The purpose of this study is to inform global citizenship practice as a higher education (HE) agenda by comparing the retrospective experiences of a range of community engagement (CE) partners, and including often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), Academic ServiceLearning (ASL) students (n = 20: females 17, males 3) and researchers (n = 12: females 11, males 1).Following thematic in-case and cross-case analysis, it emerged that all HE-CE partners experienced that socio-economic challenges (defined as rural-school adversities, include financial, geographic and social challenges) are addressed when an HE-CE partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback as well as conflicting expectations) hamper HE-CE partnership. A significant insight from this study is that a range of CE-partners experience similar challenges when a university and rural school partner. All CE-partners experienced that HE-CE is challenged by the structural disparity between the rural context and operational miscommunication.

The purpose of the current article was to compare the retrospective experiences of community partners with higher education (HE) qualifications, in community engagement (CE) in order to inform global citizenship as a HE agenda. Qualitative methodology was appropriate in this study as we were interested in gaining in-depth insight into the understanding of partners of HE-rural school CE-partnership. We conveniently selected an existing Flourishing Learning Youth intervention for the purpose of secondary data analysis of the retrospective experiences of several participant-groups. Researchers confirm that HE should promote social justice in development interventions. Insight generated by this study is the fact that community challenges are not confined to a lack of assets, but also include ignorance about the invaluable local resources.

This study investigated alcohol misuse associated with risky sexual behavior, which poses a challenge in South Africa, where the rate of HIV transmission is high. Southern Africa faces the challenge of HIV risk behavior, which is linked to the misuse of alcohol. The use of the qualitative research methodology was appropriate, as the researchers were interested in gaining a deeper insight into and understanding of male youth's perceptions. The findings also indicate that alcohol has a negative impact on HIV prevention. Unprotected sex, which is connected to alcohol misuse, is one of the ways in which the HIV pandemic is perpetuated. We recommend that a policy should be developed and implemented, with regards to the integration school programs on HIV and alcohol use, in order to enable young people to prevent HIV infection. Raise ongoing awareness of alcohol abuse in communities, in order to reduce the rates of HIV transmission.

The purpose of the study was to explore the influence of alcohol misuse in HIV-infection at the Health and Welfare Organisation in South Africa. There is an association between alcohol misuse and HIV transmission. Male youths may lack understanding of the effects of alcohol on their sexual behavior when under the influence of alcohol. This makes male youths vulnerable to HIV infection. Qualitative methodology was used for an in-depth understanding of the phenomenon under investigation. The findings indicate that many male youths are aware of HIV-preventative methods, but their behavior is not always in line with what they know. Therefore, we recommend that male youths should be taught about the risk of HIV infection associated with alcohol misuse in various places such as schools and taverns. HIV/AIDS education should emphasize practical intervention strategies. Condom use should not be neglected in favor of newer preventative strategies such as male circumcision and pre-exposure prophylaxis.

The aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.