University engagement with hard-to-reach communities
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Transcript of University engagement with hard-to-reach communities
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University engagement with hard-to-reach communities
Higher Education making a difference to economies & communities
Belfast Castle, 28th January 2009
Paul Benneworth, David Charles, Catherine Hodgson, Lynne Humphrey, KITE, Newcastle University
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Acknowledgements
Economic and Social Research CouncilUrsula, Peter & LauraFunders’ Group: hefce, SFC, DELNI, hefcwCo-authors
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Outline of presentation
Drivers for university’s changing rolesUniversities building social capitalA policy-framework for engagementCan universities make a difference?Examples from the study:
Survey of 33 HEIs in three territoriesOne detailed case study
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Universities in a changing world3 inter-related drivers
The knowledge economyGlobalisation/ marketisationNew urgent challenges
Climate changeResource scarcityDemographic ageing
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New challenges for HEIs
Competitors & league tablesNew opportunities for valourisation New institutional roles for the university
The university ‘third mission’
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The evolving policy agenda (England)
Mid 1990s: ad hoc EPSRC, HERDF, DoE1997: Dearing & Chapter 121999: Creation of the RDAS2000: HEROBAC & The Regional Mission2001: HEBCIS2006: HEIF 3 and the 10%2008a: ‘a new university challenge’2008: HEIF 4 ‘what’s measured, matters’
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The wicked issues of university engagement
Universities CAN have great societal impacts BUT are being funded to create spinouts
Universities CAN encourage all to engage BUT it is easier to channel it through an office
Universities CAN engage for its own sake BUT driven by key targets, indicators, rankings
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Can universities make this wider difference?
Focus: socially excluded communitiesHigh needs, low capacity to engageExtreme case – convincing resultsEvidence of improved third mission
Can/ do universities work with socially excluded communities …
… to develop social capital? (not WP)
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Our project…
Two phases, two year, Original concern that universities in reality prioritising commercial engagement
Focus: engagement with socially excluded communities
Three regions*, 33 Universities (North East, North West, Scotland). 2 phases1 – mapping exercise2 – detailed case studies of ‘co-learning’
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The classification
Engagement
Opening facilities
Running projects
Volunteering
Cultural programmes
Mandating student involvement
Individual knowledge exchange
Consultancy and evaluation
Regeneration on the campus
Community representation
consultations
Developing engagement strategies
Providing non-accredited courses
Access to facilities
Pro bono spill-overs
Tailoring activities
Involving community in decisions
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Did the communities benefit?Core Special
Researching excluded communities
Running community benefit projects
Regeneration on campus
Opening up campus facilities ()
Staff/ student volunteering
Providing non-accredited education
Mandating student community involvement ()
Community in university governance ()
Consulting with the community ()
Developing specific engagement strategies () ()
Attracting communities onto campus
- £m benefits community
- recurrent bridge into core funds
() –symbolic/ legitimacy benefits
- no wider access to university resources
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Archetypal benefit projects…1Undertaking research with excluded communities
MMU Community Psychology research on ‘University-community engagement’.Durham/ Newcastle Beacon for Community Engagement
Running projects that seek to improve the lot of the community.
Community Financial Solutions unit Salford University
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Archetypal benefit projects…2
Integrating university campus developments within wider regeneration projects
Cornerstone Campus, Liverpool HopeQueen’s Campus, Stockton (Durham)
Opening facilities up on the campus for use by community groups
Sporting Edge, Edge Hill University, Ormskirk
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Why did universities engage?6 stories of regional engagement
Social responsibility: university ‘expected’ to be good citizen: community engagement part of that.Institutional development: engagement gave access to resources for campus developments.Seizing opportunities: engagement raised interesting questions stimulating new research.Serving the market: engagement kept university in contact with key excluded community markets Commitment to ‘the cause’: engagement was pursued as something ethically desirable.Personal self-advancement: engagement supported an individual or research centre.
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Phase 1 generalisations
Systematic engagement ‘invisible’Not a ‘typical’ engaged university The importance of visionaries building changeIntegration of engagement activities within other funding streams
Regional offices, volunteering, Lifelong Learning, Widening Participation
Elevating ‘community’ as more salient stakeholder
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FDI in R&D
Research labsTalent
ScienceSpatial dev’t
Industry
Education Labour market
SkillsCulture
InnovationRegional science
Institutional ranking
Priority national projects
NISTeaching
Research
‘Community’ Engagement
Competitive clusters
Governance & social contract
National policy funds Regional development
World city
Global resource flows
Regeneration project
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Phase 2: Cornerstone@EvertonLIHE: the difficult university transitionAppointment of new Vice Chancellor –
Liverpool Hope – Hope Street links cathedralsNetwork of Hope – HE in church schools
Church interest in urban justice St. Francis Xavier’s School, Everton
Idea to build new campusAccess Obj1, SDF, RDA, Widening Participation funding.
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Community Engagement in Everton
Deanery of Arts & Community (with DVC)Community Engagement opportunities/ requirement in curriculumKite Festival in the Park£20m four phase redevelopment adjacent to St. Francis Xavier churchLocal recruitment of Porter/ catering staffWider ‘family’ of activities – WAC, Collective Encounters, European Opera Centre.
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Urban regeneration around Cornerstone
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Urban HopeCreating new self-funding community centresLHU builds building, finds anchor tenants, creates community organisation, hands overBased on CSR funds (United Utilities), Surestart, European Funds.LHU manages capital build for a feeProperty covenanted with a charge from LHU for change of usExample: Kensington Life Bank – 6/ 7 local members
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Kensington Life Bank
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In Conclusion: success factors
Axis of engagement – from the top of the university to the top of communityInvolving other institutions – church, school, NHS – and their assetsCreating shared solutions to institutional problemsFlagship projects - big community pay-off
demand for community social capital
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Wicked issues for engagement1. Engagement shaped by policy at all levels2. Internal university communities must approve
‘engagement’3. Do not forget the mundane in chasing the exciting4. External pressures will influence achievements 5. Communities are not universities’ only stakeholders 6. Engaging is experimental implying tolerable failure7. Engagement must not be a back route for
undeserving projects