Presentation made at the Symposium on “Mainstreaming University-Community Research Partnerships” at Indian Habitat Center on 9th Apri 2015, Organized by PRIA.
Budd Hall Community Based Research Symposium PRIA India
1. THE WORLD OF COMMUNITY BASED
RESEARCH: INTERNATIONAL STUDIES ON
KNOWLEDGE, DEMOCRACY AND ACTION
Budd Hall, Rajesh Tandon and Crystal Tremblay
PRIA and the University of Victoria
2. Our Network Partners
International Development Research Council of Canada
(IDRC)
Social Sciences and Humanities Research Council of Canada
(SSHRC)
Community-based Research Canada (CBRC)
Global Alliance for Community Engaged Research (GACER)
Talloires Network
The Research University Civic Engagement Network
(TRUCEN)
PASCAL International Observatory
Global Univeristy Network for Innovation (GUNi)
Centro latinoamericano de aprendizaje y servicios solidario
(CLAYSS)
Centro Boliviano de Estudios Multidisciplinarios (CEBEM)
Better Futures Network, North-South Network
Living Knowledge Network, Europe
3. Global Study on Organizational Structures of Community-University
Research Partnerships (IDRC)
Methods and Outputs:
• Global web based survey - 336 responses from 53 countries, covering each
region of the world, administered in 4 languages.
• Respondents from HEI, CSO, funding agencies, and policy makers.
• 12 Country case studies
• Products: an e-book and a set of practical guidelines
• Open Access policies
The project aims to:
1) develop an understanding of how research partnerships are
initiated, supported, and evaluated through a comparative study of
different types of institutional arrangements;
2) promote awareness of the significance and appropriateness of
creating and/or supporting such enabling structures amongst
decision-makers; and
3) mobilize knowledge for practitioner and policy actions in creating
appropriate structures in different countries through the identification
of best practices and recommendations.
4. Key Findings (Survey)
• Data from the Global South difficult to obtain.
• Strong need for institutional investment in structures to support and
facilitate community and academic interests.
• Large variation in the language, conceptualization and practice of these
engagements, from ‘extension’ to ‘co-creation’ of knowledge.
• The ‘knowledge cultures’ of CSOs and HEIs are very different.
• An emerging contradiction between professed commitment to co-
construction of knowledge and partnerships with communities and the
actual practice of doing CBR (i.e. origins of research, sharing of
resources)
• Expressed need for building community capacity to play equitable roles
in the research partnerships
5. Survey Highlights
Institutional supports
• Just over 60% of HEIs identified have some form of structure
created to support CURPs within the last 10 years.
• Over 60% of CSOs do not have access to library and academic
funding opportunities. There is a need for capacity at CSO
level.
• CSOs rely heavily on volunteers. More then 65% of CSOs have
between 1-20 volunteers.
Table. Support structures for CURPs at HEIs
6. Survey Highlights
Role and Process of Partnership
• Over 95% of all respondents believe that the co-creation of
knowledge is a primary goal in CURP.
• Less then 15% of CURPs originate in the community. These
partnerships are still very much top down, initiated at the HEI
level.
• Active participation in decision-making and distribution of funds
in research projects is predominantly controlled by HEIs.
• We see increased involvement of CSOs in the decision-making
process as the life-span of the research partnership
increases.
• CSOs have higher active participation in networking and
framing research agenda, and much less so when it comes to
7. Survey Highlights
Challenges and Recommendations
• The most common challenges indicated by respondents are
differences in timeline expectations (43.7%), and the participation of
members (42.9%).
• It is clear from these results that there is a different nature of
knowledge cultures and diverse institutional processes that shape
how research partnerships function, and ideally, flourish.
Training in CBR
• Over half (52.4%) the respondents have not had training in
CBR.
• The most common training need identified in this survey is
‘methodology for participatory research’, including the
philosophy and practice of co-created knowledge and ways of
increasing equity in partnerships, methods and tools in
participatory research, research design, data collection and
8. Country Case studies
Two categories of countries:
1. Those where a clear national/provincial policy for such
engagements and partnerships already exist.
• Canada, South Africa, United Kingdom, Indonesia, Argentina,
Netherlands, United States, Brazil
2. Those countries where such policies are in the making
and potential for institutionalization of such policies is very
high.
• India, Uganda, Ireland, Jordan
• Existing policies and funding mechanisms reviewed in
each country
• 2 HEI and 2 CSO selected for institutional review
9. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
1. When overall policy framework at national/provincial levels
positions Higher Education (HE) as contribution to socio-
economic transformation, there is greater readiness to accept
Community Engagement (CE) as an integral part of the
mandate.
• Argentina's education policy explicitly recognize S-L as an innovative
approach
• Brazil’s ‘Citizen Constitution’, promoted the right to education,
work/decent wage and social security.
• Indonesia ‘Tri Darma Perguruan Tinggi” (three virtues of HE)
• India’s Kothari Commission Report called for ‘expansion of higher
education to meet the requirements of the nation
• Post apartheid South African policies ‘committed higher education to
a process of transformation in the spirit of an open and democratic
10. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
2. From the analysis of HE policies across countries, it has also
been seen that explicit inclusion of CE in national policy is a
more recent phenomenon in most countries, and it encourages
HEIs to institutionalize CE.
• Argentina’s enactment of the National Educational Act in 2006
• Brazilian Educational Law (1996) states that ‘for any HEI to be called
a University, it has to develop extension activities alongside teaching
and research.
• The institutionalization era for CBR in Canada ranges from the year
1998 to 2012 (e.g.SSHRC CURA;CuExpo; UVic, UQUAM, Guelph)
• By 2000, Indonesia’s Kuliah Kerja Nyata (KKN; Students’ Community
Engagement) narrowed to programs that initiate or drive social
change
• India’s 12th plan guidelines (2012-2017), the Planning Commission
rolled out a scheme for establishment of a Centre for Fostering Social
Responsibility and Community Engagement (CFSRCE) in
11. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
3. Policy statements on CE in HE do not mention research
explicitly; in its absence, other forms of engagement are more
common.
• Argentina’s S-L is course based, credit bearing form of experiential
education
• UK’s 2008 ‘Beacons for Public Engagement’ initiative was a major
culture change in HEI
• CE activities in Canada are broadly manifested under the umbrella
term of ‘CBR’, which explicitly provides for joint research with the
communities for achieving mutual benefits.
• Indonesian case presents one of the few examples wherein CE
explicitly includes the term ‘research’ (LPPM; Institute of Research
and Community Engagement).
• India’s overarching framework includes experiential learning (such as
12. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
4. Where explicit focus on research in CE is encouraged through
funding councils/schemes, HEIs engage in building research
as a part of community engagement plans/activities.
• Brazil has substantially increased programs and investments in
innovation. As a result, ‘there has been greater interaction between
universities, private industry and civil society’ - ‘incubators’
• ‘In the year 2014, SSHRC made $337 million worth of grants to 8674
projects. Of this, $12o million went to Aboriginal research grants. In
addition, PDG’s are also building research partnerships.
• National Research Foundation established a number of funded South
African Research Chairs (SARChI) dealing with matters of social
responsibility in higher education
• UK’s Higher Education Innovation Fund (HEIF) and the Catalysts for
Public Engagement (2011) fund (8 universities)
13. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
5. Principles of mutuality and co-construction of knowledge
with community (and valuing indigenous and practical
knowledge) is not explicitly incentivized in such funding
mechanisms.
Some examples where it is explicit:
• Canada SSHRC CURA ‘co-construction of knowledge as a product of
the alliances’, ‘focus of research to be ‘partnership’.
• Netherlands, the CE carried out in research is mostly done as
commissioned or co-operative research – Science Shop model
• UK’s Connected Communities funding program gives importance to
the crucial parameter of mutuality in CBR projects
14. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
6. National platforms for knowledge sharing and regular
monitoring of CE with focus on research generate greater
momentum at national/provincial levels.
• Canada has five national networks that support CBR
• Indonesia has five Regional FlipMas (Forum Layanan Ipteks bagi
Masyarakat) - forum for community engagement practitioners.
• India’s National University Rankings for the HEIs, with an objective to
incentivize the respective HEIs includes social responsibility
• SA university councils to report on ‘how a public higher education
institution has both positively and negatively impacted on the
economic life of the community in which it operated” (2011)
15. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
7. When government asks for annual reports and creates
a focal office on CE to support and collect progress on this
aspect, HEIs take it seriously and practices get
institutionalized.
• Indonesian government has instituted a full-fledged directorate
of research and community engagement, provisioned under
Community Engagement Grants (CEGs).
• India’s new CE scheme has provided for the establishment of a
focal Centre which will oversee all the community engagement
activities in the University in an inter-dependent manner.
• SA introduced new regulations for annual institutional reporting
to the Ministry include explicit requirement for university
councils to report on community impact
16. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
8. Separate and explicit funding schemes for CE in research
enable use of resources in building CURPs at institutional
levels.
• SSHRCs focused funding support has resulted in use of stipulated
resources for building CURPs at the institutional level in Canada (e.g.
OCBR (Uvic), (SAC) at UQAM)
• UK Research Councils and the Higher Education Innovation Fund
(HEIF) have helped to consolidate engagement activities across the
HEIs
• Ireland’s Higher Education Authority awards statutory funding for
community based research and other areas aligned to civic
engagement.
17. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
9. Very few such CE structures within HEIs are co-
governed with community representatives, and
mostly remain within the unilateral control of HEI
administration
• In Brazil, at the University of Sao Paulo,
representation of community groups (recycling
coops) in the Management Council of the PWSM
project has been ensured.
• Canada, at the University of Victoria, ISICUE is
jointly steered by university and community leaders.
• UQAM, SAC mandates the execution of joint
research projects with the NGOs.
• South Africa, at the Rhodes University, the
Community Engagement Management Committee,
also witnesses representation of external CE
18. ComparativeAnalysis of Country Policies,
Institutional Structures, and Networks
10. Provision of awards, recognitions and accreditations of
universities for engaging in CE activities further incentivizes
CUE.
• Argentina, National Ministry of Education (NME) created
Presidential prize ‘Solidarity School’, which awards sustainable
& quality S-L practices.
• The Brazilian government uses tax exemption to motivate
universities with philanthropic status to play a civic role in
society.
• Uvic’s Engaged Scholar awards for distinguished professorship
to recognize excellence in community engaged research and
scholarship.
• Indonesia and India, CE is an important element in National
19. Some Conclusions
• When national policy creates formal expectations to promote
CE, HEIs tend to show greater readiness; earmarked funding
for CE further facilitates CE by HEIs
• Top leadership of Ministries and HEIs can have huge impacts
on promotion of CE in general, and CURPs in particular; by
prioritising CE in research functions of HEIs, such leaders can
push co-creation of knowledge
• Middle level leadership—Deans, Centre Directors,
Professors—and student leaders can nurture and
operationalise CE (and CURP) by championing these in their
faculty, centre, association
• Even when reporting and monitoring mechanisms exist within
HEIs, accountability to communities and reporting to civil
society is not a common practice at all.
20. Some Conclusions
• Long term commitment to CE and CURP is required to
institutionalise such practice; support for such 5-10 year
partnerships is critical
• Investing in CB of students and faculty at HEIs (and in
community and civil society) to learn about partnerships and
CBPR methodologies is critically missing
• In general, civil society has shied away from demanding
greater responsiveness and accountability from HEIs and the
system of higher education in various countries around the
world
• The mind-set in HEIs continues to negate community
knowledge and practitioner expertise; widespread
systematisation of practitioner knowledge and sensitisation of
next generation of researchers can make a difference
There is much more work needed and more creative and effective ways to be found to dig deeper into these parts of the world.
We have been surprised that at least amongst the respondents to this survey, that some kinds of facilitative research partnership structures have been in place for a longer time and across a wider range of HEIs than we had previously thought.
However uneven the distribution of models of community university research structures might be there seems to be consensus that if CBR or CBPR is to be mainstreamed, institutional investment in structures to support and facilitate community interests and academic research interests is a key step forward. Support is needed to allow for brokering of interests, visibility of community based work, bridging across disciplines and credit for academic career development for this kind of work.
While there is obviously no common term for research which originates in the community and flows back to the community across all languages, it is noteworthy that the terms community based research (CBR) and community based participatory research (CBPR) have emerged as the most common way of naming these kinds of knowledge partnerships. Our survey also underscores the strong interest in the provision of training for these research approaches.
There is strong evidence suggesting that the ‘knowledge cultures’ of civil society organisations and HEIs are very different. The uses of knowledge, the kinds of knowledge needed, methods used, links to social change and advocacy are understood and practiced very differently. CSOs are looking for answers to concrete issues in the community. They are not interested in nuanced and subtle ‘maybe this or maybe that’ kind of results that academics often favour.
There is, we suggest, an emerging or a continuing contradiction between professed commitment to co-construction of knowledge and partnerships with communities on the part of university based scholars, and the actual practice of doing CBR which has to do with the origins of projects, sharing of resources and building of community capacities.
Linked to this is perception of relative apathy in CSO and Community organisations about continued efforts to partner with HEIs taking into account the difficulties entailed, and the frustrations of past experiences in moving the practice beyond the rhetoric.
Finally, in part because our survey did not contain language around these dimensions, the lack of a discourse around what some call knowledge democracy, attention to excluded or marginalized knowledge leaves us with further work to do in this critical area.
National policies for higher education in most countries do not necessarily situate the contribution of higher education within the framework of socio-economic transformation of the country. Where public policies embed HEIs in the national reconstruction efforts, readiness to accept CE as an integral part of the functioning of HEIs is demonstrated. CE is then viewed as one of the vehicles through which such roles of HEIs can be realized.
Primarily national policies of this scale are coming from Global South
While several national policies on HE have included a general reference to societal good, explicit inclusion of mandates for CE is a relatively recent phenomenon, spanning last decade or so. As international recognition for CE has been gaining momentum during the past five years or so, many countries and HEIs have begun to formalize policies for CE as well.
Indonensia has a nationwide institutionalized structure for community engagement, known as Lembaga Penelitian dan Pengabdian Masyarakat (LPPM; Institute of Research and Community Engagement).
As can be seen from above, CE is being prioritized differently in different contexts. Most CE efforts focus on students’ learning opportunities, sometimes with credit, many a times without credit. A common practice in CE is extending the knowledge and expertise of HEIs to nearby villages and slums, based on the assumption that such extension efforts will ‘benefit’ the community. Unless explicitly mandated and resourced, research activities do not readily become a part of CE efforts in most HEIs; HEIs assume that knowledge production is entirely an ‘in-house’ domain activity.
In the above cases, therefore, research-based community engagement is encouraged as a distinctive part of CE in HEIs. In some cases, community-based participatory research methodology, as driver of such CE, is explicitly recognized. This approach then legitimizes use of CBPR methodology in such research partnership between community and HEI.
While most granting agencies tend to encourage community based participatory research, it does not explicitly incentivize the mutuality or the co-creation of knowledge which should ideally be inbuilt in such processes. .
The critical question in all research engagements with communities is the actual practice of co-construction of knowledge. The principle of mutuality is not necessarily required or adhered to in practice in most such examples. It is here that greater attention needs to be paid in making research partnerships mutually beneficial and co-constructed.
In Canada, there are five national networks that support CBR efforts. They are: ‘Research Impact, (founded by York University and the University of Victoria); the Community Engaged Scholarship Partnership (based at Guelph University), which works on university policies such as career advancement, credit for work in the community; the Canadian Alliance for Community Service Learning (based at Carleton University linking community and university groups working with student’s experiential learning in community; and Community Based Research Canada(CBRC) (based at the University of Victoria and the Centre for CBR in Kitchener Waterloo)
It is clear that national or provincial networks on research partnerships and promotion of CBPR methodology in research can stimulate greater mutuality between communities and HEIs in designing and conducting research. Such networks act as platforms for influencing the practices of individual HEIs, thereby generating a pressure for, and providing exemplars of, good practices in co-construction of knowledge in research partnerships.
If Ministry of Higher Education at national (or provincial) level has a nodal unit and/or officer focusing on CE, the institutional responses from HEIs are more direct and timely. If such a nodal officer and/or unit demands an annual (or periodical) report from HEIs ( at least from those supported by the government), then there is greater likelihood of production of documents related to CE, and its results. In the absence of such a requirement and structure in the Ministry, HEIs do not necessarily produce annual reports and responsive documentation.
Incentivising CURPs requires targeted funding in this regard. Research funding to HEIs can be an effective vehicle for promotion of CURP, if so required. Even inclusion of CBPR methodology as an approach to research by HEIs can support emergence of CURPs.
The separately mandated structures in universities do facilitate interface with community. However, most such structures are managed from within the HEI administration. In order to build and nurture CURPs, it is perhaps important that such interface structures are c-governed and co-managed with active representation and voice of the community and civil society.
Therefore, it has been seen that provision of awards and recognitions greatly encourages CE efforts, along with generating enthusiasm and interest in the faculty and the students alike. Additionally, its contribution towards accreditation of universities proves to be a bonus, which greatly results in the universities which facilitates the integration of such activities in the regular curriculum.