This book is based on a three-year international comparative study on poverty reduction and sustainability strategies . It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building, and on the theory and practice of community university research partnerships. It also includes lessons on models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. The book overviews the concept of engaged scholarship and then moves to focus on community-university research partnerships. It is based on a global empirical study of the role of community-university research partnerships within the context of poverty alleviation, the creation of sustainable societies and, broadly speaking, the Millennium Development Goals. The book frames the contribution of community-university research partnerships within a larger knowledge democracy framework, linking this practice to other spaces of knowledge democracy. These include the open access movement, new acceptance of the methods of community-based and participatory research and the call for cognitive justice or the need for epistemologies of the Global South. It takes a particular look at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships.
who they might contact for further information. This introductory chapter
provides a theoretical framework for the study and important contextualizing
background. Chapter 2 contains lessons on building partnerships drawn from the
case studies from the North and South summarized in the latter half of the book.
Chapter 3 takes a particular look at the variety of structures that have been created
in the various universities and civilsocietyresearchorganizations to facilitate and
enhance research partnerships. Chapter 4 offers readers a more detailed look at
-economic life of villages, worked out by villagers themselves. His
idea was to develop human resources, make use of available resources and develop
sustainable rural organizations on cooperative principles.
Rural reconstruction programmes in Sriniketan were primarily organized and
coordinated by the Rural Extension Centre (REC). REC is not an academic unit.
Its programmes included:
• developing and strengthening Village Development Societies (VDS);
• extension education through adult and continuing education and community learning centres (CLCc);
• youth welfare
civilsociety clients could be challenging. Students have to present the results in a
certain way to comply with university rules; this style of presentation is often not
appropriate for the needs of civilsociety clients.
Research completed through university structures are perceived by clients as
impartial and can be used in a political debate to create legitimacy. Cooperation
with intermediaries, such as science shops, further contributes to enhancement
of knowledge within the civilsocietyorganizations and can help to develop new
accessible and user-friendly for anyone looking for research centres,
universities, NGOs, civilsocietyorganizations and people engaged in community–university research partnerships. Local, regional, national and international
community–university research partnership structures, networked together, offer
greater opportunities to draw on global perspectives and act in global arenas.
To date, four broad categories of community–university partnerships in
research have been identified (Hall, Tremblay and Downing, 2009), as set out in
the following paragraphs.
Type I involves
Iain Lindsey, Tess Kay, Ruth Jeanes and Davies Banda
broad commitment to decentralization in national HIV/AIDS policy,
PATFs and DATFs were established at respective subnational levels. Again, both
PATFs and DATFs were multisectoral in their composition, with the intention
that they were to be an extension of the NAC at subnational levels, enabling
co-ordination and advocacy amongst the range of state and, especially, civilsocietyorganizations working at these levels.
Despite the general
the management style of the organization and the resulting work environment
for staff and for users of the various programmes and services. CPD students are
expected to log fifty hours of work with their host organization.
The April to June term parallels the first term, with six class meetings where
students come together to discuss their field experiences with course facilitators.
Students are exposed to more concepts for understanding organizations and more
literature and theory on civilsociety and citizen participation. They do reflective
Effective support structures for community– university partnerships
Edward T. Jackson, Letlotlo M. Gariba and Evren Tok
). There is, therefore, a consensus in both
industrialized and industrializing countries that university–industry linkages are
important tools of competitiveness in an increasingly globalized world economy.
There is a real opportunity now for a coalition of universities, civilsocietyorganizations, donor agencies, foundations and governments in developing
countries to build a similar consensus in the sphere of poverty-reduction action.
The first step would be to map a theory of change that would make explicit how
community–university partnerships would help reduce
Eileen Martin, Emma McKenna, Henk Mulder and Norbert Steinhaus
partnerships: science shops and
Eileen Martin, Emma McKenna, Henk Mulder and Norbert Steinhaus
Science shops originated in the Netherlands in the 1970s as part of the wider
democratization-of-science movement. The gap between civilsociety and traditional knowledge providers was recognized by Dutch students, who established
relationships with civilsocietyorganizations (CSOs) to bring their research
needs into universities where they could be addressed by students as part of their
academic course of study. The
members of the group. PRIA has been an influential pioneer in PAR and CBR in
the global South. Although PRIA frequently engages with academics and universities from across the globe, its main focus is in collaborating with community
groups and civilsocietyorganizations. They aim to help organizations to develop
capacity to carry out participatory research and assessments and to move generally into methods of participatory development. As PRIA grew, it developed its
continuing education centre for more intensively sharing its learning and innovations in