Community Engagement Professionals as Inquiring Practitioners for Organizational Learning

Autor/inn/en	Weiss, H. Anne; Norris, Kristin E.
Titel	Community Engagement Professionals as Inquiring Practitioners for Organizational Learning
Quelle	In: Journal of Higher Education Outreach and Engagement, 23 (2019) 1, S.81-105 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Community Involvement; Inquiry; Organizational Change; Outcomes of Education; Activities; Higher Education; Achievement + Suchen Sie Ihr Suchwort? Organisationswandel; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Performance; Leistung
Abstract	This essay examines the inquiry activities that community engagement professionals (CEPs) can utilize to support organizational learning. We advocate for an inquiry approach that focuses on improvement and informing community-engaged practices and organizational change. By unpacking why inquiry is imperative for CEPs and outlining the tensions that may arise, we introduce three concepts: inquiry consists of different yet connected activities including, but not limited to, assessing student learning; CEPs are key knowledge workers in higher education; and, finally, CEPs can and should leverage inquiry to inform institutional planning and systematically align policies, processes, and procedures to demonstrate our public missions for society and other key stakeholders. (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://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01