"CBR is a partnership of students, faculty, and community members who collaboratively engage in research with the purpose of solving a pressing community problem or affecting social change" (Strand et al. 2003).
CBR is seen as a research model in which academic staff, students and community partners collaborate to address shared questions on research projects. Wade and Demb (2009:7) describe community-based research as a form of scholarly work that is often cited as scholarly work that meets societal needs while fulfilling the research function of academic staff. It is presented as the most recognisable demonstration of a collaborative, research-orientated activity that meets scholarly objectives while contributing to the welfare of the community. Community-based research differs from traditional research in that the research objective is to produce information that will
benefit community members or agencies serving the community. Community-based research is applied research and may include student involvement.
Duke and Moss (2009:32) add that this type of research involves community members in identifying specific community-based problems. The method supports a highly collaborative model of data gathering, analysis and policy formation between university researchers and members of the community. The researchers work with community members to utilise the findings in ways that it will directly benefit the local community. This differs from an expert model of research in which the researchers themselves have the authority and control over the research questions. Marullo, Moyedi and Cooke (2009:63) view CBR as a particular type of service learning through which students and academic staff undertake research projects (sometimes using a participatory action research model) in collaboration with community-based organisations to address needs or questions identified by the community. This differs from traditional service learning where students typically participate in direct service activities with community partners, and often assist in the delivery of services to a client population defined by their service needs. As a result, some people might think of CBR as a next stage of SL and engaged scholarship. Israel et al. (2008) add that community-based research rests upon the principle of empowerment; it is said to build upon strengths and resources within communities and to promote a co-learning and empowering process. During this process, participants gain knowledge, skills, capacity and power.
2.10 CONCLUSION
This chapter provided an overview of community engagement. It unpacked the contextualisation and conceptualisation of community engagement, which provided the foundation for the discussion of community engagement in this chapter. It was evident from this discussion that community engagement is defined in different ways and that an appropriate definition for this particular postgraduate programme of the CCYFS needs to be determined. The various forms of community engagement were discussed with a focus on the challenges and advantages of community engagement. The different conceptual frameworks in higher education were discussed. These conceptual frameworks need to be linked to the community engagement strategies of NWU as this study is contextualised within this university. The scholarship of engagement was discussed, which is linked to engaged scholarship that will be unpacked in Chapter 3.
As there are additional forms of community involvement besides service learning, the different models of community-based research were discussed. Service learning as a form of community engagement was also explored as this is often the engagement tool of choice.
The next chapter will provide an overview of higher education as this study is contextualised within higher education.
CHAPTER 3
PERSPECTIVES ON HIGHER EDUCATION
3.1 INTRODUCTION
Higher education institutions (HEIs) in the 21st century are facing a range of challenges (McCarthy & Tucker 2002) related to complex issues such as globalisation, transformation and diversity (Mitchell, Trotter & Gelmon 2005; O'Brien 2005; Albertyn & Daniels 2009). The requirement of increased community participation and greater social responsiveness of HEIs are also indicated as key challenges (DoE 1997; Bender 2007; Lazarus et al. 2008). This is due to a more comprehensive approach towards engagement as a core value of the university of the 21st century. Hence, engagement is key to the community mission of higher education and, more importantly, to the production of and engagement with new knowledge (Erasmus 2005).
The public expects more from higher education than ever before in order to satisfy the growing demands of living in an increasingly complex global society (Le Grange 2009:108). Within this complexity another matter arises, which is that of the responsibility of the university (Barnett 2011:100). It is expected of universities to provide students with well-rounded education as well as to prepare them to be workers in the economy, citizens in a democracy and contributors to the community (McCarthy & Tucker 2002:629). Additionally, the information age with its rapidly evolving technology demands a highly knowledgeable and skilled workforce and an ingrained civic culture of involvement and creativity (Thornton & Jaeger 2007; Billings & Terkla 2011). Albertyn and Daniels (2009:409-410) agree that in an ever-changing context, HEIs are required to equip graduates by putting processes in place to facilitate the production of knowledge and the development of skills required to live in a diverse society. Furthermore, HEIs are required to enable students to make responsible and informed decisions, and to work collaboratively in order to contribute to social transformation. This requirement challenges the modes of teaching and learning, and research and community engagement, and therefore calls on HEIs to develop new institutional cultures (Albertyn & Daniels 2009:410).
Chapter 2 outlined global reform trends in higher education with specific reference to the South African context, where necessary. Chapter 3 will look at the university as a higher education institution and focus on policy changes and documents pertaining to South African HEIs with a specific emphasis on community engagement.