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Community–university research partnerships in global perspectives

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.

An introduction

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 civil society research organizations to facilitate and enhance research partnerships. Chapter 4 offers readers a more detailed look at how one

in Knowledge, democracy and action

-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. Activities 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

in Knowledge, democracy and action

to civil society 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 civil society 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 civil society organizations and can help to develop new perspectives around

in Knowledge, democracy and action
A global perspective

accessible and user-friendly for anyone looking for research centres, universities, NGOs, civil society organizations 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

in Knowledge, democracy and action
International, national and community integration

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, civil society organizations working at these levels. Despite the general

in Localizing global sport for development

to assess 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 civil society and citizen participation. They do reflective writing

in Knowledge, democracy and action
Science shops and policy development

6 Embedding community–university partnerships: science shops and policy  development 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 civil society and traditional knowledge providers was recognized by Dutch students, who established relationships with civil society organizations (CSOs) to bring their research needs into universities where they could be addressed by students as part of their academic course of study. The

in Knowledge, democracy and action
Effective support structures for community– university partnerships

). 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, civil society organizations, 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

in Knowledge, democracy and action

, attributes of both the first and second types may appear concomitantly in certain cases. ‘Civil society’ in Israel Research dealing in Israeli state–society relations and on the interrelations between these two as far back as the first days of its establishment consistently generates one conclusion: for a long period of time, the State of Israel has been distinguished by a ‘civil society’ reduced in scope and influence. The main explanation for civil society’s weakness in Israel is rooted, as put forward by Yishai, in the pre

in The Israeli response to Jewish extremism and violence