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Revitalizing south Memphis through an interdisciplinary community-university development partnership
This article describes how the University of Memphis formed and maintained a long-term partnership with a community development corporation in an historic African-American community to collaborate on community revitalization. By first providing a background on the community of South Memphis and the development of the partnership, the article aims to fill the gap in literature on the benefits and challenges of interdisciplinary action-oriented research while offering insightful practices and principles on these topics. Lambert-Pennington, K., Reardon, K.M., & Robinson, K.S. (2011). Revitalizing south Memphis through an interdisciplinary community- university development partnership. Michigan Journal of Community Service Learning, Spring 2011, 59-70….
Balancing head and heart: The importance of relational accountability in community-university partnerships
In this paper, the authors reflect on a community-university research and program development project undertaken with Aboriginal people in Canada, and suggest that a “head and heart” approach was crucial to the project’s success. They explain how a “head and the heart” approach to engaged scholarship provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. Finally, implications of this approach for engaged scholarship are examined. Kajner, T., Fletcher, F., & Makokis, P. (2012) Balancing head and heart: The importance of relational accountability in community-university partnerships. Innovation in Higher Education,…
Community ACTION boards: An innovative model for effective community-academic research partnerships
In traditional research, academics typically rely on community advisory boards (CAB) that often play a limited role in the research process. This paper first compares the traditional approach of academic research in communities to a new model of “partnered research” with a graphic representation. Next, it examines the East and Central Harlem Health Outcomes (ECHHO) CAB and the key strategies this group used to sustain their model of partnered research. Interviews were conducted with 16 current and former members of the ECHHO CAB, and the findings revealed that the “board became effective when it prioritized action and relationship building across…
International perspectives on community-university partnerships
This volume of Metropolitan Universities Journal includes 11 papers on community-university partnerships. International perspectives from the United States, Australia, Great Britain, Brazil, Korea, Indonesia, Kenya, and Sudan are featured in this volume. International perspectives on community-university partnerships. Metropolitan Universities Journal, 22(2).
Expectations and realities of engaged scholarship: Evaluating a social economy collaborative research partnership
The British Columbia–Alberta Social Economy Research Alliance (BALTA) brings together scholars and practitioners to better understand the social economy and contribute to the development of a social economy research network in western Canada. This paper evaluates the dynamics of engaged scholarship within BALTA, examining internal (academic and practitioner research partnerships) and external (research process) aspects of the alliance. The authors present their findings, and in conclusion assert that funding agencies, universities, and community organizations must realize the value of engaged scholarship by collaborating to create reliable and equitable forms of support and engagement. Heisler, K., Beckie, M., & Markey, S….
Participatory partnerships for social action and research
This book contributes to the growing literature on community-university partnerships, featuring accounts from faculty, administrators, students, and community members on their work in engaged scholarship. Organized into 21 chapters, each one contains an introduction, a case study, and commentary. This resource is useful to incorporate into undergraduate or graduate courses to broaden research methods, principles, and strategies. Harter, L.M., Hamel-Lambert, J., & Millesen, J.L. (Eds.). (2011). Participatory partnerships for social action and research. Dubuque, IA: Kendall Hunt Press.
Building a holistic international educational partnership: Collaboration between the University of Georgia and the Tunisian Higher Education System
In 2002, the University of Georgia entered into a partnership with the higher education system of Tunisia with an objective to support educational reform in Tunisia and develop outreach opportunities with an institution in this Arab-Muslim African country. In this paper, the author describes her personal commitment to developing a holistic, strategic, long-term partnership and discusses specific successes of the model. Hamrita, T.K. (2012). Building a holistic international educational partnership: Collaboration between the University of Georgia and the Tunisian Higher Education System. Journal of Community Engagement and Scholarship, 4(1), 5-14. Full Text.
Building effective community-university partnerships: Are universities truly ready?
Partnerships are crucial for effective engaged scholarship. This paper explores reflections by students, faculty, and a community partners on the process of establishing a long-term community-university partnership by integrating a service-learning component into a doctoral program in Community Psychology. Assessing university readiness in the pre-partnership stage and ensuring that scholars and their institutions are willing and able to engage in partnerships were the main reflections in establishing long-term partnerships. A practical framework on collaboration readiness (measuring contextual factors, between-group factors, and in-group factors) is offered to guide community-university partnership development. Eckerle Curwood, S., Munger, F., Mitchell, T., Mackeigan, M., &…
Using relational dialectics to address differences in community-campus partnerships
Relational dialectics can be used as a framework to approach tensions that that naturally and normally arise in community-campus partnerships. This article explains relational dialectics and presents the ways in which three common dialectical tensions work in campus-community partnerships. The authors offer ways in which partners can manage tensions and also discuss the implications of using relational dialectics for competency building, engagement practice, and research on community-campus partnerships. Dumlao, R.J., & Janke, E.M. (2012). Using relational dialectics to address differences in community-campus partnerships. Journal of Higher Education Outreach and Engagement, 16(2), 151-175. Full Text.
Getting started in CBPR: Lessons in Building Community Partnerships for new Researchers
What skills do researchers need to form successful CBPR partnerships? This article describes the key steps in starting, maintaining, and sustaining CBPR projects. The author addresses many important topics, from pre-research themes like how to set up a community advisory board, to post-research issues such as time concerns for tenure-track faculty. Considering CBPR is a recognized approach to effectively tackle health inequities, it is crucial that researchers have the necessary skills to initiate and cultivate partnerships. D’Alonzo, K.T. (2010). Getting started in CBPR: Lessons in building community partnerships for new researchers. Nursing Inquiry, 17(4), 282-288. Full Text.
Sustaining Community-university partnerships: Lessons learned from a participatory research project with elderly Chinese
As the oldest and largest Asian-American subgroup, Chinese-American elderly report the worst mental health of any other group in the US and have the highest risks of depression. This article uses a conceptual framework for sustainability to explore the challenges of sustaining a community-university partnership during a CBPR project with an elderly Chinese population in Chicago. The authors discuss the background of CBPR in health sciences, the use of CBPR in the Chinese community, and strategies and lessons learned from the community-university partnership. Dong, X., Chang, E., Simon, M., & Wong, E. (2011). Sustaining community-university partnerships: Lessons learned from a…
Improving Asian American, Native Hawaiian, and Pacific Islander Health
In principle, CBPR projects and partnerships aim to be equitable and reciprocal. However, only a few cases exist in literature in which the community partners are leading the research process as academics play a supporting role. This paper describes the cases of two non-academic national organizations that have lead research efforts, utilizing “distinct but complimentary strategies pertaining to research and data” (Cook, 34). The authors argue that these cases may exemplify a unique paradigm for CBPR, in which non-academic national organizations can partner with smaller community-based organizations in research projects. The paper concludes that promoting community-driven research requires flexible funding…
Transformational Partnerships: A new agenda for higher education
A transformational partnership is one based on “genuine engagement and a focus on common goals and mutual benefits” (Butcher, 29). This article first compares transformational partnerships to transactional partnerships and then presents a case study of the Australian Catholic University and the Parramatta Catholic Education system partnership. The authors examine the transformational ways the partners collaborated on a number of initiatives, and provide insight into the development, sustainability, and success of transformational partnerships. Butcher, J., Bezzina, M., & Moran, W. (2010). Transformational partnerships: A new agenda for higher education. Innovative Higher Education, 36, 29-40. Full Text.
Translating Community-Based Participatory Research Principles into Practice
Research partners from the University of Pittsburgh, the Johns Hopkins Center for Injury Research and Policy, and the House of Ruth Maryland, one the nation’s leading domestic violence centers, joined together to design, implement and evaluate a series of activities to increase local CBPR capacity. Two workshops held for both academic and community members to explore how to put CBPR principles into practice are described in this article. Workshop participants interpreted and revised CBPR principles into common language through consensus, and provided a range of actions for putting principles into action. The article concludes that translating CBPR principles into common,…
Community-university engagement: the Philippi CityLab in Cape Town and the Challenge of collaboration across boundaries
This paper interrogates the literature on the role of universities in society, with a specific focus on university-community partnerships, and discusses the experience of the Philippi CityLab in Cape Town, South Africa to shed some light on the complexities, challenges and rewards of university-community interactions. The case of the Philippi lab confirms many of the pre-requisites for “successful” collaboration between universities as identified in the literature. This case also shows that stakeholders should not be naïve about the time, effort, and investment which these kinds of engagements require, and the difficulty of establishing and sustaining mutually beneficial university-community collaborations.Brown-Luthango, M….
Rural embedded assistants for community health
This paper seeks to inform rural community-university partnership practice. It describes the Rural Embedded Assistants for Community Health (REACH) Network, a unique community-university partnership aimed at improving rural health services by identifying, implementing, and evaluating innovative health interventions delivered by local caregivers. By sharing first-person accounts from five stakeholders in the Network, this paper describes the partnership-related challenges that the Network faced, as well as the strategies for success that the Network developed. Brown, L. D., Alter, T. R., Brown, L. G., Corbin, M. A., Flaherty-Craig, C., McPhail, L. G.,…Weaver, M. E. (2013). Rural embedded assistants for community health (REACH)…
Building a research-community collaborative to improve community care for infants and toddlers at-risk for autism spectrum disorders
This article describes the formation and initial outcomes of a research-community collaborative that implemented evidence-based practices to improve care for children at risk for autism. The collaborative group included practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders. The outcomes of this project provide support for the feasibility of developing and sustaining a highly synergistic and productive research-community collaborative. Brookman-Frazee, L., Stahmer, A. C., Lewis, K., Feder, J., & Reed, S. (2012). Building a research-community collaborative to improve community care for infants and toddlers at-risk for autism spectrum disorders. Journal of Community Psychology, 40(6), 715-734. Full Text.
Who has a Stake? How Stakeholder Processes Influence Partnership Sustainability
Written by three faculty members involved in community-university partnerships, this paper is a comparative analysis of three partnerships located in the same community but with varying characteristics. More specifically, the study focuses on the variation among different university and community stakeholders and examines how relative power, legitimacy, and urgency of each stakeholder determines the importance of each “stake”. The paper suggests that the stakeholder theory should be applied to the field of community-university partnerships to develop a deeper understanding of the processes that that influence the sustainability and success of partnerships. Boyle, M.E., Ross, L., & Stephens, J.C. (2011). Who…
A Model for Bidirectional Community-academic Engagement
This paper describes a successful model of university-community partnership in research and programs. The University of Maryland’s Office of Policy and Planning collaborated with urban and rural community partners to plan and implement this model, which addressed health disparities, cancer and tobacco-related diseases, and public trust in research. The model produced enhanced public trust in research and enhanced community and Academic Health Center (AHC) capacity to address community health needs. A unique feature of the model is the AHC’s shared grant funding with community partners serving diverse and medically underserved communities for predetermined roles in research, policy, and educational programs….
Identifying the Role of Community Partnerships in Creating Change to Support Active Living
Active Living by Design (ALbD) partnerships were established in 25 communities across the U.S. to change environments and policies and support complementary programs to increase physical activity. This study analyzed these ALbD partnerships to determine the structural and functional factors that contributed to their success. This paper presents the factors that were identified as contributing to partnerships’ success.Baker, E., Wilkerson, R., & Brennan, L. K. (2012). Identifying the role of community partnerships in creating change to support active living. American Journal of Preventive Medicine, 43(5, Supplement 4), S290-S299. Full Text.