University-Community Engagement: Current Tensions and Future Trends

Ogunsanya, Olajumoke; Govender, Ivan Gunass

doi:10.6017/ijahe.v6i1.11089

Cited by 8 publications

(7 citation statements)

References 64 publications

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“…These challenges are consistent with existing literature, which recognises the significance of community engagement for research impact and the obstacles in establishing meaningful partnerships. For example, Ogunsanya and Govender (2019) and Akhund et al (2023) stressed the importance of universities building trust and relationships with local communities to ensure the relevance and sustainability of research efforts. The participants' comments also highlight the sporadic nature of access to community engagement opportunities, echoing the findings of Godonoga and Sporn (2023), who discuss the role of personal networks and chance in accessing community partnerships.…”

Section: Sub-theme 3: Difficulty In Accessing Local Development Initi...mentioning

confidence: 99%

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

Tsotetsi,

Onaolapo

2024

IJRCS

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In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.

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Section: Sub-theme 3: Difficulty In Accessing Local Development Initi...mentioning

confidence: 99%

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

Tsotetsi,

Onaolapo

2024

IJRCS

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“…Universities might establish specific offices, centers, or programs to promote community involvement, social innovation, and advocacy efforts. Mentorship, funding, and logistical aid are provided by these support structures to students and teachers working on social change projects (Ogunsanya & Govender, 2019). According to research, these support structures encourage student engagement in social change activities and boost the overall effect of their endeavors.…”

Section: Cultivating a Culture Of Social Responsibilitymentioning

confidence: 99%

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Saaida

2023

edu

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This study examines the role of universities in promoting change in developing countries, despite facing constraints such as inadequate finance, outdated infrastructure, and the lack of comprehensive frameworks. The methodology of the study will employ a descriptive approach, focusing on direct observation and the recording of social change efforts in universities in developing countries. A selective sample will be chosen, and qualitative data will be evaluated using thematic analysis. It analyzes existing programs, provides a holistic framework for long-term social change, and investigates the role of universities in bringing about real change. This study empowers universities in low-income countries to address societal concerns using their intellectual capital, research capacity, and human resources. It examines contextual limits, best practices, and development areas, acknowledging limitations and highlighting the importance of future research for effective solutions and societal transformation in developing countries. This study explores the challenges universities face in promoting social transformation in developing nations, adding to the ongoing debate on higher education's capacity. It offers a holistic framework for long-term social change and has significant implications for policymakers, educators, and stakeholders interested in using universities' capacity for genuine social change. The study reached important results, which represented, first, a multifaceted approach to social transformation by playing a decisive role in facilitating social transformation by adopting a multifaceted approach. Then adopting a people-centered approach yields positive results, leading to positive social transformation and long-term growth. This is followed by emphasizing that global cooperation is vital and important in collaborating with global partners and international organizations in addressing complex societal issues and benefiting from diverse knowledge.

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“…These were expounded as promotion of culture, being dedicated to Africa and its people, correcting misconceptions about Africa through research, promoting science and technology, and training human resource for the pressing post-colonial needs of nation building. Universities seem to be slack in meeting the expectations though (Cloete & Maassen, 2015;Ogunsanya & Govender, 2019) due to formidable institutional and contextual predicaments.…”

Section: Context Of Higher Education In Africamentioning

confidence: 99%

Emerging University-Society Engagements in Africa

Bekele

Ofoyuru

2021

JCIHE

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Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified.

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University-Community Engagement: Current Tensions and Future Trends

Cited by 8 publications

References 64 publications

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Emerging University-Society Engagements in Africa

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