Bridging the gap of the cultural divide through international collaborative partnerships

Priscilla S Daniels, Tracey-Ann Adonis and Karin Benjamin

TWK PARTNERSHIP CELEBRATION OF 10 YEARSNETHERLANDS, 16 JUNE 2014Bridging the gap of the cultural divide through international collaborative partnerships

1Dear ladies and gentlemen.Welcome all delegates from HAN University, Christ University, UWC and CPUT

It is an honour and it gives me great pleasure to be part of this anniversary. We are gathered here to celebrate 10 years of collaboration between HAN university, UWC and TWK Municipality, an international partnership for sustainable rural community development.

1INTRODUCTIONHigher education institutions operate in a global environment

HEIs commit to internationalisation as they realise that contemporary challenges relating to several spheres of social, economic and health development cannot be addressed without consideration of the global perspective

2The collaboration between the two institutes for higher education, HAN and UWC, started much before that and in fact we could celebrate two decades of collaboration.In 1993 identify possible partner from previously disadvantaged universities (request from the then Director/dean of Health Faculty, Bart van Bergen) We visited several universities but were most impressed with the community health projects of UWC, the community partnership project in the township Mfuleni near Cape Town. This was a multidisciplinary approach of which we thought the HN could learn a lot.In 1994 the agreement between the two universities was signed and from then on there was a lot of student and staff exchange mainly in the fields of health care and paramedics.This went on for 10 years and then.

2BACKGROUND TO THE PROJECTA community request from Directorate of Community Services in the Theewaterskloof municipality graduate from UWC (10 years ago)

Requested placement of Community and Health Science students with aim of assisting the Directorate in achieving its deliverables in the services sector

Visiting delegation from Hogeschool Arnhem en Nijmegen at UWC also interested in placing students in this rural area.

Model of partnership was envisioned

3Once upon a time . Back in 2004 There was a need in the community which resulted in a request to UWC. The municipality could not / can not answer all the needs, so they went to look for expertise elsewhere, from the university UWC that had the skills and human resources to help.

Partnership: a win-win situation : beneficial for the communities in TWK but also for the students from HAN and UWC opportunity for community engaged learning

Just now we will have a closer look at the original goals of the Partnership3

BACKGROUNDx

NetherlandsSouth AfricaTheewaterskloof Municipality4From 2004 HAN University has sent about 60 students per year on average to the to the TWK region in SA to work in one or more of the projects within the TWK Program (we call it the TWK Project, but in fact it is a program which consists of about 30 different projects in the fields of education, social work, engineering, building, management, business and paramedics) In some of the projects NL students have worked together with SA students or their work there was compatible.

HAN students are registered at UWC and receive academic supervision from UWC lecturers. 4COMMONALITIES BETWEEN HAN AND UWCUniversity of the Western Cape Institutional Operating PlanHogeschool Arnhem en Nijmegen MissionInternationalisation at home give students holistic experiences

Intercultural experienceInternational activities and student exchange

Encourage students to experience other cultures.Extension of knowledge through education and professional trainingProvide an education that is both practical and relevant to the field.Training of students to drive the transformation process in South AfricaRecognises the importance to contribute to the development of societySense making through leadership and development Emphasis on developmentResearch and innovationEntrepreneurship and innovation

5For HAN: 1. One of the pillars of the HAN mission statement is Internationalisation3. Practical experience is the core basis of the university of applied sciences that HAN is4 . Social responsibility is not only a big item within the national borders but also beyond that. Initially working with a SA partner was in line with the national goals of helping developing countries, but still, now that SA is not considered as a developing country anymore, The Netherlands have strong ties with SA when it comes to education and business. 5. When it comes to the students: both professional and personal development are at stake in the TWK Program6. More and more HAN is geared at research as well. Last month still we had meetings in SA with regards to mutual research in the field of engineering.

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THE TWK PROGRAMCollaborative international partnership model

HEI from developed country (NETHERLANDS), 2 universities (UWC & CPUT) and a community college (ELF) from a developmental state (SOUTH AFRICA)

TWK municipality the main beneficiary (we recognise the benefits for the educational institutions) and the key deliverables of the TWK Program are aligned with the Integrated Development Plan of the municipality

Monitoring and evaluation

Sustainable Partnership development = important aspect

6Ad 3. learning opportunities for students but in principle DEMAND driven, based on project descriptions ( and matched with curricula and competences of students)Ad 4. regular reflection reports from students, evaluation from supervisors, year reports from PMAd 5. skills transfer plus ongoing stream of students for facilities that cannot be fulfilled otherwise (by municipality / communities)

Monitoring and evaluation: constant check whether there is a good match, continuous communication with project leaders and students (2 weekly reports); evaluation after every intake and reviewing whether there is a good match between demands of project and competencies/assignments of students6OFFICIAL GOALS OF THE TWK ProjectTo implement/Initiate projects to improve the quality of lives and to alleviate poverty local communities within Theewaterskloof,

To transfer skills and to add additional capacity to the municipality,

To enhance the capacity of students and expose them to multi cultural communities through service learning,

That as far as possible the IDP should inform the projects initiated through this partnership

7Ad 3. preferably with a multi disciplinary approachAd 4 IPD should direct / guide the needs/projects

7CORE COMPONENTS OF THEEWATERSKLOOF IDPHEALTH AND WELFARE

HOUSING

COMMUNITY SAFETY

ART AND CULTURE

SPORT AND RECREATION

TRAINING AND EDUCATION

ENVIRONMENTAL PROTECTION

TOURISMECONOMIC DEVELOPMENT

BUSINESS PROMOTION

8The TWK municipality may not have a direct mandate in all these fields, but is responsible for well being of its people on all these fields and here it is that the partnership is a big help8

RESEARCH QUESTIONWhat strategy/ies of partnership development in the TWK partnership project was/were most effective in equipping the students with a unique intercultural experience that benefitted the TWK municipality in accordance with the IDP deliverables of this municipality?9

RESEARCH APPROACH (1)Qualitative Research Paradigm

Ethnographic CASE STUDY Design

To gain insight into the perceptions of the partnersTo provide an in-depth description of this particular partnership

The form of reasoning was inductive as we worked without any set notion of inquiry

10Ethnographic research - Learn how to look back

10A purposeful sample of partners in the TWK project was selected which included TWK municipality representatives, HAN & UWC academics, students & area fieldworkers

The value systems of the partners were acknowledged in the research process.

Some of the limitations of this study were that the results from this case study are only a representation of this sample partnership as well as the inductive reasoning process however the results from this process could lead to further intensive research on this partnership.RESEARCH APPROACH (2)11A purposeful sample of partners in the TWK project were selected which included TWK municipality representatives, HAN & UWC academics & area fieldworkers)

The value systems of the partners were acknowledged in the research process.

Some of the limitations of this study were that the results from this case study is only a representation of this sample partnership as well as the inductive reasoning process however the results from this process could lead to further intensive research on this partnership.

11DATA GATHERING AND ANALYSISUnstructured interviews

Observations

Reports, minutes of meetings

Site visits

Student reflection

A grounded theory approach was utilised in the data analysis.

Inferential validity and reliability of the data was ensured by data triangulation of data gathering tools

12Data collection methods selected to describe the experiences, feelings, perceptions, actions and understanding and opinions of respondents.Triangulation helped to overcome partial deficiencies that may result from using only one method of data collection, thereby increasing the trustworthiness in the findings12

ANALYSIS THEMES AND KEY RESULTS (1)THEME 1: International Collaboration to benefit communities, universities and students

Add value through the student service learning to the existing rural community development initiatives and the Integrated Development Plan in the towns of the TWK Municipality. Encourage, assist and participate in research and advocacy initiatives in the area with the collaboration and approval of the local stake-holders.

13We like to emphasise that we are dealing with a case study, so all results should not be generalised as is the beauty of case studies: it provides a model.

A model that results in a win-win situation

What do the students bring to the communities? Stan Wallace will elaborate on that in his presentation after this.Different perspective they provide energy into a system that the agencies might not have enough ofThey provide a different level of skills

With regards to the students: Working in the communities offers students the opportunity to be involved in service learning

The students perspectives get challenged by a new reality which forever changes their world view, their perspective of the worldWhat they do with this changed perspective we will see in some of the students presentations tomorrowTo name a few:- Returning to SA to work and live there- Once a teacher themselves, sending their students to the project- Setting up their own business together with fellow students that they shared their service learning in TWK with- Friendships and relationships - Ongoing fundraising (Help the children of Grabouw)

13ANALYSIS THEMES AND KEY RESULTS (2)THEME 2: Strategic partnerships are guided by strategic processesThe results are overseen during a regular workshop attended by the TWK Mayor, Municipal Manager and other affected senior officials as well as representatives of the partners in Civil Society.

It is important to share expectations from the beginning and to prime a good communication process.

Finding a common goal. Sharing values and principles. Agreeing on the role and responsibilities of each party and respecting such separate roles and responsibilities. Equal partners and mutual benefit should be present. Partners need to recognise that they need each other. Strong emphasis on project management and a structured and organised relationship.

14Regular presentations by students on their work in the different projects: what they have achieved and learned. They present project results and are available for questions by the attending project leaders, supervisors, people from the municipality and the project managerBoth by the partners as within the different projects managing of expectations in good mutual agreement is important Good communication at all levels: do not underestimate the roles of the area coordinators that lead the students into the culture of TWK and that make the students feel welcome and at home, that create the trust so that students can come to them with all kinds of questions. Also open communication between program management and area coordinators is important: they need to know what is decided at other levels, what is going on, and involved in the proces bottom up also on that part. A democratic management structure with open communication in which all can abide and operate wellHere as well: at all levels roles and responsibilities and expectations must be discussed and transparent what do we want out of this and what values and principals do we work fromEmphasis on project management it is important to keep each other involved and informed

14ANALYSIS THEMES AND KEY RESULTS (3)THEME 3: Lessons learnt through engagement

This project should never stop because however small contribution we make to this program makes a big difference in the lives of those who desperately need the assistance of the students and this program.

A sound working arrangement is required and goodwill between the parties are not enough. Obviously relationship management is also critical you need to share value, principles, expectations, and respect.

There must be accountability and any possibility that each others time and resources will be wasted should be avoided. Celebrate success but also be honest and truthful about problems and failure and deal with it.

It is simply a matter now of maintaining the current good results. Improved coordination between council and HAN projects should however be explored

It is important to have understanding of and respect for each others differences in cultures and it is important to manage relations as well.

15There needs to be a mediator so that there is a negotiator between cultures.15DISCUSSION

161. I would write : 16DISCUSSION

Mediation and improved communication and information sharing resulted in an open and transparent process that was based on consultative processes and resulted in collaborative planning, action and was guided by the TWK municipality in collaboration with the project management team. (Though there was a MOU there were implementation challenges and through trial and error clarity of roles emerged).

The process of clarification didnt happen immediately and strengthened the partnership through several strategic planning sessions, new MOUs were developed, feedback and continuous monitoring and evaluation was identified as a strong component.

Partnerships between HEIs reduce risks, sharing of financial costs and tap local influence and expertise

As the office is now located in the TWK municipality, the partnership is an infused principle of community needs directed by the municipality through the IDP171. I would write : 17RECOMMENDATIONSThere should be ample opportunities for communication and a structure of communication must be developed so that role players and partners are informed at every step of the project. Regular meetings with all role players are therefore required.

Management structures need to work in order to facilitate the development and progress of the partnership project. These need to be put in place and a set time for management meetings need to occur.

There should be training in service-learning for all community, academic and services partners so that there is a shared understanding of the collaborative process and purposes for the partnership.

Clarification of roles of each partner should be collaboratively developed and agreed upon.

Decision making should be transparent in order to maintain trust relationship in partnerships.

A facilitator is necessary that mediates the cultural differences

18A structure of communication for regular meetings with all role players

Management structures should nurture and facilitate the project. Regular set time and place for meetings

Service Learning Training for all community , service and academic partners shared understanding of collaborative process and purposes of the partnership

Role clarification

Transparent decision making Partners at TWK municipality mentioned that things became easier when HAN had their facilitator in TWK who could mediate between all partners.

18CONCLUSION"I don't believe in charity. I believe in solidarity. Charity is vertical, so it's humiliating. It goes from the topto thebottom. Solidarity is horizontal. It respects the other and learns from the other. I have a lot to learn from other people." - Eduardo GaleanoNever doubt that a small group of thoughtful, committed people can changethe world. Indeed, it is the only thing that ever has." - Margaret Mead

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