After Institutionalization

Romero, Deborah; Epperson, Annie; Gilbert, Elizabeth; Marston, Christine

doi:10.1017/9781108277693.020

Cited by 1 publication

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“…In relation to the transformation of HEI, critiques on the process of institutionalisation in general should be noted. For example, Butin (2006) argues that service learning cannot be institutionalised in the way described here, as HEIs work according to very specific disciplinary rules about who has the academic legitimacy to produce knowledge; indeed, some of the articles we reviewed address this area as a concern (Furco 2001;Romero et al 2018).…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

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Embedding Engaged Education

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We are increasingly confronted with complex societal issues such as climate change or social segregation. Higher education institutes (HEIs) have a crucial role in addressing such issues as part of their so-called third mission activities. In addition to the more market-driven forms of (technological) knowledge transfer, these complex issues require collaborative processes in defining and addressing their dynamic nature. The thesis focuses on engaged education within HEIs, as way to giving meaning to these collaborative processes through community engagement. To gain more insight into the implementation and sustainable embedment of such practices we aim to answer the following research question; How to embed engaged education within HEI, in order to contribute effectively to addressing (complex) societal issues? Our approach takes a multi-level perspective, building on the framework of Bogel et al. (2019), who combine transition studies and organisational change management. Through this framework, we allow for an explicit analysis of the role of individuals at the micro level but also consider organisational, meso-level processes when embedding engaged education. We conducted a reflection stream together with practitioners in order to gain insights into their rationales for embedding engaged education. Moreover, a theoretical stream broadly explored embedding engaged education at the individual course (micro) level as well as at the organisational (meso) level. Finally, two case studies, using an action–research approach, were conducted to gain insights into cross-disciplinary approaches for addressing complex societal issues through engaged education. Through these studies we explored systematic strategies and cross-disciplinary approaches for embedding engaged education to effectively address (complex) societal issues. Our findings show the potential of engaged education to centralise community values, needs and interests and thereby increase HEIs’ societal impact. We outline some of the tensions that can arise between individual action and organisational practices when embedding engaged education that centralise community engagement. To deal with these tensions, we describe systematic strategies for embedding engaged education for addressing societal issues at the individual course or micro level, as well as at the organisational meso level. From this we distil two guiding principles that we deem crucial when centralising community engagement as part of engaged education, namely catering for 1) continuous faculty, community and student involvement and 2) flexibility and continuity of engaged education activities. In relation to these guiding principles, we emphasise the importance of individual roles of faculty, community stakeholders and students at the micro level, but also recognise that the process of embedding engaged education, by definition, cannot rely solely on them. Changes in the organisational culture and in its policies and practices at the meso level are essential. Alignment between micro- and meso-level practices, through these guiding principles, can contribute to the institutional coherence needed to centralise community values, needs and interests. Building on this notion, we propose two concrete cross-disciplinary approaches to facilitate engaged education for addressing complex societal issues. Given their faculty-spanning nature these approaches position themselves as ‘transition initiatives’ at the meso level, while also connecting to the micro level, thereby facilitating the process of institutional coherence. We outline how such transition initiatives might contribute to transformation within and beyond individual HEIs. We believe that this thesis contributes to placing more emphasis on societal engagement, advocating for more intense involvement of community stakeholders within education. In this way, we provide valuable insights into how HEIs can purposely give meaning to their third mission activities and make societal impact through engaged education.

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Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

“…A centralised office can take many forms: for example, Romero et al (2018) discuss developing an online portal that can serve as a meeting place for faculty, community partners and students. Vogel, Seifer, and Gelmon…”

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Embedding Engaged Education

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After Institutionalization

Cited by 1 publication

References 12 publications

Embedding Engaged Education

Embedding Engaged Education

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