Evidence from engaged universities around The regional portraits of university the world demonstrates that there is a civic engagement prepared for this volume global movement of universities dedicated describe a growing global movement with a IV.1 to civic engagement and social responsibil- high level of common vision and strategy, led MOVING BEYOND ity. This movement contributes to societal by dynamic national and regional coalitions, THE IVORY TOWER: change by enlarging existing notions of and illustrate the distinctive experience and THE EXPANDING knowledge generation and impact. Experi- perspectives of the global south. In all parts GLOBAL ence and perspectives from the global south of the world, these national and regional are essential to growing and strengthening coalitions are growing in size and strength. MOVEMENT this movement, and national and regional Impressive examples include the Latin OF ENGAGED http://www.guninetwork.org/. networks constitute a key dimension of the American Center for Service-Learning, the UNIVERSITIES movement’s infrastructure and momentum. Ma’an Arab University Alliance for Civic Our regional overview synthesizes informa- Engagement, the South African Higher Lorlene M. Hoyt and website tion from the regional papers and from the Education Community Engagement Forum, Robert M. Hollister their research and experience of the Talloires AsiaEngage, Engagement Australia, Campus on Network to describe this global movement; it Engage in Ireland, and Campus Compact [email protected]. also provides a collective vision and agenda in the USA. These coalitions are further for civic engagement in higher education. evidence that there is a global movement contact

underway. In addition, they are influential Innovation vehicles for promoting and growing the for

INTRODUCTION movement – through an exchange of experi- please ence and mutual support, and through collec- Developing alternative methods of knowledge tive voice and action. Network production, mobilization and dissemination This global movement is therefore char- is an increasingly urgent task in a rapidly acterized by both a diversity and a universal- permission, changing world. Dominant conceptualizations ity – of goals, approach and programmatic of higher education’s role in the process of direction. While there is significant variation University knowledge production are insufficient and, across and within regions, the larger story is request to

in some instances, antiquated. Although one of a common vision, strategy and cause. Global

knowledge production through research is a These commonalities are striking, especially wish valued function within many institutions of as their geopolitical contexts vary dramati- The you by

higher education, it can be substantially and cally. The regional papers present powerful If strategically enhanced in combination with examples of individual and collective only teaching and service functions. The integra- leadership for change by university profes- tion of research, teaching and service through sors, administrators, staff, students and their use civic engagement expands both the sites and community partners. for the epistemologies of knowledge, focusing infringement. attention on the production of knowledge that is relevant and crucial to solving press- AN EXPANDING GLOBAL MOVEMENT authorised

ing societal problems. Engaged universities is copyright are moving beyond the ivory tower, blending Combining observations from the regional a research, teaching and service functions with papers with our own observations from is guidance and support from local community research and practice with engaged universi- document

partners. Collecting, analysing and sharing ties, we believe there is strong evidence posting

university civic engagement practices from that there is a global movement of civic or This different regions of the world can foster engagement in higher education (Bjarson and dialogue and learning as national, regional and Coldtream, 2003). The presence of a global GUNI. Copying global networks of engaged universities craft movement is supported by the growth in the © an agenda for change. number of engaged universities, the increased

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 129 collaborative action among these institutions, the rise of sector, community-based organizations, governments university conferences dedicated to the topic, the grow- and philanthropists. Although there is tremendous ing body of scholarship and publication in the field, variation in the way in which universities engage with and increased support for university civic engagement local communities, common issues emerge from these within communities and from funders. diverse contexts, such as economic development, alle- The first observation to support the existence of a viation of poverty, physical and mental health, early global movement is the steady growth in the number and childhood education and recovery from disaster. type of universities that are expressing a commitment By definition, movements are concerted group to civic engagement. Gradually, universities around the action focused on specific issues. Engaged universi- world are refining their missions, joining national and ties not only sustain collective action within their own regional networks of engaged universities and signing communities, but also engage with one another. Much declarations that affirm their dedication to social respon- like movements targeting issues regarding labour,

sibility. For example, the membership of the Talloires women’s rights and the environment, the university http://www.guninetwork.org/. Network has increased dramatically. The Network is the civic engagement movement aims to influence public primary global alliance committed to strengthening the opinion, government policies and cultural norms by

civic roles and social responsibilities of higher educa- questioning and working to reorient the relationship website tion. It mobilizes its members to improve community between higher education and society at large. This conditions and, in the process, to educate students movement contributes to societal change by enlarging their on

to be leaders for change. At the network’s founding existing notions of knowledge; it calls into question [email protected]. conference in Talloires, France, in 2005, 29 university whose knowledge is valued, where knowledge is heads from 23 countries created and signed the Talloires managed and how knowledge can serve society. Declaration on the Civic Roles and Social Responsibility In-person regional, national and global conferences contact Innovation of Higher Education. Today, the Talloires Network has a that critiqued the dominant methods of knowledge for

total of 301 members in 71 different countries around the creation and dissemination were first held several please world. With 48 in Africa, 34 in the Asia-Pacific region, decades ago in South America and Africa and continue 56 in Europe and Central Asia, 42 in Latin America and to expand and proliferate throughout the world. Lead- the Caribbean, 16 in the Middle East and North Africa, ers in the Asia-Pacific region are now organizing Network

63 in North America, and 42 in South Asia, substantial networks, major events and conferences to share ideas permission, geographical diversity is a defining feature of the coali- and advance new pedagogies and epistemologies.

tion (Talloires Network, 2013). There are also prominent annual conferences on University Additionally, the numerous regional examples in university engagement in North America, Europe request this paper illuminate the scale and steady growth in the and Australia. Modern movements often utilize the to Global number of university administrators, faculty, staff and internet to mobilize ideas and people globally, and the wish

students as well as community partners that participate civic engagement movement in higher education is no The you in civic engagement activities. Such activities move exception. Webinars and other virtual meetings are by If higher education beyond the ivory tower and include on the rise and are accelerating the rate of exchange only curricular and co-curricular efforts to increase prob- among participants of the movement. lem-solving skills through interdisciplinary collabora- In addition to the regional, national and global use

tion, as well as to broaden the kind of knowledge that networks that have formed and united for the purpose for

is valued inside and outside the academy. University of ‘leading, developing and promoting university- infringement. civic engagement activities include community-based community engagement’ (part of Engagement research as well as research applied to policy develop- Australia’s tagline), there are other higher education ment and public decision-making. It may also include agencies and organizations for whom social responsi- authorised is copyright

extensive collaboration between university faculty, bility and civic engagement have become more promi- a staff and students and external constituencies with nent (Brown and Gaventa, 2009), even in monarchies is regard to educational goals and the conduct of research. such as the Kingdom of Saudi Arabia and Malaysia.

The most powerful civic engagement programmes In 2013, Saudi Arabia’s Ministry of Higher Education document posting aim to achieve mutual benefit between institutions of

held its third International Exhibition and Conference or This higher education and the communities in which they on Higher Education in Riyadh. The themes for the are located. first two gatherings were ‘research’ and ‘teaching’, in GUNI. Copying Many diverse sectors are involved in university 2011 and 2012, respectively. Suggesting, possibly, that © civic engagement programmes, including the private engagement should also be a core mission for institu-

130 HIGHER EDUCATION in the World 5 tions of higher education in Saudia Arabia and beyond, engagement. In Europe, there are innovative forms the theme of the conference was ‘social responsibil- of civic engagement such as the Science Slam and ity.’ At a recent conference, presenters from different Living Laboratories and Social Innovation emerging regions of the world discussed models of civic engage- from universities, yet the focus is largely on business ment and ‘the importance of engaging broad-based engagement as policy-makers struggle to make public participation in higher education and civic society’ engagement with society a cornerstone of university (Ministry of Higher Education in Saudi Arabia, 2012). missions. Additionally, the civic engagement movement in This global movement also encourages and reflects higher education has generated significant public schol- increased public and private support for civic engage- arship including books, book chapters, articles, films, ment in higher education. National governments, reports, blog posts, websites and social media outlets. private foundations and development agencies are For example, there are about 20 peer-reviewed jour- investing in university civic engagement (Bloom et al.,

nals dedicated to university civic engagement, which 2006). For example, in the USA, the National Institutes http://www.guninetwork.org/. regularly publish public scholarship including articles of Health Director’s Council of Public Representa- that are co-authored with community partners. These tives created a community engagement framework, contributions to knowledge and community-building including a peer-review process for evaluating research website demonstrate how communities and institutions of that engages communities. Their aim is to increase higher education are being transformed through civic accountability and equality between researchers and their on engagement. In addition, the people and organizations the communities with whom they partner. [email protected]. in this realm of activity all around the world regularly Furthermore, engaged university partnerships with reference each other’s work and describe themselves as corporate and other foundations are on the move. In part of a global movement. July 2012, the Talloires Network launched a new contact Innovation The growth and diversity of institutional changes $5.9 million global Youth Economic Participation for taking place within institutions of higher education Initiative funded by the MasterCard Foundation. This please suggest that this movement is gaining momentum. programme aims to address the global crisis in youth From resource allocation to faculty recruitment and unemployment by supporting the efforts of engaged evaluation, from ethics reviews to student graduation universities in developing countries to create and test Network requirements, universities around the world continue innovative models that enable university students and permission, to integrate aspects of civic engagement into their recent alumni to become successful employees and

missions, operations and cultures (for example, entrepreneurs in their communities. In Russia, the University faculty assessment policies at the University of Notre national government has consolidated many existing request Dame in the Philippines, the National University of universities and called on them to elevate their contri- to Global Malaysia and Portland State University; mandatory butions to regional social and economic development. wish service-learning courses at the Hong Kong Polytechnic To help the higher education sector navigate this The you University; and the Community Based Research Ethics transition, the New Eurasia Foundation, a Russian by If Review Board in Kitchener, Canada). non-profit organization located in Moscow, is sponsor- only Movements, especially those that have achieved ing a multi-year series of conferences and training to some level of sustained success, often incorporate encourage and guide Russian universities to develop use and leverage resources from intersecting groups into new and expanded civic engagement programmes. And for

their own activities. The civic engagement movement several major donor programmes, including Tempus infringement. in higher education in recent years has witnessed a (European Union) and the United States Agency for rise and spread of related movements with common International Development, are providing funding for strategies, visions and values. For example, social higher education partnerships for development and authorised is copyright entrepreneurship and corporate social responsibility civic engagement. a are gaining traction in many regions. These ideas is and practices are often aligned with university civic engagement. In Hungary’s South Transdanubia region, THE POWER OF REGIONAL NETWORKS document posting community activists, including the Mayor of Karasz, or This work collaboratively with the higher education sector International and regional networks that focus specifi- to ‘restore traditions and to generate income.’ This cally on university civic engagement are playing a GUNI. Copying community–university partnership creatively blends major role in supporting universities in all parts of the © elements of corporate social responsibility and civic world. These coalitions have grown in number, size of

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 131 membership and capability in recent years, displaying has as its principal goal ‘to enhance the quality of life impressive leadership, energy and momentum. Such for the “rakyat” (people of the nation).’ The success of coalitions are effective vehicles for the exchange of this strategy will depend to a large extent on the abil- experience as well as capacity-building and collec- ity of universities to create a knowledge economy and tive voice in policy advocacy. International networks conduct innovative research and development (Watson collaborate with regional networks and include the et al., 2011). In many instances, including these two, Global Alliance for Community-Engaged Research, the higher education policy reform fuels the creation of International Consortium for Higher Education, Civic regional networks as well as profound institutional Responsibility, and Democracy, the Global University change within universities. Network for Innovation, the Association of Common- In South Africa, the 1997 White Paper on Higher wealth Universities and the Talloires Network. Education mandated that universities be more respon- Regional networks such as the Ma’an Arab Univer- sive to society’s needs and called for a new relationship

sity Alliance for Civic Engagement and the South Afri- between higher education institutions and communi- http://www.guninetwork.org/. can Higher Education Community Engagement Forum ties. This policy is situated within the government are at different stages of development, and appear to policy of development and reconstruction in the post-

be experiencing a similar development trajectory. They apartheid era (Hall, 2010). To jumpstart civic engage- website typically begin with convening informally, move to ment in South African universities after the adoption greater organizational formality and structure, focus of the White Paper, the Ford Foundation invested in their on

initially on an exchange of experience and later on joint the development of the Community–Higher Education [email protected]. programmes, and successfully transition from founding Service Partnerships (CHESP) project, which created leaders to subsequent leaders with increasing support an initial network of seven universities and eventually both regionally and locally. became a broader forum with government and other contact Innovation The Ma’an Arab University Alliance for Civic institutions of higher education. When the CHESP for

Engagement emerged in 2008, among broad acknowl- ended, staff at many South African universities decided please edgement that higher education in the Arab region that there was a need for a forum for institutional was in crisis. The Gerhart Center for Philanthropy and managers for community engagement. In 2008, faculty Civic Engagement at the American University in Cairo and staff at the University of the Free State began a Network

then invited senior staff, faculty and students from conversation with colleagues at other universities about permission, Arab universities to a conference in Cairo to explore the need for a network to sustain their work, which led

potential interest in civic engagement in higher educa- to the launch of the South African Higher Education University tion institutions. They discovered a high level of inter- Community Engagement Forum (SAHECEF) in 2009. request est from people at universities across the region. Rather All 23 public universities are currently members. to Global than wait for major public policy changes, participants Today, community engagement is institutionalized wish

expressed a belief that civic engagement might be a in many South African universities (Watson et al., The you way to substantially reform higher education from 2011). Even Stellenbosch University, an Afrikaner by If within (Watson et al., 2011). Civic engagement lead- university and the intellectual birthplace of apartheid, only ers believe institutions of higher education in the Arab has made a significant turnaround by institutionalizing world need engaged forms of research and teaching community engagement with its own governance struc- use

as well as practical relationships with communities in ture, budget lines, academic work and student activities for

this time of rapid change. The nascent Ma’an Alliance (Talloires Network, 2010). SAHECEF represents a infringement. is an effective vehicle for exchanging experience and substantial departure from the past, when African knowledge with other regional networks towards this universities aimed to promote colonial ideology, aim (Ibrahim, 2014). weaken tribal authority and prevent students’ exposure authorised is copyright

Additionally, such networks are often motivated in to progressive ideas. Numerous historical shifts explain a part by efforts towards higher education policy reform. the emergence of the engaged university in South is From Mexico to Malaysia to South Africa to Australia Africa. In the early 1940s, for example, several institu-

and beyond, national governments in different parts tions of higher education were established and imple- document posting of the world are undertaking higher education policy

mented policies designed to transform the people from or This reform. In Malaysia, the Ministry of Higher Education ‘colonial subjects’ to ‘future equal partners.’ In recent launched the Strategic Enhancement Plan for Univer- years, a Pan African Action Research study funded GUNI. Copying sity–Industry and Community Collaboration to support by the African Union Commission explored how the © the New Economic Model, adopted in 2010. The latter Millennium Development Goals, especially poverty

132 HIGHER EDUCATION in the World 5 reduction, were being addressed through community– and a significant system of financial rewards; French university engagement (Preece et al., 2012). universities are legally required ‘to engage with Engagement Australia, which aims to lead and various communities, including working adults, the facilitate the development of best practice commu- unemployed, socially excluded young people and nity–university engagement in Australia, became an the disabled with associated funding at national and independent legal entity in 2005 with start-up funding regional level’ (Benneworth and Osborne, 2014). from the University of Western Sydney. Known then In contrast, civic engagement is increasingly becom- as the Australian Universities Community Engagement ing central to the missions of higher educational insti- Alliance, Engagement Australia’s roots took hold in tutions in North America. A wide array of institutional the 1990s and early 2000s after the Australian govern- structures and national organizations and initiatives are ment decreed that all colleges of advanced education actively broadening the definition and practice of civic would be merged with existing institutions or become engagement. Over time, the idea of civic engagement

new universities; many new universities were located has evolved from an emphasis on service to a focus on http://www.guninetwork.org/. in rural and disadvantaged communities and adopted partnership and to a means for co-creating knowledge a mission as ‘universities without walls.’ In 2002 and to solve pressing problems.

2003, the University of Western Sydney organized a As engaged universities become an integral part of website forum on community engagement, which has evolved the communities in which they are located, national into Engagement Australia (Watson et al., 2011). and regional networks and their community partners their on

As we have noted, national and regional networks are producing new knowledge that is contextual and [email protected]. of engaged universities often emerge in response to relational, and in turn making headway on pressing changes in the higher education policy environment. local problems. For example, Auburn University’s According to Lorraine McIlrath at the Centre for Living Democracy Project in Alabama aims to enhance contact Innovation Excellence in Learning and Teaching at the National the civic agency of students through immersion experi- for

University of Ireland Galway, the Universities Act, ences that foster community relationships and interac- please 1997 for Ireland provided a foundation of the expan- tions. During the summer of 2012, students lived in sion of civic engagement in higher education. In 2006 Hobson City, Alabama, for 10 weeks and executed a and in response to concerns raised by Robert Putman’s project planned with local citizens. They documented Network seminal book, Bowling Alone (Putnam, 2001), the their summer on blogs and Facebook. permission, Taoiseach (Prime Minister of Ireland) convened a A decade earlier, the Universidad Veracruzana

taskforce on ‘active citizenship’ that developed a set of created University Social Service Brigades, a novel University recommendations about the civic life of Ireland. The approach to the compulsory social service that Mexi- request taskforce produced two crucial recommendations for can students must complete before graduation. In to Global higher education: that students’ civic activities should 2001, the first ‘university house’ was built to provide wish be recognized, and that a network of universities should a permanent infrastructure for student community work The you be formed to encourage greater levels of civic engage- in the impoverished and indigenous communities in by If ment. The government then made funding available the state of Veracruz. Universidad Veracruzana now only specifically for the purposes of forming and supporting has eight such houses in operation. Similarly, in 1994, a network, which was named Campus Engage (Watson Brigadas Comunitarias at Tecnológico de Monterrey use et al., 2011). (ITESM Campus Querétaro) began building bridges for

In most European societies, universities are an early between government, civil society and philanthropic infringement. stage with regard to civic engagement. Because, in part, organizations. Brigadas supports interdisciplinary all national systems of higher education have faced teams of 6–8 students who live and work with the local pressure from the European Union to prioritize teach- community for 2–4 weeks while on summer or winter authorised is copyright ing and research through the Bologna and European break. Together, they have improved the textile indus- a Research Area processes, civic engagement is often try and started new enterprises, including a company is part of an institution’s ‘third mission,’ although there that transforms wine and beer bottles into eyeglasses. are some noteworthy exceptions. In the Netherlands In Africa, ’s community document posting and Sweden, for example, universities are required

outreach programme connects students with people or This by law to interact with and make their knowledge living in the nearby slum in , . available for society, but their mandates lack a corre- Spearheaded by students in 2004, the programme has GUNI. Copying sponding funding stream. France, however, is a good grown substantially and now includes 250 students, © example of a country where there is strong legislation 10 faculty and more than 500 community members.

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 133 Strathmore has a 200-hour compulsory volunteer unit ruling party; university professors and students may taken by all degree students during their 3-month holi- also risk the danger of disappearance, physical harm or day in the first academic year. Through ‘work camps,’ death if they speak out against the regime. In a period students and staff live and work with the community we characterize as ‘moving beyond the ivory tower’, it for periods of 7–21 days. is important to remember and to celebrate examples of when firm walls between the university and elements in its surrounding communities had positive and coura- EXPERIENCE AND PERSPECTIVES OF THE GLOBAL geous meanings. The South African universities that SOUTH EXPERIENCE were centres of resistance and political change in the apartheid era are an inspiring example. The authors of these regional papers and others observe In the global south, there are more instances where that the literature about higher education engagement government policies substantially influence university

is distorted and dominated by the lens of the global civic engagement. These include several countries http://www.guninetwork.org/. north (Watson et al., 2011; McIlrath et al., 2012; Tapia, that require university students to complete a specified 2014). The regional accounts in this volume and other amount of volunteer service in order to graduate or

writing make a significant contribution to remedying that offer a civilian alternative to compulsory military website the predominance in the literature of perspectives from services Examples, not all in the south, include Angola, the global north (Bawa, 2007; Connell, 2007). The Algeria, Austria, Denmark, Finland, Greece, Mexico, their on

global south provides the following distinctive experi- Paraguay and Switzerland. Another set of countries [email protected]. ences and perspectives. has organized national commissions to advance civic In comparison with the community work of north- participation and/or formally require universities to ern universities, those in the south are driven more contribute to national priorities. Witness the Irish contact Innovation by the pressing needs of local communities and their National Task Force on Active Citizenship and the for

countries (Bawa, 2007). While southern universi- South African government policies noted above that please ties have clear goals with respect to educating their have called on institutions of higher education to students to be leaders for change, they show a different advance reconstruction and transformation in the post- balance between goals of community development apartheid era. Network

and of student development. It is more common in the Also important are specific innovative models that permission, north to find a primary emphasis on student develop- hold promise and may represent opportunities for

ment. This contrast reflects a fundamental difference in learning, adoption and adaptation elsewhere. Here are University driving forces – greater societal demand in the south, just a few examples: request to a greater institutional push in the north. A related ●● In 2007, the national government of Malaysia Global contrast is apparent in the kinds of issue that are the directed the country’s four research universities to wish

focus of civic engagement in the south and the north – create new offices of Industry and Community Part- The you in the south, there is a greater concentration on work to nerships, each headed by a deputy vice-chancellor. by If combat poverty and to improve public health (Talloires This organizational approach holds promise for only Network, 2013). facilitating greater coordination and mutual support

The university approach to political activity also between industry partnerships and community part- use

differs between north and south. University civic nerships, realms that in many institutions of higher for

engagement efforts of northern universities are shaped education are quite separate and that fail to connect infringement. by the relative political stability in which they operate, effectively with each other (Watson et al., 2011). and a common goal of university civic engagement ●● For more than ten years, the Pontifical Catholic is to encourage students to be more politically active. University of Chile has operated PuentesUC authorised is copyright

By comparison, in many southern settings, university (BridgesUC), a partnership with 14 municipalities a students are already intensely politically active, in the Santiago metropolitan area. Each year, the is compelled to act by unacceptable and sometimes municipalities specify unmet community needs

life-threatening realities. Furthermore, there are and PuentesUC organizes teams of professors and document posting repeated examples in the global south of universities students to address these issues. The university or This whose teaching, research and service work is steered teams help to fill gaps in heathcare, environmental and constrained by authoritarian regimes. In some support and community development. Innovative GUNI. Copying instances, universities may be shut down because they features of this model are its large scale, its formal © are viewed as sources of political opposition to the mechanism for expressing community priorities and

134 HIGHER EDUCATION in the World 5 negotiating the university response, the financial from Latin America, the Caribbean and other regions, commitment by both the community and the univer- including Africa and Asia, to contribute to the sustain- sity partners, and the high level of accountability of able development of their countries and construct a the university actors to their municipal colleagues. prosperous and just society’ (Tiemens, 2012). While ●● In a movement that has been long on rhetoric but many universities work to expand service-learning short on hard evidence, Tecnológico de Monterrey courses, at EARTH University service-learning is a has exerted pioneering leadership in measuring defining strand in its institutional DNA. Multi-year student learning outcomes. Based in Monterrey and sustainable development projects are an essential operating across Mexico through 36 campuses, the dimension of the university’s programme – including university has for several years surveyed current rural community development projects in Northern students and recent graduates to assess their learn- Costa Rica and a carbon-neutrality initiative to refor- ing of values and skills with respect to ethics and est much of the university’s 8,500-acre campus. A

citizenship. Tecnológico de Monterrey’s research notable feature of both EARTH University and Ashesi http://www.guninetwork.org/. tools and growing body of experience in using its University College is that they are supported by special survey results are a rich resource for the rest of purpose foundations located in the USA. The focus of

higher education. each of these philanthropies is to build and support an website Harry Boyte and others have advocated that institution that is deeply embedded in its local context, community–university collaboration move from in contrast to investing in external efforts to assist local their on partnership activities to a next stage in which universi- development activities. [email protected]. ties are an integral part of the communities in which Southern university civic engagement programmes they are situated (Boyte, 2004). An inspiring area demonstrate forcefully what such institutions can of innovation in the global south has been the crea- do with fewer resources. Just as the whole higher contact Innovation tion of new universities whose primary mission is to education sector in the north is better funded than are for advance social and economic development in their counterpart institutions in the south, the same is true of please local settings. For these institutions, civic engagement university civic engagement programmes. Such lessons sits at the very core of their purpose; it is a purpose are especially important and relevant in a period of that pervades the entire institution and all of its func- austerity. The north can benefit from studying civic Network tions. More than a ‘third mission,’ it is the overarching engagement approaches from the south and applying permission, mission. For example, when Universidad Señor de them to their own contexts.

Sipán in Peru was created in 1997, a primary motiva- Within several of the points discussed above, there University tion was to accelerate development of the impover- are examples of a similar approach and experience request ished Northwest region of the country. of northern as well as southern universities. These to Global Similarly, in 1992, the government of instances are a reminder that higher education is a wish established the University for Development Studies to highly segmented sector. The civic engagement prac- The you ‘blend the academic world with that of the community tices of different types of southern universities may by If in order to provide constructive interaction between the have more in common with northern institutions of the only two for the total development of Northern Ghana, in same category than with those of another category in particular, and the country as a whole’ (University for the same region. A disproportionately large number use

Development Studies, 2011). The mission of Ashesi of the most prestigious universities in the world are for

University College, created in Ghana in 2002, ‘is to located in the global north, so there may be a tendency infringement. educate a new generation of ethical, entrepreneurial to equate the practices of that elite group with those of leaders in Africa, to cultivate within our students the the full spectrum of northern institutions. Just as many critical thinking skills, the concern for others and the of the most innovative and substantial civic engage- authorised is copyright courage it will take to transform a continent’ (Ashesi ment programmes in the south can be found in less a University, undated). At Ashesi, service-learning elite universities, so the same is true in the north. is opportunities abound. Students and their professors participate in a series of substantial long-term projects document posting that focus on people in and around the community FUTURE DIRECTIONS – A WORLD OF UNIVERSITIES or This where it is located. The College sees itself as, and acts MOVING BEYOND THE IVORY TOWER as, a full part of the community. GUNI. Copying Since its beginning in 1990, EARTH University in There is an ambitious collective vision that arises from © Costa Rica has focused on ‘preparing young people the regional accounts, but achieving this future will not

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 135 happen automatically. There will inevitably be many and supporting university civic engagement. In addi- challenges and numerous setbacks in the years ahead. tion, a growing number of institutions have adjusted Nonetheless, this is an eminently practical vision their faculty assessment and advancement policies to because it is already beginning to take shape (Goddard, give greater weight to the quality and the impacts of 2009; Watson, 2010). The impressive examples and professors’ community-engaged teaching and research. directions of higher education civic engagement emerg- National and regional networks of universities that ing around the world represent seeds that, if nourished, focus specifically on civic engagement have grown in can yield substantial change. This is our vision of what number, the size of their membership and the robust- the movement could look like in another decade. ness of their programmes. Constituting a key dimension Many universities have moved beyond the ivory of infrastructure, these coalitions are primary vehicles tower, and many others are moving in that direction. for the exchange of experience, capacity-building and In addition, an increasing number of new institutions collective voice in policy advocacy.

entirely avoided the ivory tower syndrome because University civic engagement has emerged as an http://www.guninetwork.org/. they were created with a strong commitment to civic important aspect of the rapidly expanding online engagement. The fully engaged university has become educational offerings. Areas of vigorous innovation

the preferred model, even the gold standard. This include courses and training modules for community website movement has been led by institutions below those partners, and also for combined community and in the top tier of prestige. But now many of the most university constituencies. An exciting area of collabo- their on

elite universities have started to embrace the forms ration among universities is the development of online [email protected]. and levels of engagement that have been innovated by and hybrid courses that analyse the causes of societal those with less lofty reputations. problems that are the focus of university engagement Both the absolute number and the proportion of activities. Universities have shared the costs of curricu- contact Innovation institutions of higher education that are engaged lum development in this realm, and have pooled their for

with their communities have grown substantially. expertise, community expertise and other resources to please A defining feature of the new generation of engaged create curricular units that are used by many institu- universities is a network of community partners – non- tions. This trend complements service-learning that is governmental organizations, government agencies and embedded in individual courses. Network

private businesses – that work closely with them in The impressive impacts of the UNESCO Chair for permission, both planning and implementing community-collab- Community Based Research and Social Responsibility

orative teaching and research. These are long-term, in Higher Education have stimulated the development University sustained working relationships. Both universities of several regional analogues, professorships that request and their community partners assess these collabora- are platforms for inter-university leadership.1 People to Global tive efforts in terms of their impacts on teaching realized that the UNESCO Chair was the global wish

and research and also the impacts on community equivalent of a university professorship, the kind of The you conditions. At the same time, a growing number of institution-wide position employed in many places to by If universities do not describe their community presence recognize distinguished scholars and to enable them to only in the vocabulary of ‘community–university partner- teach throughout the university. A number of regional

ships’, but rather in terms of being integral parts of the bodies have created such professorships that both use

communities in which they are located. transcend and knit together individual universities. At for

There exists a much larger body of fresh knowledge the same time, several universities have established infringement. that has been co-created by universities and their professorships in the social responsibility dimensions community partners. This knowledge has been gener- of varied disciplines. ated through their complementary insights, skills and University civic engagement has come to encom- authorised is copyright

access – about issues such as the effectiveness of pass basic institutional operations as well as their a alternative approaches to local economic development, teaching and research. It is increasingly the case that is the dynamics of cultural change, the health impacts of universities meet a higher standard of institutional

environmental pollutants, and electoral participation citizenship. They pay their employees a living wage document posting and alternative governance structures. and require that their contractors do likewise. They or This Internal organizational changes have accompanied practise environmentally sustainable policies in the these advancements and have, of course, played a large design of buildings and in energy consumption. These GUNI. Copying role in achieving them. Many universities have created operational practices reinforce community-engaged © new high-level positions responsible for coordinating teaching and research.

136 HIGHER EDUCATION in the World 5 Reinforcing these developments is a major expan- ●● The trend of reduced public spending for institu- sion of international exchange programmes for both tions of higher education is likely to continue as professors and staff, and also for students, that have a governments around the world are slow to recover core component of civic engagement. These exchange from the 2008 economic downturn. Reduced invest- programmes both build the capabilities of the indi- ment and competing claims for resources weakens vidual participants and also accelerate the exchange countries’ research capacities and knowledge base, of experience. Students from universities in Argentina puts additional financial pressure on families and and Mexico, and from Indonesia and Vietnam, spend students, and limits campus contributions to local periods of time that combine study and community economies through the procurement of goods and service at each other’s institutions. They return to their services. These conditions may result in cuts to civic home universities cross-pollinating the knowledge and engagement and other programmes, as well as a inspiration they have acquired at their sister institu- decline in student volunteerism.

tions. Professors and community partners who focus on ●● Technical rationality reigns supreme in the global http://www.guninetwork.org/. community-engaged research have similar opportunities higher education system and its culture. A concept for exchange – south to south, as well as south to north, of scientific knowledge is highly valued and rarely and vice versa. These exchanges emphasize mutual called into question, and institutions of higher website learning, based in an attitude of humility and respect for education are slow to change. This narrow perspec- cultural differences and differences in ways of knowing tive on knowledge limits our capacity to understand their on in the host environment. Their cross-national experi- reality and generate innovative solutions to peren- [email protected]. ences accelerate the sharing of alternative models and nial problems. The dominant culture of higher strengthen their own skills in knowledge creation. education values individualism and competition The most prominent global ranking systems in above equity and collective prosperity. contact Innovation higher education now fully recognize and reward ●● Higher education is experiencing a period of for university civic engagement. They first added civic ‘massification’ or rapid expansion of systems. The please engagement as a new criterion. A subsequent stage overwhelming emphasis in some countries – China was then to integrate civic engagement in the working being a prominent example – is on very quickly definitions and assessment of educational programmes creating new universities and growing total student Network

and research. There is increased evidence that engaged enrolment. In such a system, it is difficult to do permission, teaching and research is an effective pathway to higher anything more than construct new facilities, recruit

quality teaching and research. new professors and implement traditional curricula. University As a result of these changes, public and private ●● Many institutions of higher education are located in request support for higher education has continued to grow. societies with ongoing political division and opposi- to Global The increased visibility of positive community impacts tion. In these contexts, powerful forces actively wish and the production of graduates who are leaders for oppose the priorities expressed by other groups, The you social change have created a powerful rationale for such as economic participation and self-sufficiency by If greater investment. Government, non-profit and busi- for women and ethnic minorities. The political only ness leaders have witnessed the positive impacts of implications of community-engaged teaching and university work in their own communities, and are research and its prospects in unstable or undemo- use more inclined to provide greater financial support. cratic contexts varies and presents a host of risks for

Portions of that increased investment are tied directly where university engagement with the community infringement. to sustaining and continuing the growth of collabora- could be seen as a threat to the government. tive community programmes. Private foundations and development aid agencies have embraced investment authorised is copyright in university civic engagement as a promising strategy RECOMMENDATIONS a for addressing their grant-making priorities. Such is funders are less sceptical about supporting universities; The experience of engaged universities around the they are more confident about the strategy of leverag- world suggests there are a set of strategies that can help document posting ing university resources to combat poverty, improve to achieve elements of the vision and overcome the or This public health and restore the environment. obstacles mentioned above (Watson, 2008): There are, of course, powerful forces that obstruct ●● Align civic engagement with other core priorities of GUNI. Copying progress towards these future elements of vision and the university. When civic engagement programmes © will continue to do so. These counterpressures include: are seen by either their advocates or others mostly

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 137 as an end in themselves, they will inevitably an ecology of knowledge capable of serving society be treated as competing with other institutional with innovative solutions to common issues such as needs. An alternative strategy is to develop civic physical and mental health, alleviation of poverty and engagement activities that accelerate institutional recovery from disasters. In our vision of the future, progress towards priorities such as student and the ivory tower is a relic of a bygone era and the gold faculty recruitment, fundraising and educational and standard in higher education is the engaged university. research productivity – to reframe civic engagement as a route to high-quality teaching and research. ●● Connect institutional goals and strategies with NOTE respect to social inclusion and student/faculty recruitment, retention and success, with institutional 1 Based at the University of Victoria in Canada and the aspirations and approaches relating to civic engage- Society for Participatory Research in Asia, the newly established UNESCO Chair supports partnerships that

ment. There is increasing evidence that effective enhance north–south and south–south policy develop- http://www.guninetwork.org/. civic engagement programmes contribute positively ment and knowledge transfer. to advancing social inclusion and to strengthening

the recruitment, retention and success of groups that website are under-represented in higher education, in both ACKNOWLEDGEMENTS staff and student roles. their on

●● Develop and expand new sources of funding for We thank the regional paper contributors for their [email protected]. engaged universities. Encourage public and private thoughtful observations. They include: George Open- funders to understand that university civic engage- juru and Shirley Walter (sub-Saharan Africa), Jerome ment programmes are a promising investment Slamat (sub-Saharan Africa), Carol Ma and Lean contact Innovation opportunity, one with a high potential for accelerat- Chan Heng (Asia Pacific), Maria Nieves Tapia (Latin for

ing achievement of the priorities of private founda- America/Caribbean), Barbara Ibrahim (Arab states), please tions and development assistance agencies. Michael Osborne and Paul Benneworth (Europe) ●● Participate in, and contribute to, the higher educa- and Hiram Fitzgerald and Sarena Seifer (USA/ tion engagement movement. Mobilize the power of Canada). Together, their papers have provided valu- Network

collective action. Benefit from others’ experience able, contemporary insights into the civic engagement permission, and contribute to their efforts to transform their own movement in higher education – what it has accom-

institutions. plished and how, and where it can head in the future. University ●● Document and publicize broadly the emerging Additionally, we gratefully acknowledge the feedback, request impacts of effective university civic engagement guidance and editorial support we have received from to Global programmes. During the current period when the Talloires Network secretariat staff (Jennifer Catalano, wish

civic work of higher education is growing rapidly, Elisabeth Holden, Maureen Keegan, Amy Newcomb The you a sizeable gap exists between the extent and results Rowe and John Pollock), as well as GUNi staff and by If of these activities and the awareness and therefore affiliates (Cristina Escrigas, Jesús Granados, Budd only support for these programmes on the part of Hall and Rajesh Tandon).

opinion-leaders and decision-makers. use for

REFERENCES infringement. CONCLUSION (undated) ‘Ashesi’s Mission and Vision’. In closing, our vision is that a decisive majority of Retrieved September 7, 2013 from http://www.ashesi. authorised is edu.gh/about/mission-and-vision.html. copyright universities worldwide should collaborate actively Bawa, A.C. (2007) ‘Rethinking the place of community- a with the communities where they are located. We see based engagement at universities’. In: McIlrath, L. and is a future where institutions of higher education become I. Mac Labhrainn (eds), Higher Education and Civic Engagement: International Perspectives. Hampshire and more effective engines of social and economic devel- document Burlington: Ashgate, pp. 55–63. posting opment, systematically partnering with non-govern- Benneworth, P. and Osborne, M. (2014) ‘Knowledge, or This mental organizations, government agencies and private engagement and higher education in Europe’. In: GUNi businesses to achieve positive community impacts and (2014) Knowledge, Engagement and Higher Education: Contributing to Social Change. Basingstoke: Palgrave GUNI. Copying academic excellence. Such partnerships will move © Macmillan. society from a monoculture of scientific knowledge to Bjarnson, S. and Coldstream, P. (eds) (2003) The Idea of

138 HIGHER EDUCATION in the World 5 Engagement: Universities in Society. London: Associa- Modise, O.M. and Osborne, M. (eds), Community tion of Commonwealth Universities. Engagement in African Universities: Perpective, Pros- Bloom, D., Canning, D. and Chan, K. (2006) Higher Educa- pects and Challenges. London: NIACE. tion and Economic Development in Africa. Human Devel- Putnam, R.R. (2001) Bowling Alone. New York: Simon & opment Sector. Washington, DC: World Bank. Avail- Schuster. able online from www.arp.harvard.edu/AfricaHigher Talloires Network (2010) The Talloires Network: Higher Education/Reports/BloomAndCanning.pdf. Education Responding to Social Needs, Bellagio Center, Boyte, H. (2004) Everyday Politics: Reconnecting Citizens Italy, March 23–27. and Public Life. Philadelphia, PA: University of Pennsyl- Talloires Network (2013) ‘Talloires Network Members’. vania Press. Retrieved September 7, 2013 from http://talloiresnetwork. Brown, D. and Gaventa, J. (2009) Constructing Transnational tufts.edu/what-is-the-talloires-network/talloires-network- Action Research Networks: Observations and Reflections members/. from the Case of the Citizenship DRC. Working Paper Tapia, M.N. (2014) ‘Knowledge, engagement and higher No. 32. Brighton: Institute of Development Studies. education in Latin America and the Caribbean’. In: GUNi Connell, R. (2007) South Theory: The Global Dynamics of (2014) Knowledge, Engagement and Higher Education:

Knowledge in Social Science. Cambridge: Polity Press. Contributing to Social Change. Basingstoke: Palgrave http://www.guninetwork.org/. Goddard, J. (2009) Reinventing the Civic University. London: Macmillan. National Endowment for Science Technology and the Tiemens, T. (2012) ‘The MasterCard Foundation and EARTH Arts. University Partner to Create $19.5 Million Scholarship Hall, M. (2010) ‘Community engagement in South African Program. MasterCard Foundation Press Release: 26 website higher education’. Kagiso, 6, 1–52. April’. Retrieved September 7, 2013 from http://www. Ibrahim, B. (2014) ‘Knowledge, engagement and higher mastercardfdn.org/newsroom/press/2620-2. their

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(2012) ‘Community engagement within African contexts: The Engaged University: International Perspectives on Network a comparative analysis’. In: Preece, J., Ntseane, P.G., Civic Engagement. New York: Routledge. permission, University request

IV.1.1 to Global

Global networks on community–university engagement wish The you by Association of Commonwealth Universities (acu) Campus Compact If

University Extension and Community Engagement only Secretariat: Boston, MA (USA).

Network use Institution: n/a.

Secretariat: London (UK). Website: http://www.compact.org/ (accessed 6 March 2013). for

Institution: The Association of Commonwealth Universities. Members: Almost 1,200 college and university presidents from infringement. Website: https://www.acu.ac.uk/ (accessed 28 June 2013). the US and from 6 other different countries. Members: n/a. Campus Compact advances the public purposes of colleges and authorised

The Network provides a forum for the exchange of good practice in universities by deepening their ability to improve community life is copyright

community engagement and outreach. The Network looks to enable a and to educate students for civic and social responsibility. Campus a sharing of experiences in building and sustaining links between univer- Compact envisions colleges and universities as vital agents and archi- is sities, policy-makers, enterprise and public stakeholders. tects of a diverse democracy, committed to educating students for

responsible citizenship in ways that both deepen their education and document posting improve the quality of community life. They challenge all of higher or This education to make civic and community engagement an institutional priority (text taken from http://www.compact.org/about/history- mission-vision/ [accessed 6 March 2013]). GUNI. Copying ©

MOVING BEYOND THE IVORY TOWER: THE EXPANDING GLOBAL MOVEMENT OF ENGAGED UNIVERSITIES 139