{"id":2476,"date":"2024-12-18T06:25:13","date_gmt":"2024-12-18T09:25:13","guid":{"rendered":"https:\/\/repository.uniservitate.org\/?post_type=resources-repository&p=2476"},"modified":"2024-12-18T06:25:13","modified_gmt":"2024-12-18T09:25:13","slug":"community-engagement-in-higher-education-developments-after-the-first-institutional-audit-cycle","status":"publish","type":"resources-repository","link":"https:\/\/repository.uniservitate.org\/es\/resources-repository\/community-engagement-in-higher-education-developments-after-the-first-institutional-audit-cycle\/","title":{"rendered":"Community engagement in higher education: developments after the first institutional audit cycle"},"content":{"rendered":"

This study explores how three universities have responded to the Higher Education Qualifications Committee (HEQC) recommendations regarding deficiencies in implementing their community engagement (CE) missions. The Education White Paper 3 locates community engagement within the policy changes of transformation in higher education. However, literature reveals that there is still considerable resistance to accepting CE as a core function of universities. This study is qualitative and uses document analysis to understand the extent to which three universities identified for this study have progressed regarding their CE missions. The documents analysed include HEQC first audit cycle reports, policies, strategic plans, annual reports and institutional websites. Open Systems Theory (Emery) was used to underpin the findings of this study. The results revealed that despite the challenges reported in the literature, universities had developed policy frameworks to facilitate understanding of the concept among internal stakeholders and put structures for managing CE initiatives.<\/span><\/p>\n

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Este estudio explora el modo en que tres universidades han respondido a las recomendaciones del Comit\u00e9 de Cualificaciones de la Educaci\u00f3n Superior (HEQC) en relaci\u00f3n con las deficiencias en la aplicaci\u00f3n de sus misiones de compromiso con la comunidad (CC). El Libro Blanco de la Educaci\u00f3n 3 sit\u00faa el compromiso con la comunidad dentro de los cambios pol\u00edticos de transformaci\u00f3n de la ense\u00f1anza superior. Sin embargo, la literatura revela que todav\u00eda existe una resistencia considerable a aceptar el CC como una funci\u00f3n central de las universidades. Este estudio es cualitativo y utiliza el an\u00e1lisis de documentos para comprender hasta qu\u00e9 punto tres universidades identificadas para este estudio han progresado en relaci\u00f3n con sus misiones de CC. Los documentos analizados incluyen informes del primer ciclo de auditor\u00eda del HEQC, pol\u00edticas, planes estrat\u00e9gicos, informes anuales y sitios web institucionales. Se utiliz\u00f3 la teor\u00eda de los sistemas abiertos (Emery) para sustentar las conclusiones de este estudio. Los resultados revelaron que, a pesar de los retos se\u00f1alados en la bibliograf\u00eda, las universidades hab\u00edan desarrollado marcos pol\u00edticos para facilitar la comprensi\u00f3n del concepto entre las partes interesadas internas y hab\u00edan establecido estructuras para gestionar las iniciativas de CC.<\/span><\/p>\n

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Cette \u00e9tude explore la mani\u00e8re dont trois universit\u00e9s ont r\u00e9pondu aux recommandations du Comit\u00e9 des qualifications de l’enseignement sup\u00e9rieur (HEQC) concernant les lacunes dans la mise en \u0153uvre de leurs missions d’engagement communautaire (EC). Le Livre blanc sur l’\u00e9ducation 3 situe l’engagement communautaire dans les changements politiques de la transformation de l’enseignement sup\u00e9rieur. Cependant, la litt\u00e9rature r\u00e9v\u00e8le qu’il existe encore une r\u00e9sistance consid\u00e9rable \u00e0 accepter l’EC comme une fonction essentielle des universit\u00e9s. Cette \u00e9tude qualitative s’appuie sur l’analyse de documents pour comprendre dans quelle mesure trois universit\u00e9s identifi\u00e9es dans le cadre de cette \u00e9tude ont progress\u00e9 en ce qui concerne leurs missions d’EC. Les documents analys\u00e9s comprennent les rapports du premier cycle d’audit du HEQC, les politiques, les plans strat\u00e9giques, les rapports annuels et les sites web des \u00e9tablissements. La th\u00e9orie des syst\u00e8mes ouverts (Emery) a \u00e9t\u00e9 utilis\u00e9e pour \u00e9tayer les conclusions de cette \u00e9tude. Les r\u00e9sultats ont r\u00e9v\u00e9l\u00e9 qu’en d\u00e9pit des d\u00e9fis signal\u00e9s dans la litt\u00e9rature, les universit\u00e9s ont d\u00e9velopp\u00e9 des cadres politiques pour faciliter la compr\u00e9hension du concept parmi les parties prenantes internes et ont mis en place des structures pour g\u00e9rer les initiatives d’\u00e9ducation permanente.
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link<\/span><\/div> <\/span>
\nhttp:\/\/www.scielo.org.za\/scielo.php?script=sci_arttext&pid=S1753-59132023000100007<\/a>
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

This study explores how three universities have responded to the Higher Education Qualifications Committee (HEQC) recommendations regarding deficiencies in implementing their community engagement (CE) missions. The Education White Paper 3 locates community engagement within the policy changes of transformation in higher education. However, literature reveals that there is still considerable resistance to accepting CE as […]<\/p>\n","protected":false},"template":"","resource_tags":[94,287,216,120],"resource_collection":[90],"resource_formats":[340],"class_list":["post-2476","resources-repository","type-resources-repository","status-publish","hentry","resource_tags-experiences","resource_tags-innovation","resource_tags-social-engagement","resource_tags-universities","resource_collection-service-learning-community-based-learning","resource_formats-text"],"_links":{"self":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resources-repository\/2476","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resources-repository"}],"about":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/types\/resources-repository"}],"wp:attachment":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/media?parent=2476"}],"wp:term":[{"taxonomy":"resource_tags","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_tags?post=2476"},{"taxonomy":"resource_collection","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_collection?post=2476"},{"taxonomy":"resource_formats","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_formats?post=2476"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}