10 - Strategies and Outcomes of Involving University Students in Community Engagement: An Adaptive Leadership Perspective
Corresponding Author(s) : Dipane Hlalele
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
Le but de cet article est de comparer la façon dont les étudiants et les membres de la communauté ont appris et appliqué leurs connaissances dans quatre projets à petite échelle sur l’engagement communautaire des universités en 2013. Il se fonde sur le concept de leadership adaptatif en tant qu’approche et outil d’analyse dans le cadre d’un projet récemment achevé de recherche-action sur l’engagement communautaire et l’apprentissage par le service communautaire, mené dans un partenariat entre le campus Qwa Qwa de l’Université de l’État-Libre (UFS) et le campus Pietermaritzburg de l’Université du Kwa Zulu-Natal (UKZN). Le projet a été financé par la « National Research Foundation » (Fondation nationale de la recherche) avec le soutien de l’« UKZN Teaching and Learning Fund » (Fonds d’éducation et de formation de l’UKZN) et les « UFS Faculty of Education research funds » (fonds de recherche de la Faculté de l’éducation de l’UFS). Au total, douze études de cas ont impliqué soixante-cinq étudiants, neuf ONG et quatre écoles. Dans chaque cas, les étudiants ont travaillé en équipe pour répondre aux demandes d’assistance communautaires. Cet article compare les deux institutions par rapport à quatre des résultats de l’étude de cas. Il décrit comment le concept d’engagement communautaire a évolué et fait brièvement la revue de la littérature sur ledit concept, en particulier dans le contexte sud-africain. Il présente ensuite le cadre théorique et la mé- thodologie. Les résultats suggèrent que l’approche de leadership adaptatif a stimulé l’appropriation partagée de l’apprentissage.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Adaptive Leadership Intensive, 2013, Program for senior people in business, government and the community, Queen Victoria Womens Centre, Melbourne, 18–21 June. Accessed at: http://leadership.benevolent.org.au/community/event/2013/05/16/ adaptive-leadership-intensive-melbourne#sthash.hV76Pxym.dpuf
- Alperstein, M., 2007, ‘Getting closer to the community voice in curriculum develop- ment: an exploration of the possibilities’, Education as Change 11 (3): 59–67.
- Barton, D. and Tusting, K., eds, 2005, Beyond Communities Of Practice: Language, Power And Social Context, Cambridge: Cambridge University Press.
- Bender, C.J.G., 2008, ‘Curriculum enquiry about community engagement at a research university’, South African Journal of Higher Education 22 (6): 1154–71.
- Bringle, R.G. and Hatcher, J.A., 1995, ‘A service learning curriculum for faculty’,Michigan Journal of Community Service Learning 2 (1): 112–22.
- Burke, B.F., 2007, ‘Adaptive leadership as a facilitator of public engagement on environmental sustainability issues’, Administrative Theory and Praxis 29 (3) 412–31.
- Camacho, M.M., 2004, ‘Power and privilege: community service learning in Tijuana’,Michigan Journal of Community Service Learning, Summer, pp. 31–42.
- Council on Higher Education (CHE), 2009, The State of Higher Education in South Africa. Higher Education Monitor 8, Pretoria: Advice and Monitoring Directorate Council on Higher Education.
- Department of Higher Education and Training (DoHET), 2013, White Paper for PostSchool Education and Training, Pretoria: DoHET.
- Erasmus, M., 2011, ‘A South African Perspective on North American International Service Learning’, in Bringle, R.G., Hatcher, J.A. and Jones, S.G., eds, Interna- tional Service Learning Conceptual Frameworks and Research, Vol. 1, Sterling, VA: Stylus.
- Eubank, D., Geffken, D., Orzano, J. and Ricci, R., 2012, ‘Teaching adaptive leadershipto family medicine residents: What? Why? How?’, Families, Systems and Health30 (3): 241–52.
- Hall, M., 2010, ‘Community Engagement in South African Higher Education’ in CHE, ed., Kagisano No. 6: Community Engagement in South African Higher Education, Auckland Park: Jacana.
- Heifetz, R.A., 1994, Leadership Without Easy Answers, Cambridge, MA and London: Harvard University Press.
- Heifetz, R.A., Linsky, M. and Grashow, A., 2009, The Practice of Adaptive Leadership: Tools and Tactics for Changing your Organization and the World, Cambridge, MA: Harvard Business Press.
- Hlengwa, A., 2010, ‘Infusing service-learning in curricula: a theoretical exploration of infusion possibilities’, Journal of Education 48: 1–14.
- Kania, J. and Kramer, M., 2011, ‘Collective impact’, Stanford Social Innovation Review, Winter, pp. 36–41.
- Krueger, R.A. and Casey, M.A., 2000, Focus Groups, Thousand Oaks, CA: Sage. Kruss, G., Visser, M., Aphane, M. and Haupt, G., 2011, Academic Interaction withExternal Social Partners: Investigating the Contribution of Universities to Economic and Social
- Development, Pretoria: HSRC.
- Kruss, G., 2012, ‘Reconceptualising engagement: a conceptual framework for analy- sing university interaction with external social partners’, South African Review of Sociology 43 (2): 6–26.
- Mahlomaholo, S. and Matobako, T., 2006, ‘Service learning in South Africa held terminally captive by legacies of the past’, Alternation 31 (1): 203–17.
- Mniki, S., 2009, ‘Socio-economic Impact of Drought Induced Disasters on Farm Owners of Nkonkobe Local Municipality’, Unpublished Master’s dissertation, Bloemfontein: University of the Free State.
- Nduna, N.J., 2007, ‘The community voice on service learning: a good practice guide for higher education’, Education as Change 11 (3): 69–78.
- Osman, R. and Attwood G., 2007, ‘Power and participation in and through service learning’, Education as Change 11 (3): 18–21.
- Preece, J., 2013a, ‘Service learning and community engagement in South African universities: towards an “adaptive engagement” approach’, Alternation, Special Edition 9: 265–91.
- Preece, J., 2013b, ‘Community engagement and service learning in a South African university: the challenges of adaptive leadership’, South African Journal of Higher Education 27 (4): 986–1004.
- Preece, J. and Manicom D., 2014, ‘Community based learning spaces and envi- ronments: pedagogic possibilities and challenges’, Paper presented at UTLO Conference, 25–27 September, Edgewood, University of KwaZulu-Natal.
- Schuetze, H.G., 2010, ‘The Third Mission of Universities: Community Engagement and Service’, in Inman, P. and Schuetze, H.G., eds, The Community Engagementand Service Mission of Universities, Leicester: NIACE.
- Schweisfurth, M., 2001, ‘Gleaning Meaning from Case Studies in International Comparison’, in Watson, K. ed., Doing Comparative Educational Research, Oxford: Symposium.
- Stellenbosch University, 2009, Risk Management Guidelines for Community Interac- tion, Stellenbosch: Stellenbosch University.
- Stringer, E., 2004, Action Research in Education. Columbus, OH: Pearson/Merril Prentice Hall.
- Van Schalkwyck, F. and Erasmus, M., 2011, ‘Community participation in higher education service learning’, Acta Academica 43 (3): 57–82.
Les références
Adaptive Leadership Intensive, 2013, Program for senior people in business, government and the community, Queen Victoria Womens Centre, Melbourne, 18–21 June. Accessed at: http://leadership.benevolent.org.au/community/event/2013/05/16/ adaptive-leadership-intensive-melbourne#sthash.hV76Pxym.dpuf
Alperstein, M., 2007, ‘Getting closer to the community voice in curriculum develop- ment: an exploration of the possibilities’, Education as Change 11 (3): 59–67.
Barton, D. and Tusting, K., eds, 2005, Beyond Communities Of Practice: Language, Power And Social Context, Cambridge: Cambridge University Press.
Bender, C.J.G., 2008, ‘Curriculum enquiry about community engagement at a research university’, South African Journal of Higher Education 22 (6): 1154–71.
Bringle, R.G. and Hatcher, J.A., 1995, ‘A service learning curriculum for faculty’,Michigan Journal of Community Service Learning 2 (1): 112–22.
Burke, B.F., 2007, ‘Adaptive leadership as a facilitator of public engagement on environmental sustainability issues’, Administrative Theory and Praxis 29 (3) 412–31.
Camacho, M.M., 2004, ‘Power and privilege: community service learning in Tijuana’,Michigan Journal of Community Service Learning, Summer, pp. 31–42.
Council on Higher Education (CHE), 2009, The State of Higher Education in South Africa. Higher Education Monitor 8, Pretoria: Advice and Monitoring Directorate Council on Higher Education.
Department of Higher Education and Training (DoHET), 2013, White Paper for PostSchool Education and Training, Pretoria: DoHET.
Erasmus, M., 2011, ‘A South African Perspective on North American International Service Learning’, in Bringle, R.G., Hatcher, J.A. and Jones, S.G., eds, Interna- tional Service Learning Conceptual Frameworks and Research, Vol. 1, Sterling, VA: Stylus.
Eubank, D., Geffken, D., Orzano, J. and Ricci, R., 2012, ‘Teaching adaptive leadershipto family medicine residents: What? Why? How?’, Families, Systems and Health30 (3): 241–52.
Hall, M., 2010, ‘Community Engagement in South African Higher Education’ in CHE, ed., Kagisano No. 6: Community Engagement in South African Higher Education, Auckland Park: Jacana.
Heifetz, R.A., 1994, Leadership Without Easy Answers, Cambridge, MA and London: Harvard University Press.
Heifetz, R.A., Linsky, M. and Grashow, A., 2009, The Practice of Adaptive Leadership: Tools and Tactics for Changing your Organization and the World, Cambridge, MA: Harvard Business Press.
Hlengwa, A., 2010, ‘Infusing service-learning in curricula: a theoretical exploration of infusion possibilities’, Journal of Education 48: 1–14.
Kania, J. and Kramer, M., 2011, ‘Collective impact’, Stanford Social Innovation Review, Winter, pp. 36–41.
Krueger, R.A. and Casey, M.A., 2000, Focus Groups, Thousand Oaks, CA: Sage. Kruss, G., Visser, M., Aphane, M. and Haupt, G., 2011, Academic Interaction withExternal Social Partners: Investigating the Contribution of Universities to Economic and Social
Development, Pretoria: HSRC.
Kruss, G., 2012, ‘Reconceptualising engagement: a conceptual framework for analy- sing university interaction with external social partners’, South African Review of Sociology 43 (2): 6–26.
Mahlomaholo, S. and Matobako, T., 2006, ‘Service learning in South Africa held terminally captive by legacies of the past’, Alternation 31 (1): 203–17.
Mniki, S., 2009, ‘Socio-economic Impact of Drought Induced Disasters on Farm Owners of Nkonkobe Local Municipality’, Unpublished Master’s dissertation, Bloemfontein: University of the Free State.
Nduna, N.J., 2007, ‘The community voice on service learning: a good practice guide for higher education’, Education as Change 11 (3): 69–78.
Osman, R. and Attwood G., 2007, ‘Power and participation in and through service learning’, Education as Change 11 (3): 18–21.
Preece, J., 2013a, ‘Service learning and community engagement in South African universities: towards an “adaptive engagement” approach’, Alternation, Special Edition 9: 265–91.
Preece, J., 2013b, ‘Community engagement and service learning in a South African university: the challenges of adaptive leadership’, South African Journal of Higher Education 27 (4): 986–1004.
Preece, J. and Manicom D., 2014, ‘Community based learning spaces and envi- ronments: pedagogic possibilities and challenges’, Paper presented at UTLO Conference, 25–27 September, Edgewood, University of KwaZulu-Natal.
Schuetze, H.G., 2010, ‘The Third Mission of Universities: Community Engagement and Service’, in Inman, P. and Schuetze, H.G., eds, The Community Engagementand Service Mission of Universities, Leicester: NIACE.
Schweisfurth, M., 2001, ‘Gleaning Meaning from Case Studies in International Comparison’, in Watson, K. ed., Doing Comparative Educational Research, Oxford: Symposium.
Stellenbosch University, 2009, Risk Management Guidelines for Community Interac- tion, Stellenbosch: Stellenbosch University.
Stringer, E., 2004, Action Research in Education. Columbus, OH: Pearson/Merril Prentice Hall.
Van Schalkwyck, F. and Erasmus, M., 2011, ‘Community participation in higher education service learning’, Acta Academica 43 (3): 57–82.