Facilitating Knowledge Flow in Community-University Partnerships

Autor/in	Weerts, David J.
Titel	Facilitating Knowledge Flow in Community-University Partnerships
Quelle	In: Journal of Higher Education Outreach and Engagement, 10 (2005) 3, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Partnerships in Education; School Community Relationship; Higher Education; Case Studies; Land Grant Universities; Outreach Programs; Colleges; Participation; Institutional Characteristics; Interviews; Community Programs + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Jobcoaching; College; Hochschule; Fachhochschule; Teilnahme; Interviewing; Interviewtechnik
Abstract	During the past decade, words and phrases like "engagement," "reciprocity," and "building a two-way street" have been scattered throughout speeches and literature calling for colleges and universities to develop more mutually beneficial relationships with their surrounding communities. The purpose of this article is to advance a model for understanding the challenges and opportunities for building community-university partnerships that are embedded in the values of reciprocity and engagement. This model is advanced through an analysis of knowledge flow theory and case studies of community-university partnerships at two land-grant universities. The core concepts of the model focus on breaking down knowledge flow barriers, building capacity for university-community engagement, and identifying motivators to promote engagement initiatives. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01