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Community Engagement social responsibility conceptual framework and model community-engaged university infusion partnership and collaboration.
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Exploring conceptual models for community engagement at higher education institutions in South Africa
Abstract
A critical conceptual analysis of the South African Higher Education context reflects the lack of a structural and functional framework for the conceptualisation of community engagement (CE) in higher education. The purpose of this article is to explore a framework and model for
the conceptualisation of CE for a better understanding of community engagement at higher education institutions in South Africa. The research methodology was a qualitative conceptual analysis using purposive sampling. Textual data were analysed by means of interpretative
content analysis in a mainly inductive fashion. A conceptual framework and the silo, intersecting and infusion (cross-cutting) models for CE are presented and the attributes of a community-engaged university stated.
The conceptual analysis of CE (curricular and research-related and non-curricular) contributes to the notion that engagement is a fundamentally dynamic and relational process (partnership); it "happens" at multiple levels of higher education institutions and in multiple
sites in and over time; all human relationships and engagements involve a political and an ethical dimension; and engagement is a fundamentally educative practice.
the conceptualisation of CE for a better understanding of community engagement at higher education institutions in South Africa. The research methodology was a qualitative conceptual analysis using purposive sampling. Textual data were analysed by means of interpretative
content analysis in a mainly inductive fashion. A conceptual framework and the silo, intersecting and infusion (cross-cutting) models for CE are presented and the attributes of a community-engaged university stated.
The conceptual analysis of CE (curricular and research-related and non-curricular) contributes to the notion that engagement is a fundamentally dynamic and relational process (partnership); it "happens" at multiple levels of higher education institutions and in multiple
sites in and over time; all human relationships and engagements involve a political and an ethical dimension; and engagement is a fundamentally educative practice.
