Conceiving land grant university community engagement as adaptive leadership

Stephenson, Max

doi:10.1007/s10734-010-9328-4

Cited by 31 publications

(20 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As university missions become more invested in community engagement, supporting community determination and empowerment within CBPR is an obvious and necessary step forward. Public universities, in particular, should acknowledge their deep ties to heavily researched communities and take leadership in ensuring the social and economic benefits of research are captured by effected communities (Stephenson, 2010). …”

Section: Discussionmentioning

confidence: 99%

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers

Damon

Callon

Wiebe

et al. 2017

Social Science & Medicine

113

146

View full text Add to dashboard Cite

Community based participatory research (CBPR) has become an increasingly common approach to research involving people who use(d) drugs (PWUD), who are often employed as Peer Researchers on these projects. This paper seeks to understand the impact of CBPR on PWUD, particularly those living in heavily researched and stigmatized neighbourhoods where CBPR projects are often located. This study draws on 14 in-depth interviews with PWUD who had previous experience as both peer researchers and research participants in CBPR projects conducted between July 2010 and February 2011. The study employed a CBPR approach in its study design, recruitment, interviewing, and analysis. Our analysis indicates that participants were supportive of CBPR in principle and described the ways in which it helped contest stigmatizing assumptions and researcher bias. Participants also reported positive personal gains from participation in CBPR projects. However, many participants had negative experiences with CBPR projects, especially when CBPR principles were implemented in a superficial or incomplete manner. Participants emphasized the importance of inclusiveness and active deconstruction of hierarchy between researchers and community members to successful CBPR among drug using populations. CBPR has been widely adopted as a research approach within marginalized communities but has often been implemented inconsistently. Still, CBPR can empower communities to contest forms of social stigma that are often reproduced through academic research on marginalized communities. Our findings describe how the benefits of CBPR are maximized when CBPR principles are consistently applied and when community based researchers are supported in ways that reduce hierarchies of power. This suggests a need for capacity building within affected communities to develop independent support, training, and grievance processes for peer researchers.

show abstract

Section: Discussionmentioning

confidence: 99%

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers

Damon

Callon

Wiebe

et al. 2017

Social Science & Medicine

113

146

View full text Add to dashboard Cite

show abstract

“…Universities are recognized for their capability to contribute to the community through cultivating managerial, entrepreneurial, and technical talents (Miles & Morrison, 2018). Stephenson (2011) attributed to university faculty, staff, and students the responsibility to help create and maintain an environment that encourages people to raise questions about their communities.…”

Section: Community and Business Developmentmentioning

confidence: 99%

Knowledge Strategy and Leadership and Their Roles in Change at Universities

Aljuwaiber

2019

JMS

View full text Add to dashboard Cite

The purpose of this paper is to bring to light a new perspective on the transformational role of universities by considering knowledge strategies for increasing research and academic capabilities. Change usually comes about because of a crisis in an organization; however, such change can also be due to permanent competition and rapid developments. As the world has moved into the twenty-first century, change has become indispensable, and organizations of many kinds face a variety of challenges. The first questions to ask are “Why change?” and “Why is change important?” Change is a fundamental factor behind an organization’s success and can transform an organization into a global competitor. The three big factors that can impact a university are funding, leadership, and the research system, all of which have been directly affected by disturbances from the external environment and indirectly affected by changes to the university context in response to those disturbances. Many universities around the world have built good reputations, but they need to speedily react to future changes. Collaboration between universities and research institutes plays an essential role in developing the research context. In addition, associations based on specialist studies promote continued professional development among university staff. This paper therefore attempts to highlight the need for change in the realm of universities and answer questions regarding the whys and hows of such change.

show abstract

“…Nevertheless, Stephenson (2011) suggested that AL values can be applied to a CE process whereby universities act as facilitators to help communities interpret and define solutions to their own problems.…”

Section: Power and Dialogical Relationships In Community Engagementmentioning

confidence: 99%

Negotiating service learning through community engagement: Adaptive leadership, knowledge, dialogue and power

Preece¹

2016

Educ. as change.

View full text Add to dashboard Cite

This article builds on two recent publications (Preece 2013;2013a) concerning the application of asset-based community development and adaptive leadership theories when negotiating university service learning placements with community organisations in one South African province. The first publication introduced the concept of 'adaptive engagement'. The second analysed empirical findings from the first phase of an action research project that endeavoured to take a teamwork approach to service learning placements. This paper reports on the larger, second phase. Different student teams were each tasked with undertaking an activity that had been identified by an NGO as an area of development need. The paper discusses this approach filtering the above-mentioned theories through a Foucauldian lens for analysing power relationships, knowledge and ownership over decision-making. Findings highlight the multi-layered complexity of community engagement, communication and power relations, and the limiting nature of institutional governmentality in terms of student contributions to sustainable community outcomes and university recognition of communitybased knowledge. But the findings also demonstrate the potential for contributing to community change and knowledge sharing when an adaptive leadership approach of clarifying competing goals and values is used alongside respect for community assets of experiential, or subjugated, knowledge.105

show abstract

Conceiving land grant university community engagement as adaptive leadership

Cited by 31 publications

References 13 publications

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers

Knowledge Strategy and Leadership and Their Roles in Change at Universities

Negotiating service learning through community engagement: Adaptive leadership, knowledge, dialogue and power

Contact Info

Product

Resources

About