Connecticut Higher Education Community Service Awards 2013 Photo Gallery.
Community-based research and higher education
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Transcript of Community-based research and higher education
Community-Based Research In Action
Dr Kenneth Burns, Community-Academic Research Links (UCC)Dr Padraig O’Mahony, Community Knowledge Exchange, DCU
Dr Catherine O’Mahony, Community-Academic Research Links (UCC)
Community-based research and higher education
What are HEI’ssupposed to be doing?
3 core roles [missions] of higher education
Teaching and learning
ResearchEngagement
with the wider society
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What is community-based research?
• “A collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings.
It begins with a research topic of importance to the community and has the aim of combining knowledge with action to achieve social change…” (emphasis added)
(Israel et al., 1998, p. 177)
Key principles of community-based research
1. Community as a unit of identity.
2. Builds on strengths and resources within the community.
3. Collaborative partnerships in all phases of the research.
4. Knowledge and action integration for the mutual benefit of all partners.
5. Co-learning and empowering process to deal with social inequalities and different perspectives.
6. Iterative process: returning to renegotiate planning and strategy throughout the process.
7. Dissemination of findings and knowledge gained to all partners.
Source: adapted from Israel et al. (2003)
• ()
Community-based-research process
1: CSO poses research question
2: Deliberation on whether it is feasible Science
Shop project
3: Identification of student
& supervisor
4: Research agreement
signed between CSO
& student
5: Research undertaken,
recommendations made
on how to implement
Selection: Advisory board - non profit, useable, broad relevance, results made public
Process management
Publishing & follow Up
Research Question:- scope, timescale, discipline(s)?
http://carl.ucc.ie
Examples of CBR projects and impact
“Feasibility study, setup and evaluation of an online support blog at Cork ARC Cancer Support” - ARC Cancer Support Cork
This project examined the use and efficacy of cancer support blogs as an intervention with cancer survivors and families/friends. The student undertook a literature review first, then a scoping study, followed by setup and running of pilot blog and post pilot evaluation.
ImpactBlog has had 1,000 visitors a monthAttracted new service users via blogCARL is now working with ARC and BIS students to develop a digital project focussed on evidence-based dietary plans for cancer patients and survivors
“An Assessment of Bandon's Outdoor Spaces and Buildings Using the World Health Organisation Guidelines on Age-Friendly Cities” - Bandon Network of Social Groups
Student & CSO partner agree Q and methodology
CSO partner carries out research and analyses in focus groups – student acts as facilitator
Student and CSO partner work together to use research findings to lobby local council for improvements
http://carl.ucc.ie
Campus Engage Community-Based Research/Community-Based Learning Group:TASKS
MENTORING(between Higher
Education Institutions and community
partners)
INCENTIVES(within Higher
Education Institutions)
Launch of Campus Engage CBL & CBR Mentoring Programme for Academic Staff
Aims • to build capacity and increase the number of Community-based Learning
(CBL) and Community-based Research (CBR) practitioners and champions on campuses
• to facilitate the development of skills to implement and embed CBL and CBR in HEIs
• to communicate the benefits of CBL and CBR to educators and learners Implementation• Regional one day Kick Start Sessions in September 2014 to support you in
developing a CBL / CBR project proposal • Subsequent mentor support and a summer forum to share learningTo join the mailing list for updates, sign up at the registration desk or at the afternoon workshops
BenefitsSkills and knowledge• ‘Authentic’ research experience; experiential learning• Awareness of broader societal issues; research ethics• Identification of additional career streams• Integration of theory and practice in relation to ‘real-world’ issue• Communication, project management, task analysis and problem-
solving
Support• Community partner facilitates access to additional information,
organisation of interviews, dissemination of survey materials etc.• Additional support of CBR coordinator
BenefitsInnovation• Can bring new research themes and questions
into the University• Can help community groups to progress their
goals• Co-creation of knowledge and building
capacity• Social action / knowledge in action• Vibrant campus and community environments
Feedback Session
• Identify your role in relation to research (academic, administration, community group, policy etc)
1. What else do you need to know about CBR to help you progress this work in your group/institution?
2. What opportunities can you identified to start CBR work?
3. What tools and support do you need?
Resources• Community-Academic Research Links – http://carl.ucc.ie • Living Knowledge / PERARES toolbox of resources for Science Shops:
http://www.livingknowledge.org/livingknowledge/science-shops/toolbox • Completed student research reports (CARL): http://www.ucc.ie/en/scishop/rr/• Campus Engage Resources:
http://www.campusengage.ie/content/campus-engage-resources and http://www.campusengage.ie/resources-search
• Sustaining Science Shops, A Guide to Developing Strategy and Policy (2014) - http://www.campusengage.ie/groups/sustaining-science-shops-guide-developing-strategy-and-policy
• Towards a Performance Evaluation Framework (HEA, 2013) - http://www.hea.ie/node/1025
• PERARES FP7 study outcomes and reports: http://www.livingknowledge.org/livingknowledge/widgets-collection/deliverables-of-perares/perares-deliverables-at-a-glance
• Sustainability for Science Shops: A Practical Guide to Developing Policy and Strategy: http://www.livingknowledge.org/livingknowledge/wp-content/uploads/2013/12/D7.1Practical-guide-to-developing-policy-and-strategy_FINAL_Nov-2013.pdf
DiscussionDr Kenneth Burns, [email protected]
Dr Padraig Murphy, [email protected]