Student‐community engagement and the changing role and context of higher education

Abstract

Purpose -The purpose of this Editorial is to introduce key themes in the area of student-community engagement (SCE) and the papers included in this special issue. Design/methodology/approach -The paper discusses dominant trends in the current context. Findings -The selection of papers in this issue represent the range of programmes that have been developed over the past five or so years and indicate what they have, and have not been able to achieve. However, the recent context indicates an acceleration of the expectations placed on higher education to develop socially responsible citizens and to create graduates who will be able to solve the complex problems of an increasingly complex world. Originality/value -The paper provides a background to SCE and the changing role and context of higher education.

An Approach to University Social Responsibility Ontology Development through Text Analyses

“…In this view, still there are some overlapping concepts e.g. education, teaching, learning, knowledge, scholarship that refer to the most famous mission of university which is known as teaching, learning, or even advancement of knowledge [7], [20], [21].…”

Value-adding to health professional student placement experiences: Enhancing work readiness and employability through a rural community engagement program

“…Industry demands and employer expectations require graduates to have a broad skill set that will enable them to integrate readily into the workforce and be able to solve complex problems (Millican & Bourner, 2011). These broad skills valued by employers include resilience, teamwork, communication, personal and social qualities, and self-management (Caballero & Walker, 2010;Caballero, Walker, & Fuller-Tyszkiewicz., 2011;Hager & Holland, 2006;Messum, Wilkes, & Jackson, 2015;Walker et al, 2013).…”

“…However, although community engagement has potential benefits for all concerned, in particular for students such as enhanced employability, self-efficacy and skill set (Millican & Bourner, 2011), it is not without challenges and risks (Moore, McDonald, McHugh-Dillon, & West, 2016;Weerts & Sandmann, 2008, 2010. While there are benefits for students, there are challenges and impediments to creating mutually beneficial relationships with the community (Blouin & Perry, 2009).…”

Studentas – universiteto klientas ar akademinės bendruomenės narys?

“…Tačiau pasigendama šias dvi koncepcijas jungiančio požiūrio, kad studen to vaidmuo gali kisti pagal jo paties požiūrį ir lūkesčius studijų procese. Studentų požiūris į studijų procesą plačiai analizuojamas dau gelio mokslininkų skirtinguose kontekstuose (Richardson, 2007;Bliuc et al, 2011;Ullah, Richardson, Hafeez, 2011;Millican, Bourner, 2011). O studentų vaidmenų kaita analizuota keliais aspektais.…”

“…student's role can change in accordance with his/her own attitude and expectations in the study process. Students' attitude towards the study process has been widely analysed in different contexts (Richardson, 2007;Bliuc et al, 2011;Ullah, Richardson, Hafeez, 2011;Millican, Bourner, 2011). Student role transformations have been analysed through several aspects.…”