Community engagement dr dolina - day 1 - session2
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Transcript of Community engagement dr dolina - day 1 - session2
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
COMMUNITY ENGAGEMENT: THE NEGLECTED PILLAR IN HIGHER EDUCATION?
Dolina Dowling
AGENDA
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
1. Higher education and its role in society
2. Community engagement and 1st cycle audits/reviews in three countries
3. Key issues – conceptual clarity, institutionalization
4. What is community engagement?5. Elements of effective
institutionalization6. Benefits to stakeholders7. Conclusion
– 3 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
HIGHER EDUCATION AND SOCIETY
‘…higher education has the social responsibility to advance our understanding of multifaceted issues, which involve social, economic, scientific and cultural dimensions and our ability to respond to them.’
‘ Higher education institutions, through their core functions (research, teaching and service to the community) …, should increase their interdisciplinary focus and promote critical thinking and active citizenship.
2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research For Societal Change and Development (UNESCO, Paris, 5 – 8 July 2009)
– 4 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
HIGHER EDUCATION AND SOCIETY
Higher education can encourage an active citizenry through effective implementation of the
third pillar: community engagement
‘There is little hope for education reform unless a strong synergy emerges between education providers
and local communities’ (UNDP, 2002).
‘…need to harness university education and research to specific economic and social objectives’(OECD,
2000)
– 5 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
HIGHER EDUCATION AND SOCIETY
Encouraging active citizens through lens of findings of institutional quality reviews (audits) in three developing countries
All have high youth population and concerned with socio-economic development
Bahrain, Oman, South Africa
– 6 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
1ST CYCLE OF INSTITUTIONAL AUDITS/REVIEWS 2008+ IN THREE COUNTRIES
HEIs responsible for quality assurance themselvesFormative rather than summative judgmentsTwo purposes: public accountability; developmental All three QA agencies have community engagement as a topic/criterion/theme
– 7 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
COMMUNITY ENGAGEMENT IN 3 COUNTRIES
External quality assurance
frameworks
Institutional review/audit
findings
– 8 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
COMMUNITY ENGAGEMENT: OMANIndustry and Community Engagement
‘all types of communities external to HEI and with which it has, or ought to have, a relationship’
Industry and community engagement planning and managementRelations with industry and employersRelationships with professionsRelationships with other education providersRelationships with alumniRelations with the community at large
Oman Academic Accreditation Authority (OAAA): Quality Audit Manual – Institutional Accreditation: Stage 1 (2008) pp.25-26
– 9 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
COMMUNITY ENGAGEMENT: SOUTH AFRICA
Criteria for Institutional Audits 2004 (Pretoria: CHE)www.che.ac.za/documents/d000061/(Accessed 17.January.2013)
CRITERION 18Quality-related arrangements for community engagement are formalised and integrated with those for teaching and learning, where appropriate, and are adequately resourced and monitored.In order to meet this criterion, the following are examples of what would be expected:
(I)Policies and
procedures for the quality
management of community
engagement.
(ii) Integration of policies and
procedures for community
engagement with those for teaching and learning and research, where
appropriate.
(iii) Adequate resources
allocated to facilitate quality
delivery in community
engagement.
(iv)Regular review of the effectiveness of quality-related arrangements for
community engagement.
– 10 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
COMMUNITY ENGAGEMENT: BAHRAIN
(Indicator 25) ‘The institution has defined the way in which it will serve and engage with local national and regional communities.’
The institution has a statement or policies on community engagement, outreach and/or service.
Community service and engagement is taken into account in academic promotion criteria and reflected in other institutional policies.
The institution has identified staff with specific responsibilities for interaction with relevant external groups and communities.
The institution records examples of community engagement, outreach or service.
– 11 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
FINDINGS ON COMMUNITY ENGAGEMENT: OMAN - FIRST CYCLE INSTITUTIONAL AUDITS 2008-2011
24% - commendations – efforts to engage
community at large
60% - recommendations
- planning and management
Ad hoc activities undertaken (as
found in reports of other agencies)
31 Institutions audited and reports were published.25 audited between 2008-2011.
– 12 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
FINDINGS ON COMMUNITY ENGAGEMENT: SOUTH AFRICA FIRST CYCLE INSTITUTIONAL AUDITS 2004-2011
http://www.che.ac.za/instaudited/reports(Accessed 14 January 2013)
34 audits:
23 public HEIs with 22 reports published
10 private HEIs
one international
audit
41% - recommendations - need to develop a conceptual framework
32% - commendations – mainly for institutionalized community engagement activities
– 13 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
FINDINGS ON COMMUNITY ENGAGEMENT: BAHRAIN
Typical recommendation
HERU recommends that XXX develop a conceptual framework, policies and implementation mechanisms that enables the coordination, management and monitoring of its community engagement activities.http//www.qaa.edu.bh Accessed 28 December 2012)
14 institutions reviewed and reports published
14 institutions (ALL) received recommendations with respect to
community engagement (17 in total)
4 Commendations between 2 institutions
– 14 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
BAHRAIN: INSTITUTIONAL FOLLOW-UP REVIEWS 2011-2013
Verify the progress institutions have made in meeting the recommendations given in the original review report11 of 12 follow-ups reviews undertaken with 10 reports published*
50% of institutions had made adequate progress on community engagement
* Two private higher education institutions closing down and in teach-out phase
Preparation for review
Site visit
Report published
Improvement Plan
Follow-up review
– 15 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
KEY CHALLENGES
Conceptual clarity
Institutionalization
– 16 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
WHAT DOES COMMUNITY ENGAGEMENT MEAN?
Amorphous term - means different things to different people/institutions
Does not help to break term into its constituent parts - each word is open to multiple meanings and is context dependent
Hall (Kagisano No.6 2010: 2)
– 17 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
AS A RESULT
Simple conjoining of the two words will not be of use in determining the notion of ‘community engagement’ in general, and in higher education context in particular.
Rather
needs to be treated as a formal and unique concept when referred to as one of core functions of a university
– 18 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
ONE SIZE DOES NOT FIT ALL
Deliberate in many quality assurance frameworks not to define the term – as NAQQAET did - but to keep it open to allow for differentiation and diversity in the higher education sector
Institutions need to contextualize for themselves what community engagement means for them in the light of their vision and mission, program qualification mix, research, and resources. Furthermore, they need to assure an organizational fit.
(Longxa 2010, Singh 2007, Lange, 2008)
– 19 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
WORKING USE OF ‘COMMUNITY ENGAGEMENT’
Broad interrelated
set of practices and philosophies
– that includes but is not limited
to:
service-learning
civic engagement
experiential education
public scholarship
participatory action research
community–based researchⁱ
All of which leads to the ‘public good’ⁱThe Engaged Campus (eds. Dan W. Butin & Scott Seider (2012) Palgrave MacMillan: New York) (p1)
– 20 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
MULTIPLE AND DIVERSE WAYS IN WHICH AN INSTITUTION CAN CONCEPTUALIZE, OPERATIONALIZE COMMUNITY ENGAGEMENTImportant to integrate into other core functions
Teaching and Learning
Community
Engagement
Research
– 21 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
ELEMENTS OF EFFECTIVE INSTITUTIONALIZATION
Integrate into mission and vision, strategic objectives, operational plan
• Mission• Strategic objectives• Goals• Operational plan• Implementation• Monitoring• Review
Integrate into teaching and learning, research and administrative structures
Identify champions to ensure support across institution
Provide professional development opportunities
Integrate into faculty promotion
Provide student orientation
– 22 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
SUCCESSFUL PARTNERSHIPS
Formalized egalitarian partnerships with identified communitiesJoint planningClear definitions of roles and responsibilitiesRegular reporting and evaluation Mutually beneficial
Sustainability
– 23 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
BENEFITS TO STAKEHOLDERS
Students• Enriched learning experience• Opportunities for interdisciplinary learning• Problem solving• Critical thinking• Expanded understanding of societal challenges and rewards of working in a community• Understand link between learning, scholarship ,and educated active citizenry
Faculty• Application of knowledge to community problems creates greater understanding of societal
challenges• Lead to production of new knowledge, innovation• Opportunity to see your discipline in new way• See public relevance of their discipline• Involvement in inter-disciplinary projects
Community
• Two-way flow of knowledge and expertise facilitates problem solving• Provision of knowledge and resources to address local needs
Institutions
• Enhanced reputation within community, and higher education sector
– 24 –
2nd ConferenceNational Authority
for Qualifications & Quality Assurance
of Education & Training
FEB 2013
© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET
CONCLUSION
A clear conceptualization, development and implementation of community engagement that has its basis in mutual respect and trust between all stakeholders will contribute to a flourishing and prosperous citizenry.