University engagement with hard-to-reach communities Understanding and Shaping Regions: Spatial, Social and Economic Futures Leuven, Flanders, 6 th -8 th April 2009 Paul Benneworth, David Charles, Catherine Hodgson, Lynne Humphrey, KITE, Newcastle University
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University engagement with hard-to-reach communities Understanding and Shaping Regions: Spatial, Social and Economic Futures Leuven, Flanders, 6 th -8.
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University engagement with hard-to-reach communities
Understanding and Shaping Regions: Spatial, Social and Economic Futures
Leuven, Flanders, 6th-8th April 2009
Paul Benneworth, David Charles, Catherine Hodgson, Lynne Humphrey, KITE, Newcastle University
Acknowledgements
Economic and Social Research Council
Ursula, Peter & Laura
Funders’ Group: hefce, SFC, DELNI, hefcw
Co-authors
Outline of presentation
Drivers for university’s changing roles
Universities building social capital
A policy-framework for engagement
Can universities make a difference?
Examples from the study:Survey of 33 HEIs in three territories
One detailed case study
Universities in a changing world
3 inter-related drivers
The knowledge economy
Globalisation/ marketisation
New urgent challengesClimate change
Resource scarcity
Demographic ageing
New challenges for HEIs
Competitors & league tables
New opportunities for valourisation
New institutional roles for the university
The university ‘third mission’
The wicked issues of university engagement
Universities CAN have great societal impacts BUT are being funded to create spinouts
Universities CAN encourage all to engage BUT it is easier to channel it through an office
Universities CAN engage for its own sake BUT driven by key targets, indicators, rankings
Can universities make this wider difference?
Focus: socially excluded communitiesHigh needs, low capacity to engage
Extreme case – convincing results
Evidence of improved third mission
Can/ do universities work with socially excluded communities …
… to develop social capital? (not WP)
Our project…
Two phases, two year,
Original concern that universities in reality prioritising commercial engagement
Focus: engagement with socially excluded communities
Three regions*, 33 Universities (North East, North West, Scotland). 2 phases
1 – mapping exercise
2 – detailed case studies of ‘co-learning’
The classification
Engagement
Opening facilities
Running projects
Volunteering
Cultural programmes
Mandating student involvement
Individual knowledge exchange
Consultancy and evaluation
Regeneration on the campus
Community representation
consultations
Developing engagement strategies
Providing non-accredited courses
Access to facilities
Pro bono spill-overs
Tailoring activities
Involving community in decisions
Did the communities benefit?Core Special
Researching excluded communities
Running community benefit projects
Regeneration on campus
Opening up campus facilities ()
Staff/ student volunteering
Providing non-accredited education
Mandating student community involvement ()
Community in university governance ()
Consulting with the community ()
Developing specific engagement strategies () ()
Attracting communities onto campus
- £m benefits community
- recurrent bridge into core funds
() –symbolic/ legitimacy benefits
- no wider access to university resources
Why did universities engage?6 stories of regional engagement
Social responsibility: university ‘expected’ to be good citizen: community engagement part of that.Institutional development: engagement gave access to resources for campus developments.Seizing opportunities: engagement raised interesting questions stimulating new research.Serving the market: engagement kept university in contact with key excluded community markets Commitment to ‘the cause’: engagement was pursued as something ethically desirable.Personal self-advancement: engagement supported an individual or research centre.
Phase 1 generalisations
Systematic engagement ‘invisible’
Not a ‘typical’ engaged university
The importance of visionaries building change
Integration of engagement activities within other funding streams