University Engagement With Socially Excluded Communities

Preface......Page 5
Contents......Page 7
Contributors......Page 9
Part I University Engagement with Socially Excluded Communities......Page 11
1.1 Introduction: Towards the Idea of `The Engaged University\'......Page 12
1.2.1 University Engagement with Excluded Communities: AnIntroduction to the Volume......Page 13
1.2.2 The Key Messages Emerging from this Volume......Page 14
1.3.1 Introduction to Part I......Page 15
1.3.2 The Complexity of University--Society Relationships: An Introduction to the Chapter......Page 17
1.4.1 Universities as Societal Institutions......Page 18
1.4.2 University Evolution in the Context of the Knowledge Society......Page 19
1.4.3 Modernisation and Managerialism in Higher Education......Page 21
1.4.4 The Public Voice and Contemporary University Management......Page 23
1.4.5 Universities and the `Grand Challenges\'......Page 24
1.5.1 Between Meaningful Contributions and Instrumental Functionalism......Page 25
1.5.2 Socially Excluded Communities as Actors with Agency and Interests......Page 26
1.5.3 From Processes of Social Exclusion to Socially Excluded Communities......Page 27
1.6.1 Understanding the Scope of University--Community Engagement......Page 30
1.6.2 Barriers Communities Face in Engaging with Universities......Page 33
1.6.3 Identifying When Excluded Communities Benefit from Community Engagement......Page 34
References......Page 36
2.1 Introduction......Page 41
2.2 Involving Communities in Scholarship of Engagement......Page 43
2.3.1 Case Study......Page 45
2.4.1 Conversations on the River......Page 47
2.4.2 Voice of the Artist......Page 49
2.5 Discussion......Page 50
References......Page 52
3.1 Introduction to Cupp, Amaze and their Engagement......Page 55
3.2 Communities of Practice and Community--University Partnerships......Page 57
3.3 History of the Partnership......Page 59
3.4 Tackling Inequalities: the Development of Resilient Therapy......Page 60
3.5 Developing Resilience-Focused Communities of Practice......Page 61
3.6.1 Impact on Teaching......Page 63
3.6.2 Impact on Research......Page 64
3.7 Lessons Learnt Along the Way......Page 67
3.7.1 Getting and Keeping the Wherewithal......Page 68
3.7.2 Boundary Spanners......Page 69
3.7.3 Relationships, Relationships......Page 70
3.7.4 Appreciating Different Drivers......Page 71
References......Page 72
4.2 Universities, Globalisation and Regionalisation......Page 74
4.3 Universities in Their Regions......Page 77
4.4 Social Disadvantage: Universities and their Regions......Page 78
4.4.1 Widening Participation......Page 79
4.4.2 Community and Civic Engagement......Page 81
4.4.3 Image and Culture Attractiveness......Page 84
4.5 Some Conclusions......Page 85
References......Page 87
Part II Internal University Transformations for Effective Regional Engagement......Page 89
5.1 Introduction to Part II......Page 90
5.2 Introduction to the Chapter......Page 92
5.3 Communities as Significant to Universities......Page 94
5.4 Levels or Modes of Engagement by Universities......Page 95
5.5 Community Engagement Within one Institution......Page 97
5.6 Six Stories of University--Community Engagement......Page 98
5.6.1.1 Social Responsibility......Page 99
5.6.2.2 Serving the Market......Page 102
5.6.3.2 Personal Self-Advancement......Page 103
5.7 Discussion: From Rationalities to Classifying HEIs?......Page 104
References......Page 106
6.1 Introduction......Page 107
6.2 Problematising the Policy Context......Page 108
6.3.1 External Constraints......Page 109
6.3.2 Internal Constraints......Page 110
6.4 The University: Background......Page 112
6.4.1 Community Engagement......Page 113
6.4.2.1 Origins......Page 114
6.4.2.2 Consolidation......Page 116
6.4.2.3 And Extension......Page 117
6.5.1 Project Successes......Page 118
6.5.2 Project Limitations......Page 121
6.6 Institutional Short-Sightedness?......Page 125
6.7 Conclusion......Page 126
References......Page 128
7.1 An Autobiographical Introduction......Page 129
7.2 Librino: From Drawings to Reality......Page 131
7.3 Alternative Welfares......Page 134
7.4.1.1 Being Useful......Page 136
7.4.1.2 A Plea for Participative Practices in Librino......Page 137
7.4.1.3 Conflicting Perspectives......Page 139
7.4.2 Phase 2: Being Engaged......Page 141
7.5 Final Remarks: What did We Learn from the Experience......Page 143
References......Page 144
8.1 Introduction: The Current Context for Civic Universities......Page 146
8.2.1 Civic Universities Serving Prevailing Forces of Industrialisation......Page 147
8.2.2 Adaptation of Civic Universities to Post-Industrialisation......Page 149
8.3.1 Salford\'s Early Heritage......Page 150
8.3.2 CAMPUS---An Example of Building Engagement Relationships......Page 152
8.3.3 Contemporary History of the Institution......Page 153
8.4.1 Measuring and Driving Success in Æ......Page 155
8.4.2 Salford Binding Communities into Government and Institutions......Page 156
8.5.1 Leadership and Management are the Key......Page 158
8.5.2 Governance for Improved Academic Enterprise......Page 160
8.5.3 Rewarding Success......Page 161
8.6 Conclusion......Page 163
References......Page 164
Part III Transformations in the Epistemic `Idea\' of a University......Page 166
9.1 Introduction......Page 167
9.2 The Idea of a University and Community Engagement......Page 169
9.3 Universities and the Societal Compact......Page 172
9.3.1 Universities Between Universal and Particular Knowledge......Page 174
9.3.2 Universities Between Intrinsic Value and Extrinsic Worth......Page 175
9.3.3 Universities Between Individual and Collective Benefits......Page 176
9.3.4 Universities Between Ideal Type and Specific Form......Page 178
9.4 Potential University--Community Engagement Profiles?......Page 179
9.4.2 Civic Research Universities......Page 180
9.4.5 Networked Rural Universities......Page 181
9.5 Beyond the Idea of `the\' Engagement Mission......Page 182
9.6 The Limits to Contemporary University--Community Engagement......Page 185
References......Page 186
10.1 Introduction......Page 190
10.2 University Staff and Students as `Active Citizens\'......Page 191
10.3 Research: Taking or Giving?......Page 193
10.4 Access: Opening the Doors......Page 195
10.5 Institutional Commitment......Page 197
10.6 Conclusion......Page 198
References......Page 199
11.1 Introduction......Page 200
11.2 Changing Expectations......Page 201
11.3 Translation, Insulation and Mediation......Page 205
11.3.1 Mediating Values Through Structures, Processes and Cultures......Page 208
11.3.2 Commitment to Engagement......Page 211
11.4 Whither Community Engagement?......Page 214
References......Page 218
Part IV Transformation in the Social Environment for University--Community Engagement......Page 221
12.1 Introduction to Part IV and Chap. 12......Page 222
12.2.1 The 1980s Emergence of the Engagement Mission......Page 225
12.2.2 The Rise of the Business Engagement Mission......Page 227
12.2.3 Hard vs. Soft Engagement in an Age of Tough Policies......Page 229
12.3.1 Defining Policies to Support Engagement......Page 230
12.3.2 Policy Analysis and System Shift in Policy Networks......Page 231
12.3.3 System-Shifting Engagement Policies in Practice......Page 234
12.4 From University Campuses to the Engagement Mission: Did the Australian System Shift?......Page 235
References......Page 238
13.1 Introduction......Page 241
13.2 Analysing Complex Systems and Peripheral Policy Goals Around Engagement......Page 242
13.3 Canada\'s Community--University Research Alliances (CURAs)......Page 244
13.4 The Netherlands Leading Social Research Institutions (MTIs)......Page 248
13.5 England\'s 10 % Free Quantum in the Higher Education Innovation Fund......Page 250
13.6 Promoting Engagement Through Flagship Beacons for Public Engagement......Page 252
13.7.1 The Limits to Policies for University--Community Engagement......Page 255
13.7.2 Policies for System Shifting to Promote Effective University--Community Engagement......Page 256
References......Page 258
14.1 Introduction......Page 260
14.2 Principles of University Assessment and Performance Management as Applied to University--Community Engagement......Page 261
14.2.1 Diversity of Rationales for Engagement: Toyotaism vs. New Public Management......Page 262
14.2.2 Problems of Monetary Quantifiability......Page 263
14.2.3 Diversity of Activities......Page 265
14.3 Boundary Conditions for University--Community Engagement Indicators......Page 266
14.4.1 The Carnegie Classification Community Engagement Elective......Page 267
14.4.2 PASCAL Universities and Regional Environments (PURE) Community Engagement Indicators......Page 268
14.4.3 AUCEA Community Engagement Metrics Matrix......Page 269
14.5.1 Russell Group......Page 272
14.5.2 HEBCIS......Page 273
14.5.3 Sweden\'s Vetenskap & Allmänhet......Page 274
14.6 The Messy Business of Assessing University--Community Engagement......Page 276
14.7 Conclusions: The Boundary Conditions for Effectively Measuring University--Community Engagement......Page 277
References......Page 278
15.1 Introduction......Page 281
15.2 Clarifying Language......Page 283
15.3.1 US Higher Education\'s Public Purpose/Engagement......Page 284
15.3.2 Civic Engagement Today......Page 286
15.3.3 Assessment of Engagement......Page 287
15.4 The Counterbalance: The Carnegie Elective Classification for Community Engagement......Page 288
15.4.2 Best Practices......Page 290
15.5 Normalizing Community Engagement---The Tensions Becoming Clearer......Page 291
15.5.1 Engagement Taking Hold: Whether, Where and How?......Page 293
15.6 Getting to the New Normal---The Institutionalization of Community Engagement......Page 296
15.7 Concluding Thoughts......Page 297
References......Page 302
16.1 Introduction......Page 305
16.2 The Rise of New Public Management in Universities......Page 306
16.3 University Benchmarking as a New Public Management Technique......Page 309
16.4 Benchmarking University--Community Engagement inEnglish Universities......Page 311
16.5 Benchmarking Community Engagement within theRegional Mission......Page 314
16.6 There\'s Something about Engagement......Page 318
16.7 The Idea of an Engaged, Excellent University......Page 319
References......Page 321
Part V Conclusions......Page 323
17.1 Introduction: Towards the Idea of the `Engaged University\'......Page 324
17.2 The Idea of System Shift and the Third Mission......Page 326
17.3 The key Elements of the Third Mission System......Page 327
17.4 Three Scenarios of Future System Shift Development......Page 330
17.5 Knowledge Institutions in the Individualised, Modern Society......Page 332
17.6 University Futures, Research Futures......Page 334
References......Page 337
Index......Page 339