When Economic Development is also Economic ... Economic...Economic development is improving the economic well being of a community through efforts that entail job creation, job retention,

When Economic Development is also Economic Engagement:

Why Does it Matter?

Emily Janke, Ph.D. Kristin Medlin, MPA

Introductions

Traditional Campus Structures for ED and CE

Examples (if they exist): • Economic development offices • Entrepreneurship offices • Continuing education/Workforce development offices • Innovation commercialization offices

Examples (if they exist): • Service-learning offices • Volunteerism offices • Leadership Offices

Community Engagement

Economic Development

Brainstorming Differences • List the kinds of activities, processes, drivers, goals, measures, and

who is involved in Economic Development. • List the kinds of activities, processes, drivers, goals, measures, and

who is involved in Community Engagement. • Where are the points of distinction? • Where are the points of overlap? • What is the significance of each?

Common Definitions • Economic development is improving the economic well being of a

community through efforts that entail job creation, job retention, tax base enhancements and quality of life.

• Community Engagement is “the collaboration (among) institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity” (Carnegie Foundation)

Eureka!

Community Engagement

Economic Development

At UNCG, we have a model and approach that also includes Economic Engagement

• the goal of putting ideas to work in the realm outside of (but also including) academe; from the shelf, lab, office, studio into the school room, board room, home, and community.

• the measure of success of a university (of a chief EE officer) doing a good job is that ideas are moved out into the world in a way that uses the market to make the idea or innovation better (tested and refined as a function of marketplace pressures to literally “sell” the product) and to have more broad impact (more people know about it and can use it).

At UNCG, we have a model and approach that also includes Economic Engagement

• the emphasis is on revenue as a way to fund getting ideas and innovation “out to work” – not about profit alone

• the main areas of economic engagement, in UNCG’s view, are focused on curriculum, professional development modules, arts and literacy programs, and dance companies… in addition to traditional measures

• the main disciplinary players are broader and include UNCG’s liberal arts strengths, such as social sciences, arts, humanities, design …

Economic Engagement

Community Engagement

Economic Development

The use of collaborative and reciprocal partnerships using economic mechanisms to create and sustain

healthy, safe, and vibrant communities

Economic Engagement

Healthy Lives & Vibrant Communities

• Community engagement and economic development, together, serve as parallel, complementary, and sometimes collaborative, mechanisms to create and sustain healthy, safe, and vibrant communities

• UNCG has shaped its community-based partnerships to align with the socioeconomic needs identified by the city, county, region and state itself.

In Summary, when done well, CE and ED both enact:

• Collaborative partnerships –we work best when we’re all on the same team

• Reciprocity - Requires access to and commitment of talent and expertise among all

• Mutual benefit – must be a “win” for ALL involved

• Spread the credit/recognition among partners

• High degree of trust is needed

• Geography - Often location or community focused

• Improve the long-term capacity of a community to thrive

• Often addresses an immediate priority, as well as long-term priorities

• May require initial investment ($$ & in-kind) to start up

• Can take a long time to cultivate the relationships to take advantage of opportunities that happen in a moment

• Requires a long-term commitment • Politics (and “optics”) play an important role among many and

diverse stakeholders - faculty, staff, board of trustees, legislature, citizens, media, city officials, neighborhood associations, etc.

• Significant investment of time by individuals who are often “behind the scenes”

• Higher education partnerships can be key (faculty/staff talent, student talent and energy, future/potential employees/citizens)

In Summary, when done well, CE and ED both enact:

The Environment Matters!

Community Engagement

Economic Development

Research/ Creative Activity

Teaching & Learning

Views of Community Engagement Practitioners

• Principles of mutual benefit and reciprocity --- necessary to build capacity in a socially just and ethical way

• Capacity building of students’ intellectual, personal and civic development is an important aim as well as capacity building for the organization/community

• Usually/mostly involves faculty and community engagement staff and students

• Benefits are expected to provide a “public good” – not to benefit a few investors

• the goal of raising money for the university and/or local region and/or state

• The measure of success of a university (or a chief ED officer) is raising funds to support the bottom line of the university (alternative revenue stream)

• the main areas of economic development, in this traditional view, are focused on…. Patents, tech transfer, spin offs, etc.

• the main disciplinary players are those (only) which are likely to raise considerable revenue (ROI) – nano, techno, and bio/med fields.

Economic Development is often perceived by faculty as focusing on and supporting:

Some Essential Questions/Challenges

• What are the strategies and activities, and who are the partners/allies to bridge the gap between CE and ED?

• How do we involve more students (graduate and undergraduate) and faculty as colleagues in education, contributing to the short and long term success of their communities?

• How do we shift the focus of ED to see students as colleagues, investigators, and inventors?

• What is the role of liberal arts colleges or regional serving 4-year colleges and universities that do not have an outreach/extension arm and staff, ED offices/staff, or workforce development goals? How do we support their conversation and efforts?

Contact Us!

Emily M. Janke [email protected]

Kristin Medlin [email protected]

Visit Us! communityengagement.uncg.edu