higher education; Nursing course.PLANIFICACIÓN DOCENTE EN LA PERSPECTIVA DE PROFESORES DE UNA UNIVERSIDAD FEDERALObjetivo: analizar las actividades de planificación integradas implementadas en dos temas de un curso de grado. Metodología: estudio de caso, descriptivo, cualitativo, con doce maestros de dos disciplinas del curso. Los datos fueron recogidos de enero a junio de 2013, a través de entrevistas con semi-estructurada, a continuación, sometido a análisis de contenido. Resultados: las categorías que resultan de la investigación fueron ‘interpretaciones que daban sentido a la política de integración EEUFMG’; ‘La enseñanza de la planificación en el contexto de la práctica’; ‘Proceso de implementación de la integración de disciplinas “. Conclusión: la planificación de la enseñanza integrada favorece la integración entre disciplinas, dependiendo de la eficacia del proyecto educativo centrado en la intencionalidad, definido basado en criterios objetivos.Descriptores: Plan de estudios; Enseñanza superior; Educación de enfermería

scholarly journals Well-being innovation platform projects of the North-West University: Evaluative perceptions of community participants

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Lebogang Sebeco ◽  
Johan Zaaiman
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Community Engagement ◽  
Higher Education Institutions ◽  
Well Being ◽  
Evaluation Framework ◽  
Community Members ◽  
North West ◽  
Profile Model ◽  
The North

Community engagement referred to approaches in which communities were involved in activities that positively impacted their lives. Currently, higher education institutions have community engagement high on their agenda. This article focussed on how this engagement ought to be managed through the responses of community members to such an intervention. It presented community members’ evaluative perceptions on the North-West University’s (NWU) well-being innovation (WIN) platform projects in the Vaalharts community. This research was qualitative and a case study design was followed. Through interviews and focus groups, the perceptions of participants of the WIN platform projects were obtained. The data used stemmed from empirical research by the Human Sciences Research Council (HSRC) and the researchers. Although this study could reach only a limited number of project participants, they provided valuable insights into the ways they had experienced the projects. Guided by the Context–Focus–Profile model, a comprehensive evaluation framework was constructed for the interview and focus groups’ schedules. The findings indicated that the community members had positive perceptions of the projects, which had contributed most especially to skills and self-development. However, as members of a poor community, such people are vulnerable. To ensure that they feel respected and that projects fit their needs to ensure long-lasting benefits, the way in which community engagement was conducted was important. Recommendations for improvement emerging from this study focussed on collaboration, communication, monitoring and recruitment. This article thereby contributed to the debate about higher education institutions’ involvement in community engagement and demonstrated the value of using the Context–Focus–Profile model for evaluation purposes.

Sign in / Sign up

Export Citation Format

Share Document