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Researching the Professional-Development Needs of Community-Engaged Scholars in a New Zealand University

Author

Listed:
  • Kerry Shephard

    (Higher Education Development Centre, University of Otago, Dunedin 9054, New Zealand)

  • Kim Brown

    (Higher Education Development Centre, University of Otago, Dunedin 9054, New Zealand)

  • Tess Guiney

    (Higher Education Development Centre, University of Otago, Dunedin 9054, New Zealand)

Abstract

We explored the processes adopted by university teachers who engage with communities with a focus on asking how and why they became community-engaged, and an interest in what promotes and limits their engagement and how limitations may be addressed. As part of year-long research project we interviewed 25 community-engaged colleagues and used a general inductive approach to identify recurring themes within interview transcripts. We found three coexisting and re-occurring themes within our interviews. Community-engaged scholars in our institution tended to emphasise the importance of building enduring relationships between our institution and the wider community; have personal ambitions to change aspects of our institution, our communities, or the interactions between them and identified community engagement as a fruitful process to achieve these changes; and identified the powerful nature of the learning that comes from community engagement in comparison with other more traditional means of teaching. Underlying these themes was a sense that community engagement requires those involved to take risks. Our three themes and this underlying sense of risk-taking suggest potential support processes for the professional development of community-engaged colleagues institutionally.

Suggested Citation

  • Kerry Shephard & Kim Brown & Tess Guiney, 2017. "Researching the Professional-Development Needs of Community-Engaged Scholars in a New Zealand University," Sustainability, MDPI, vol. 9(7), pages 1-11, July.
    • Handle: RePEc:gam:jsusta:v:9:y:2017:i:7:p:1249-:d:104907
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    References listed on IDEAS

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    1. Prof. N. A. Khan, 2007. "Productivity of Human Resource in Higher Education," Journal of Commerce and Trade, Society for Advanced Management Studies, vol. 2(2), pages 54-62, October.
    2. Jeff Tollefson, 2010. "Climate science: An erosion of trust?," Nature, Nature, vol. 466(7302), pages 24-26, July.
    3. Erin A. Cech, 2014. "Education: Embed social awareness in science curricula," Nature, Nature, vol. 505(7484), pages 477-478, January.
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    Cited by:

    1. Marcellus Mbah & Charles Fonchingong, 2024. "University’s Catalytic Effect in Engendering Local Development Drives: Insight into the Instrumentality of Community-Based Service Learning," Journal of Sustainable Development, Canadian Center of Science and Education, vol. 12(3), pages 1-22, July.
    2. Khaled Alshihabat & Tarik Atan, 2020. "The Mediating Effect of Organizational Citizenship Behavior in the Relationship between Transformational Leadership and Corporate Social Responsibility Practices: Middle Eastern Example/Jordan," Sustainability, MDPI, vol. 12(10), pages 1-17, May.
    3. Ana Tur-Porcar & Alicia Mas-Tur & Elisabeth Malonda Vidal, 2017. "Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts," Sustainability, MDPI, vol. 9(9), pages 1-11, September.

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