Establishing university–community partnerships: Processes and benefits

Abstract

Many academics do not view community engagement as a priority in their work. Yet, in an increasingly competitive funding environment, there is evidence that many benefits arise from the creation of university–community partnerships. This paper describes a study that documents the experience of seven academics successfully establishing community partnerships. Specifically, it examines the processes by which partnerships are established and implemented using Sargent and Waters's framework of academic collaboration. It also explores the perceived benefits of partnerships to the academics and the university. Findings indicate that a range of benefits result from such partnerships in terms of research, teaching and community recognition. They also suggest that, while Sargent and Waters's framework is useful in describing the collaborative process, a number of refinements are required to adequately account for university–community partnerships. Implications of these findings for universities are discussed, including the need for tertiary institutions to adopt engagement as a ‘core value’ and to better reward and support academics for developing and maintaining community partnerships.

Acknowledgement

The authors would like to acknowledge the assistance of Ms Hanna Nupponen in this research.