Defining Factors of Successful University‐Community Collaborations: An Exploration of One Healthy Marriage Project

Abstract

This study explored university‐community collaborations by examining the workings of 1 healthy marriage initiative. An ethnographic case study research strategy was used to study the process of this initiative, specifically looking at how participants worked through and overcame traditional university‐community collaboration challenges. Data consist of qualitative interviews with key initiative collaborators. Findings are organized into a model that offers a new way of looking at university‐community collaborations in light of challenge points to be addressed and either resolved or unresolved. The model provides implications for other collaborative efforts and outreach scholarship.

Building equitable community-academic research collaborations: Learning together through tensions and contradictions

“…Notions of reciprocity and inclusivity are vital to communityacademic research partnerships (Campbell & Lassiter 2010;Carlton et al 2009;Eckerle-Curwood et al 2011;Flicker & Savan 2006;Israel et al 1998;Pearce, Pearson & Cameron 2007;Vazquez Jacobus, Baskett & Bechstein 2011). Positive community-academic participatory research interactions recognise and build on the divergent expertise that partners contribute to the collaborative process.…”

“…Mutual trust is another pillar of community-based research (Carlton et al 2009;Israel et al 1998;Vazquez Jacobus, Baskett & Bechstein 2011;Wright et al 2011). A collaborative process, based on the principles of reciprocity and inclusivity, builds trust (Carlton et al 2009).…”

“…A collaborative process, based on the principles of reciprocity and inclusivity, builds trust (Carlton et al 2009). Mutual trust is also fostered through meaningful dialogue and deliberation among stakeholders.…”

“…Mutual trust is also fostered through meaningful dialogue and deliberation among stakeholders. The centrality of dialogue in the collaborative process is an indication that community participation is a valued asset in the production of collaborative outcomes (Campbell & Lassiter 2010;Carlton et al 2009;Israel et al 1998;Wright et al 2011). …”

Toward a Social Justice Model for an EdD Program in Higher Education

“…One core research focus includes civic engagement, community outreach, and service-learning as a social justice and improvement platform. This body of research is very studentcentered and community-oriented and is generally comprised of three themes: (a) reciprocity embedded within strategic, universitycommunity collaborations (Carlton, Whiting, Bradford, Hyjer Dyk, & Vail, 2009;Thompson, 2003); (b) civic engagement and its influence on college access and success (Cress, Burack, Giles, Elkins, & Stevens, 2010;Simonet, 2008); and (c) the influence of servicelearning on student engagement (Caruso, Bowen, & Adams-Dunford, 2006). While important regarding its' contributions to the discipline and field of practice, this body of research does not contribute as meaningfully to the current analysis-which focuses on the preparation of higher education professionals and administrators for social justice leadership.…”