Setting shared research agendas by CSOs and Research Institutes The role of Higher Education in creating knowledge with communities Communities and students learning together Evaluation and quality improvement: New lessons learned on measuring the value of community engagement and collaborative research Developing partnership working for research – civil society engagement Policies to support collaborative research relationships

Re-imagining Research Relationships Co-creating Knowledge 10 - 12 May 2012 in Bonn in a Democratic Society Gustav-Stresemann-Institute

proceedings & handbook

International Living Knowledge Conference supported by: Contents & Imprint

Re-imagining Research Relationships Co-creating Knowledge in a Democratic Society Contents Programme at a glance Welcome ...... 4 Thursday 10 May 2012 Friday, 11 May 2012 Saturday, 12 May 2012 About the Conference ...... 9 General Information ...... 10 Location and Social Programme ...... 11 Plenary Speakers ...... 12 oster session oster oster session oster Abstracts ...... 18 P Room S27-S28 P Room S27-S28 Steering Committee ...... 132 Conference Partners ...... 134 Conference Programme ...... 135 Free meeting room Free Room S27-S28 Session 2.5 • Story telling: Partnerships and impact Chair: György Málovics Room S17 Session 1.5 • Presentation: Methodologies to develop partnerships Chair: Glen Millot Room S17 Session 3.5 Story telling: Partnership projects II Chair: Khan Rahi Room S30-S32 Session 4.5 Workshop: Promoting CBR in Higher Education Chair: Gerards Straver Room S31 Workshop: Session 5.4 • Workshop: Implementing Community Based Learning (student focussed session) Chair: Hansje Eppink Room S29-S32 Workshop: Session 2.4 • Workshop: Collaborative structures Chair: Jeroen Kruit, Khan Rahi Room S5 Session 1.4 • Story telling: Science Shop experiences Chair: Henk Mulder Room S34-S35 own Hall Session 3.4 • Story telling: Developing Projects (student focused session) Chair: Michael Heiman Room S25-S26 : Session 4.4 • Workshop Arts and Engagement Chair: Khan Rahi Room S30-S32 own Hall Registration ransfer to Old T L unch L unch Coffee Coffee Coffee Coffee T ransfer to Rheinprinzessin T Workshop Session 5.3 • Workshop Combining Local and Online Dialogues to Articulate Research Questions Chair: Michael Jørgensen Room S34-S35 Session 2.3 • Presentation: Mapping and Outreach Chair: Emma McKenna Room S34-S35 Session 1.3 • Presentation: Community – University Interaction Chair: Pia Spangenberger Room S29-S32 Session 3.3 • Story telling: Research Partnerships: Capacity Building and Impact Stenglein Chair: Ferdinand Room S29 Session 4.3 • Story telling: C-U Research Partnerships - Global Perspectives Chair: Budd Hall Room S34-S35 Conference Dinner on the “Rheinprinzessin” Official Welcome Reception in Old T Official Imprint Published by the International Science Shop

Contact Point c/o Wissenschaftsladen Bonn e.V. Buschstr. 85 • D-53113 Bonn • Germany phone: +49 (0)228 201 61 0

Session 5.2 • Presentation: Capacity Building experiences Chair: Andrea Vargiu Room S25 email: [email protected] Session 2.2 • Workshop: in and Patterns Frameworks CBR and Public Engagement Chair: David Owen Room S29-S32 Workshop: Session 1.2 • Workshop: Participation and Impact Manners Chair: Paul Room S05 Session 3.2 • Workshop: Developing Co-operative Research Agendas in Social Sciences I • (Room S31) Chair: Nicola Buckley Session 4.2 • Workshop: Developing Co-operative Research Agendas in Social Sciences II Chair: Bálint Balázs Room S29 internet: www.livingknowledge.org/conference Editor: Norbert Steinhaus ([email protected]) Assistant Editor: Michaela Shields ([email protected]) Layout: Anja Eichen Printed by: Warlich Druck RheinAhr GmbH Bonn May 2012 oster Session (Room S25-S28) oster Session 2.1 • Workshop: Evaluating Research Cooperation Chair: Brian Trench Room S25-S26 Session 1.1 • Story telling: Partnership projects I Chair: Gerard Straver Room S25-S26 Matter in Building Partnerships between Civil Society and Research? (Room S29-S32) Discussion): Does Policy Plenary (Panel P lenary 2 – Thematic The co-creation of knowledge in partnershipsP lenary 1 – Opening lenary: The between research institutes and civil society (Room S29-S32) Session 5.1 • Story telling: Partnership projects III Chair: Meira Hanson Room S26 P lenary 4 – Closing lenary: Challenges and Upcoming Agendas (Room S29-S32) Changing Knowledge Dynamics: Communities, HEIs and Students working Together (Room S29-S32) Plenary: ChangingP lenary 3 – Thematic Knowledge Dynamics: Communities, HEIs and Students working Together P Session 3.1 • Story telling: CBR in the curriculum Chair: Sinead McCann Room S34-S35 Session 4.1 • Story telling: CBR in the Curriculum II Chair: Karin Ree Room S25-S26 Number of Copies 350

The views expressed in the articles and papers are those of the authors and are not necessarily endorsed by the publisher and do not necessarily reflect the views of the European Commission. Whilst every care 18.30 18.00 19.00 19.00 has been taken during production, the publisher does not accept any reliability for errors that may have 16.00-17.30 16-00-17.30 11.30-13.00 14.00-15.30 11.00-12.30 14.00-15.30 11.00-13.00 09.00-10.30 08.00-18.00 09.00-11.00 09.00 - 10.30 occurred. 3

5th International Living Knowledge Conference 2012 Welcome Welcome

further mechanisms for societal actors to improve Funders now have funding schemes for joint re- nance our studies and networking, and have set up their research capacities, to encourage structures search projects of CSOs and research institutes. a funding scheme for research for the benefit of for partnerships between researchers and societal Whereas the global financial crisis did affect higher CSOs, to allow larger projects for all of you as well. actors in research dialogue and to integrate societal education institutes, and CSOs alike, causing some Whatever further advancement options there may actors into the various stages of research. of our joint activities to stop, the tide also seems to still be, this I think is a genuine achievement. In my be turning. Creating societal impact from research view, the EC’s Science in Society Directorate has So here we are with the 5th Living Knowledge activities is seen as more important in a number become indispensible for linking civil society with Conference: a unique opportunity to exchange of countries, such as UK and The Netherlands. In research. They have also granted the PERARES- Norbert Steinhaus with some of the key thinkers and practitioners Flanders, Science Shops have become a core el- project that allows us to organize this conference. and Michaela Shields both from civil society partners and the academ- ement in Science Communication policy. We are ic and research community in the area of com- happy to discuss with you how we can grab this As a colleague of mine, who recently joined the Welcome to the munity based research, university-community momentum. network, e-mailed me a few weeks ago “This is 5th Living Knowledge Conference partnerships and Science Shops. More than 60 such a warm family”. And that it is, and makes me conference presentations from 22 countries reflect I want to use this opportunity to give a big thanks happy to be here with you, and meet all the new Participative formats have gained in importance the large variety of experiences from across Europe to the European Commission as well. Ever since and old family members. Have a good conference, internationally and created many opportunities and worldwide proving the innovative power and the start of our network, they have been very sup- make new friends, and do co-create a lot of new for dialogue-oriented science. The concepts of the scientific value of these initiatives. portive. Even though in 1999 we were really afraid knowledge! Science Shops, of community-based dialogue as to submit a proposal to them, fearing all the bu- well as independent and participation-oriented re- Given this background the 5th Living Knowledge reaucracy involved, we can now definitely say that Henk Mulder search, have by now grown greatly in size and influ- Conference is also a platform to exchange and dis- it has all been worth it. The EC have helped to fi- ence and have found their place on the agenda of cuss findings and results from the first half of the science policy-making. But sometimes theory still PERARES project, an EC funded 4-years project to lags behind experiences and practice. strengthen public engagement in research (PER). If we now intend to focus on innovation and guiding research it is required to re-imagine research rela- We would like to thank the European Commission Welcome note tionships and see how knowledge co-creation can for making this conference possible. We also would be advanced and how civil society can fully partici- like to express our gratitude to Savings Banks Foun- The Science in Society (SiS) Programme was Irene Vallentinuzzi pate. There is an ongoing interest in and attention dation for International Cooperation – Sparkassen- launched in 2007 under the 7th Framework Pro- given to the participation of citizens in community- stiftung für internationale Kooperation e.V. for their gramme for Research and Technological Develop- based research, in science-based policy processes additional financial support and to the City of Bonn ment (FP7) with the main objective to create a and decision-making procedures. Consequently as giving us such a warm welcome. real engagement and a two-way dialogue between a next step citizens and their organisations have to science and society in a context where Civil So- engage with research as equal partners and provid- On behalf of the Bonn Science Shop and Living ciety Organizations (CSOs) have become active ers of knowledge and expertise. But how? Knowledge, the international Science Shop Net- stakeholders. In 2010, the Mobilisation and Mutual work we wish you a successful conference and an Learning Action Plans (MMLs) were proposed to In 2007 the European Research Advisory Board inspiring stay in Bonn. promote the establishment of new partnerships advised researchers to take “societal questions between research organizations and civil society and concerns more into account and to integrate representatives. As PERARES started in 2009 it engagement with societal actors into the univer- Yours sincerly, is a predecessor and at the same time an avant- sity curriculum.” It also recommended to develop Norbert Steinhaus & Michaela Shields guard model for the eight projects that have been developed in the MMLs framework in the follow- ing years. In fact, PERARES gives a valuable exam- Dear conference participants, ple of Public Engagement in Science and Research where, at the same time, civil society is concrete- such as: nanotechnology, domestic violence and Henk Mulder As coordinator of the PERARES project it is my ly involved in the project and researchers are en- pregnancy, Travellers/Roma rights, Science Shops, pleasure to welcome you to Bonn and the fifth Liv- gaged with society in debates and pilot activities. Community-Based Research in Higher Education ing Knowledge conference. When we started the 2012 represents a mid-term review year for PER- Institutions. Living Knowledge Network, sometime in 1999, ARES as the project has already accomplished half In 2010 the European Commission started a public we could only dream of having a 5th international of its course with the involvement of twenty-six discussion on what could be a model of “Respon- conference. We started on this road to learn from partners from seventeen countries. sible Research and Innovation (RRI)”. This issue each other for our daily work, and to stand strong- The 5th Living Knowledge Conference in Bonn is arose from projects, such as PERARES, oriented to er together to advance the cooperation among re- the first of two events of this kind foreseen in the create a high-quality relationship between science searchers and Civil Society organizations. Time for project planning. This is a prestigious international and society. RRI means that “the societal actors a position check. forum to endorse the European public debate on work together during the whole research and inno- the interaction between civil society and the sci- vation process in order to better align the process In the past 13 years, we achieved quite a lot. There entific community. In addition, it is a platform to and the results with the expectations of society”. are more and more Science Shops and similar ini- exchange, share and evaluate the findings resulting Six keys will enable the development of the RRI tiatives around the globe, a number of Research from PERARES activities relating to different topics concept: Engagement of Citizens and their Asso- 4 5

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Welcome Information

ciations, Gender, Science Education, Open Access, strument for the period 2014-2020, where RRI will Living Knowledge – The international Science Shop Network Ethics and Governance framework. RRI is an ambi- be integrated as a cross-cutting dimension. There- tious challenge for the creation of a policy driven fore, the 5th Living Knowledge conference is also In addition to the demands made on research and The Living Knowledge network allows for break- by the needs of society and involving it. RRI repre- an opportunity to foster the formulation of poten- development by commerce and industry, ‘civil so- ing out of the local. Facilitating collaboration and sents a step further on the path towards the forma- tial recommendations on RRI. ciety’ organisations have their own research needs. cooperation broadens the base of knowledge and tion of a democratic European knowledge-based Within the concept of ‘social demand’ for knowl- experience. Network’s activities focus on different society. Irene Vallentinuzzi, Project Officer, Unit ‘Ethics and edge there is an increasing necessity for commu- levels, ranging from strategic networking to training In 2012-2013 SiS activities will focus on enabling Gender’, Dir. European Research Area, Directorate- nication from society to researchers. Here Science of individual skills and from information to mentor- Responsible Research and Innovation in the Euro- General for Research and Innovation, European Shops are one type of interface between science ing of old and new Science Shop practitioners. A pean Research Area (ERA) and accomplishing the Commission and its researchers and society. summer school focusing on new Science Shop ini- transition towards Horizon 2020, the financial in- A Science Shop provides independent, participa- tiatives is one of its offers. tory research support in response to concerns ex- The main communication tools for the LK are the perienced by civil society. The term ‘science’ is Living Knowledge website, the Living Knowledge used in its broadest sense, incorporating social and News and Discussion list, the Living Knowledge human sciences, as well as natural, physical, engi- Newsletter and the Living Knowledge Journal. You neering and technical sciences. will find more information on the website www.liv- Science Shops are created as mediators between ingknowledge.org. citizen groups (trade unions, pressure groups, non- Four International conferences, 2001 in Leuven, profit organisations, social groups, environmental- Belgium, 2005 in Seville, Spain, 2007 in Paris, ists, consumers, residents association etc.) and France, and 2009 in Belfast, UK, as well as several research institutions (universities, independent re- international cooperation projects have been indis- Prof. Dr. Jürgen at large. Not so much because we don’t try but search facilities). pensable milestones for the development of the Fohrmann because explaining an ever more complex field in Science Shops and similar organisations in Com- Living Knowledge Network. Find out more about layman’s terms is not a trivial task. munity Based Research (CBR) in general are small SCIPAS, interacts and ISSNET or other projects, Wissenschaftsläden or Science Shops can and do and local entities, bound to local conditions. They such as TRAMS (Training and Mentoring of Science play a key role in this respect, not only do they of- are highly diverse in respect to organisational struc- Shops) or PERARES (Public Engagement with Re- fer a means of participation for those who are not ture, focus and funding. search And Research Engagement with Society) on within the immediate environment of scientific re- Living Knowledge (LK) aims at giving citizens ac- the Living Knowledge website search, they also offer a feedback channel and thus cess to scientific research and supports those part- foster the dialogue between society and the scien- nerships creating public access to research. tific community. With participants from 34 nations from all areas PERARES of education, higher education, scientific research and civil society this Living Knowledge Conference Public Engagement with Research And Research link existing debate formats – such as science ca- is proof of the ongoing relevance of Science Shops Engagement with Society: a four years project fé’s, science festivals, online-forums which are al- and their raison d’être. funded by the European Community’s 7th Frame- ready linking civil society and research institutes With this in mind, I would like to express our ap- work Programme started in 2010. The PERARES – with the Science Shop network. preciation for the work of Science Shops and of the project aims to strengthen public engagement in To be able to answer to research requests, it is al- Wissenschaftsladen Bonn in particular. I am certain research (PER) by involving researchers and Civil so necessary to enlarge and strengthen the net- The cliché of the university as a self-absorbed ivo- that this year’s Living Knowledge Conference will Society Organisations (CSOs) in the formulation of work of research bodies doing research for/with ry tower full of scientists blissfully unaware of the not just strengthen the ties between the Wissen- research agendas and the research process. CSOs. Therefore, ten new Science Shop like facili- consequences of their research and the societal schaftsladen and the University but further inject In PERARES 25 partners from 17 European coun- ties throughout Europe are started, mentored by perception of that research has never really been it with life. tries pilot and assess alternative forms of agenda- experienced partners. Science Shop-like work is close to the truth, even less so today. setting dialogue between researchers and CSOs, advanced by adding studies on good practices to Nevertheless, it is true that science in general, be it e.g. long-term periodic meetings, and direct co- the available knowledge base and organising work- at universities or other research institutions, is not Prof. Dr. Jürgen Fohrmann operations in two important social sciences fields: shops. Guidelines to evaluate the impact of en- always successful in communicating with society Rector, University of Bonn Roma/Traveller’s issues and domestic violence is- gagement activities are developed and tested. sues. They started a transnational web portal for PERARES also investigates on the role of higher debates piloted on nanotechnology, and in the fol- education institutes and research funders in sup- low up focusing on questions connected to the Eu- porting co-operation with CSOs and organizes two ropean reflection on the ‘grand societal challenges’ Living Knowledge conferences: the first 2012 in for the future of the European Research Area. Bonn and the second 2014 in Oslo, Denmark. The various debates (or dialogues) on Science are For more information please visit www.living- actively used to articulate research request of civil knowledge.org/livingknowledge/perares or con- society. These requests are forwarded to research tact the coordinator: Dr. Henk Mulder, Science institutes and results then are used in the next Shop, University of Groningen, The Netherlands, phase of the debate. Thus, these debates move [email protected] ‘upstream’ into agenda settings. For this, partners 6 7

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Information About the conference

Bonn Science Shop About the conference

The Bonn Science Shop was founded in 1984. Ad- When appropriate, the Bonn Science Shop cooper- Over the past 10 years Science Shops and commu- Conference objectives ministered by its employees themselves, the Bonn ates with other institutions, organizations, Science nity-based research have found their place on the Science Shop’s work focuses on three main topi- Shops or stakeholders in Bonn as well as in Ger- agenda of science policy-making. The forthcom- Ÿ Evaluate strategies for embedding community cal areas: the environment and health; civil society many or on an international level to enable multi- ing focus on innovation to guide research requires engaged research in universities and sustainability; the labour market and further disciplinary research, dissemination of results and to re-imagine research relationships and see how Ÿ Strengthen the participative and empowering qualifications. education. The Bonn Science Shop has a gender knowledge co-creation can be advanced over the communication culture as a basis for healthy With its projects and specialized fields of work, the balanced 25 persons staff of whom 10 work in re- coming years. The 5th Living Knowledge Confer- knowledge societies Bonn Science Shop is attempting to encourage citi- search and project contexts. All employees are ac- ence will focus on different themes to get more Ÿ Influence international research policies and zens to participate actively in democratic process- tively involved in several networks on national or insight into processes, and to develop specific pol- priorities es. The aim of the projects is to involve various international level. icy recommendations that resonate with public Ÿ Advance the way Science Shop like initiatives groups of actors and to close gaps in information. Since the end of 2007 the Bonn Science Shop co- concerns and articulated research needs. It will be can engage CSOs and researchers in collabora- In doing so the Science Shop supports groups – ordinates the international contact point of the Liv- an opportunity to bring together some of the key tive research activities for example, in setting up citizens’ foundations, ing Knowledge Network. thinkers and practitioners both from civil society Ÿ Encouraging co-operative and partnership designs exercises and websites on land use and More details on the Bonn Science Shop´s projects partners and the academic/research community in working international environmental policy, provides infor- are given on the website www.wilabonn.de and by the area of community based research, university/ Ÿ Exchange, disseminate and evaluate results of mation on religious communities in North Rhine- a special publication “25 Jahre Wissenschaftslad- community partnerships and Science Shops, and the first half of the PERARES project Westphalia and helps support the Science Shop en Bonn”, available in German (www.wilabonn.de/ aims at providing options and opportunities for col- Ÿ Bring Science Shops to the policy agenda in network worldwide. WILAinform_61_web.pdf) and in English (www. laboration, and ensuring that this area of work is Germany The academics at the Bonn Science Shop analyse wilabonn.de/WILAinform_61englisch.pdf). prioritised on policy agendas both nationally and and evaluate results and research findings, making internationally. Conference Themes: them available to consumers in a practical and ac- The 5th Living Knowledge Conference will also be cessible way. The Science Shop compiles expert a platform to exchange and discuss findings and Ÿ Setting shared research agendas by CSOs and reports and specialist publications, offers measure- results from the first half of the PERARES (Public Research ment services and analysis locally. Engagement with Research and Research Engage- Ÿ The role of Higher Education in creating know­ ment with Society) project. PERARES strengthens ledge with communities public engagement in research (PER) by develop- Ÿ Communities and students learning together ing multi-annual action plans, involving research- Ÿ Evaluation and quality improvement: New les- ers and Civil Society Organisations (CSOs) in the sons learned on measuring the value of com- formulation of research agendas and the research munity engagement and collaborative research process. It uses debates on science to actively ar- Ÿ Developing partnership working for research – ticulate research requests of civil society. civil society engagement Ÿ Policies to support collaborative research rela- The conference is hosted by the Wissenschaftslad- tionships en Bonn, a founding member of the International Science Shop Network and will provide an oppor- Within all themes we welcome both good practices tunity for policy makers, academics and CSOs to and dead ends: the insights in mistakes made and consider current practice and future opportunities lessons learned are equally important as success in the field of research partnerships. stories!

Outcomes

Ÿ Reviewed and updated action plans for public engagement with researchers Ÿ Strengthen the exchange platform for projects under science in society calls and beyond Ÿ Creation of new and strong links to other net- works Ÿ Examples of practice and training for new and emerging Science Shops. Additional examples and insights in good practices and lessons learned from mistakes Ÿ Strengthen strategies for building community/ researcher partnerships

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 General Information Location and Venue

General Information Location and Venue

Emergency Medical Care Gustav Stresemann Institut For any medical emergency phone 112. The staff The after dinner party starts after mooring again The 5th Living Knowledge Conference is held at at your hotel will have information if you require at the jetty around 9.30 pm and is free for all del- the Gustav-Stresemann-Institut in Bonn (GSI) and contact details for a doctor, dentist or other health egates. is located in the South of Bonn. It is more than only professional. a conference place; it’s a modern centre for train- Dress code ing, discussion and gatherings as well as a feel- Conference Name Badges For all conference sessions and social functions the good meeting-place. Situated in a very convenient All delegates, including presenters will be provid- dress code is casual. location in a large, quiet park estate and near the ed with a name badge, which must be worn at all Rheinaue park, the “green heart of Bonn”. times within the conference venue Transfers You will find international tourist attractions and Registration fee includes a ticket for free public cultural facilities within easy reach. Registration Desk transport in the city of Bonn (10-12 May 2012). It The Registration desk is located at the Foyer I in the comes with your Conference Name Badge. Address: GSI. Please direct any questions you might have Langer Grabenweg 68 • D-53175 Bonn Conference Dinner and Party regarding registration and session attendance or Special Diets Phone +49 228 8107-0 (reception) Tour on the Rhine Princess other elements of the conference to the staff at All catering venues have been advised of any spe- Phone +49 228 8107-144 (conference office) this desk. cial diet preferences you have indicated on your www.gsi-bonn.de/en Friday, 11 May 2012 registration form. 7.00 pm – 9.30 pm Registration Desk Opening Times (dinner and tour on the Rhine) The registration Desk will be open at the follow- Mobile Phones Social Programme 9.30 pm – 12.00 pm ing times: As a courtesy to other delegates, please ensure (party at jetty No 6, Brassertufer) Wednesday 9 May 2012 1 pm – 5 pm that all mobile phones are turned off or in a silent Welcome Reception Dress: Casual Thursday 10 May 2012 8 am – 6 pm mode during all sessions and social functions. Old Town Hall Bonn Additional Ticket: 35 EUR Friday 11 May 2012 8 am – 6 pm Saturday 12 May 2012 8.30 am – 1.30 pm Smoking Thursday, 10 May 2012 On our last night of the Conference we like to in- The GSI is a non smoking venue – however guests 19.00 pm – 21.00 vite you to a dinner on the water. We take the boot Conference Office at the GSI are allowed to smoke outside in designated areas. Am Markt “Rhine Princess” to the South of Bonn and will Room No. S 33 Dress: casual have our meal passing the beautiful scenary of the T. +49 228 8107-144 Disclaimer Included in full registration “Siebengebirge” on the banks of the Rhine. The 5th Living Knowledge Conference reserves the During the journey we are accompanied by music Entry to Conference Sessions right to amend or alter any advertised details relat- The Welcome Reception will be held at the conclu- from a Bonn’s band ‘Mojythos’. After a 2,5 hours It is suggested that delegates arrive at preferred ing to dates, programme and speakers if necessary, sion of Day one of the Living Knowledge Confer- tour we will land at the mooring and a party will sessions promptly to ensure a seat. without notice, as a result of circumstances beyond ence in the Old Town Hall in the Centre of Bonn. start on the boat. All the delegates who didn’t want their control. All attempts have been made to keep After a welcome of Mayor Angelica Kappel you will to join the dinner are cordially invited to join the Speakers any changes to an absolute minimum. have time to relax and socialize with other dele- party (free entrance). Speakers are requested to assemble in their ses- gates over drinks and canapés. The Live Band “Gnadenlos” will play cover songs sion room 5 minutes before the commencement Website and invites everybody to dance or to musical ac- of their session, to familiarize themselves with the You can follow all plenaries via life stream and find companiment. room and the audio visual equipment. updated conference information under: The transfer from the GSI to the boat starts at 6.15 www.livingknowledge.org/conference pm in Foyer I of the GSI. We will accompany the Poster session delegates with public transport. The posters can be placed on Friday from 8 am WiFi The boat will leave at 7 pm and arrive back in Bonn and have to be removed after 5.30 pm again as A wireless internet connection will be available dur- at 9.30 pm. there will be a session the next morning. We will ing the conference. provide material for hanging up the posters. Conference Organizers Conference Social Functions Wissenschaftsladen Bonn e.V. All social function tickets are included in full regis- Norbert Steinhaus and Michaela Shields tration. Day registrants or accompanying partners Buschstr. 85 • D-53113 Bonn will need to purchase an additional ticket to attend. Phone +49 228 201 61 0 The Welcome Reception is free. [email protected] The Conference Dinner will be held on the boat [email protected] “Rheinprinzessin” on Friday, 11 May 2012 from 7.00pm - 9.30 pm. Additional ticket: 35 Euro per person.

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Plenary Speaker Plenary Speaker

Plenary Speaker

Plenary speaker Prof. Dr. Jacqueline Bro- to facilitate patient participation in health research Professor Michael Cuthill has just taken up a new International University Professor Michael erse is professor of and to realize multi-stakeholder participation in na- position as Chair, Regional Community Develop- Civic Engagement Con- Cuthill Professor Jacqueline ‘innovation and com- tional health policy. ment at the University of Southern Queensland. ference in Dublin and the Chair, Regional Broerse, munication in the health She is a member of the board of the national re- For seven years prior to this he was Director of the University Community Community Develop- Athena Institute, VU and life sciences, in par- search school Science, Technology and Modern UQ Boilerhouse Community Engagement Cen- Engagement Conference ment at the University University, Amster- ticular addressing issues Culture (WTMC). She coordinates, and lectures in, tre, at the University of Queensland. He has also in Chiang Mai, Thailand. of Southern dam, The Netherlands of diversity and social various courses on health policy and health com- worked in local government as head of Social Pol- He is Vice-President of Queensland inclusion’ at the Athena munication. In addition, she is a member/chair of icy and Research at the Gold Coast City Council, the Asia Pacific University Institute, VU University, several educational boards of the School of Life serving a resident population of 500,000 people. Community Engagement Amsterdam. She holds a Sciences at the VU University. Furthermore, she Michael has published extensively on topics such Network, and was the master’s in Biomedical Sciences (cum laude) and has been appointed Principle Investigator at the as community capacity building, social sustain- University of Queensland obtained her doctorate in 1998 at the VU Univer- national Centre for Society and Life Sciences. ability, community engaged research, and social delegate to the Australian University Community sity with a thesis on participatory approaches to re- resilience. His work has been recognised through Engagement Alliance for six years. Michael is a pas- search priority setting in developing countries. Her recent invitations to speak at the United Nations sionate believer that universities have an important research is focused on methodology development 7th Global Forum on Re-Inventing Democracy in role to play in helping build just and sustainable for realizing a science-society dialogue in new and Vienna, and as a keynote presenter at both the communities. emerging (system) innovations in the health and life sciences. She has developed methodologies

Biography tion in public engagement Sophie Duncan Sophie is the Deputy Director of the National Co- by HEI staff. These includ- Nactional co-ordinat- ordinating Centre for Public Engagement. She ed the research-driven ing centre for public manages the overall work of the centre includ- culture; the fact that pub- engagement ing communications, partnerships and NCCPE lic engagement was seen (NCCPE), UK projects. Sophie has over 15 years experience of to be not well regarded by Adrian Curaj Adrian Curaj is a professor of Higher Education and tion, Research, Youth and Sport in Romania. He working in public engagement, primarily managing peers; and that public en- General Director of Research Management and Director of the Centre was w orking as a consultant with World Bank, UN- national projects. Initially trained as a physicist, she gagement was hard to re- the Executive Agency for Strategic Management and Quality Assurance ESCO, UNIDO and EC for studies in Tertiary Edu- started her career at the Science Museum in Lon- source as it does not bring for Higher Education, in Higher Education at the POLITEHNICA Univer- cation, Science and Innovation, and Foresight. He don where her work included exhibition develop- in significant funding. The Research, Develop- sity of Bucharest. He is the General Director of the has been a member of the External Advisory Board ment and public programmes. She then became aim of the Beacons project was to tackle these bar- ment and Innovation, Executive Agency for Higher Education, Research, PEOPLE, General Directorate for Research, Europe- a programme manager with Science Year, a UK riers. Six pilot Beacon projects were funded, where Romania Development and Innovation since September an Commission since 2007. campaign to inspire and support young people to universities and civic partners worked together to 2010. He was acting as the Director of the Exec- He was acting as the project leader of the first Na- engage with science. Following this she joined the meet this challenge, and a National Coordinating utive Agency for Higher Education and Research tional Foresight in S&T, in Romania, (2005-2006); BBC, where she managed the creation and delivery Centre for Public Engagement (NCCPE) was set up Funding in Romania, 2000-2007 and 2008-2009. coordinated the “Quality and Leadership for High- of national learning campaigns, including Breathing to draw together and share the learning from across During 2007-2008 he was acting as the Advisor er Education-the Romanian Higher Education in Places – a campaign to inspire people to do one the project. In this presentation, Sophie Duncan, the on Science, Technology as well as ICT and e-Gov- 2025” a forward-looking project (2009-2011). He thing to help wildlife. Sophie is a passionate advo- deputy director of the National Coordinating Cen- ernance of the Romanian Prime Minister, and dur- has been the director or country coordinator of 25 cate of public engagement, and is committed to tre, will tell a story about the project and reflect on ing 2009-2010 he was acting as the President of international research projects, most of them fi- supporting others to get involved. how the policy landscape for public engagement the National Authority for Scientific Research, the nanced by the European Research Framework Pro- has shifted in the last four years: • What has been State Secretary for Research, Ministry of Educa- gramme (FP6 and FP7). Abstract learned? • Is it possible to find ways of tackling the The Beacons for Public Engagement project was barriers? • How can universities support engage- established in 2008 by the funders of research in ment effectively? • What happens next? Delegates the UK. Its goal was to create a culture in which will be invited to assess their own institutions and strategic support for public engagement was em- to judge how ‘engagement friendly’ they are – and bedded across higher education. The evidence to identify concrete steps they can take to initiate they drew on to support the investment included change. More information can be found on the the 2006 report, ‘Survey of factors affecting sci- centre’s website ence communication by scientists and engineers ’, www.publicengagement.ac.uk which identified a number of barriers to participa-

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Plenary Speaker Plenary Speaker

Willem Foorthuis Willem Foorthuis was ed- in the Netherlands and abroad. In addition, he is Tim Goebel is vice president of marketing, strate- “University Social Respon- Tim Goebel Professor Regional ucated in history and ge- winner of various innovation awards mostly con- gic projects and training at the Zeppelin Univer- sibility”. With this the ZU vice president of mar- Transition UAS (Uni- ography and worked as a nected with the concept of the Kenniswerkplaats sity (ZU) in Friedrichshafen. Zeppelin University establishes an integrated keting, strategic pro- versity of applied sci- teacher and researcher. (http://www.kenniswerkplaats.eu/). He is Profes- is positioning itself as a college of business, cul- system of socially-orient- jects and training at ences) Van Hall Since ever, his main inter- sor Regional Transition UAS (University of applied ture and politics as a socially responsive universi- ed science-based pro- the Zeppelin Larenstein/Wagen- est was regional identity, sciences) Van Hall Larenstein/Wageningen Univer- ty that implemented a variety of demand-driven ject implementation with University (ZU) in ingen University and quality and innovation sity and Research Centre and initiated the national projects in the context of community outreach ac- businesses, social organi- Friedrichshafen Research Centre, connected with education Network for Regional Transition Laboratories (Ken- tivities and community-based research. Tim Göbel zations, municipalities, The Netherlands and research. He initiated niswerkplaatsen) and the Program director Re- is responsible among other things, for the winst political parties, cultural and carried out numerous gional Transition GKC/Ministry of Economic Affairs, of the competition as a “university in society” in institutions and to all who rural innovation projects Agriculture and Innovation. 2011 by the Association for German Science and are interested in working the Mercator Foundation for the ZU-concept of the with the ZU.

Dr. Volker Meyer-Guckel joined in 1999 the Stif- to get them to engage in Dr. Volker terverband für die Deutsche Wissenschaft (Do- campus community part- Meyer-Guckel Budd Hall Budd Hall is the Co-Direc- munity Development in the Faculty of Human and nors’ Association for the Promotion of Sciences nerships, community ser- Stifterverband für die Professor of tor of the UNESCO Chair Social Development at the University of Victoria in and Humanities in Germany) as Senior Manager vice and service learning. Deutsche Community in Community-Based Canada. He has been working on issues of par- for programmes focussing on Higher Education Re- Whereas in many other Wissenschaft Development in the Research and Social Re- ticipatory and community based research since the form as well as Change Management in Science countries, campus com- (Donors’ Association Faculty of Human and sponsibility in Higher Ed- early 1970s. He is a grandfather of two, Father of and Research. In 2005 he was promoted to Head munity partnerships are for the Promotion of Social Development ucation, Secretary of the a teacher and a blues musician and is married to a of the Programmes and Funding Department and common ways of col- Sciences and Human- at the University of Global Alliance on Com- terrific academic, Darlene Clover. He is also a poet. Deputy Secretary General. The Stifterverband acts laboration between uni- ities in Germany) Victoria in Canada munity Engaged Research as private industry’s joint initiative for supporting versities and their larger and a Professor of Com- research and higher education and we are advi- communities, in Germany universities are just sor for political decision-making. It represents more about to begin with adopting this idea. With the than 3,500 companies, business associations and competition, Stifterverband and Mercator Foun- individuals. Stifterverband together with Mercator dation have found six good practice-examples of Foundation and in cooperation with the Jimmy and German universities (chosen from 78 applications) Rosalynn Carter Foundation in Germany has initi- that have successfully started to get involved with ated a competition amongst HEI in Germany to service learning, outreach activities, and civic en- promote their Third Mission activities. The aim is gagement.

Thierry Gissinger Thierry Gissinger, man- involve multidisciplinary research teams to study Fondation de France ager of the Environment interactions between human activities and ecosys- programme of the Fon- tem changes in identified territories. dation de France which prefers a citizen-based Two approaches are developed: Eva Nourney, a studied lawyer, worked 2000-2002 Eva Nourney approach to preserve the • a territorial approach, with multi-disciplinary re- in the Federal Ministry for Consumer Protection, Science Analyses, environment. The Foun- search on the coastline with the involvement of 2002-2008 in the Chancellor’s Office, Assistant for Science Communica- dation provides funding users and results that can be used by manag- Education and Research and since 2008 as Head tion; research to local projects that help ers of Unit “Science Analysis, Science Communication, Coordination, citizens to interact and en- • a thematic approach, with multi-disciplinary re- Research Co-ordination” in the Federal Ministry for Federal Ministry of gage in actions to protect their own environment. search seeking to understand the effects of ag- Education and Research, Department. Education and This program has existed since 1997. Moreover the riculture on the local environment in order to Research (BMBF), Foundation funds scientific research projects that propose ways to lower production impacting Germany ecosystems.

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Plenary Speaker Plenary Speaker

Professor Ching Mey See is a Pro- Association of Psychotherapists (APAP), a Council Saskia Visser is the co-ordinator of the Science Science Shops of Gronin- Saskia Visser Dato´Ching Mey fessor at the University Member of the National Board of Certified Coun- Shop Language, Culture and Communication, Uni- gen together reached out the Science Shop See, University Sains Malaysia. She is the sellors International (NBCC-I) and its Regional Di- versity of Groningen, the Netherlands. In various to the public in a social Language, Culture and Sains Malaysia Deputy Vice-Chancellor rector for NBCC Malaysia, an Executive Council research and outreach projects in the field of lan- event involving a quiz and Communication, of the Division of Indus- Member of the International Association for Coun- guage, culture and communication this Science bookcrossing session. A University of Gronin- try and Community Net- selling (IAC), and Regional Vice-President for Asia shop tries to establish contact between research fun evening led to good gen, The Netherlands work. Professionally she is of the International Play Association (IPA). Prof. See and public to be able to share knowledge and conversations and new an educational and coun- believes in the spirit of community engagement work together towards solutions. Multilangualism, contacts. That’s an expe- selling psychologist. Na- and works hard to make a difference in the com- language learning, readers and literature, commu- rience worth sharing with tionally, she sits on the munity. Her areas of interest grew from her passion nicating issues of health and wellbeing to various you all! Lembaga Kaunselor (Board for Counsellors) in Ma- for helping the less unfortunate and the disadvan- groups are important themes. Last summer the laysia since 2000. She is the founding President of taged. She has been involved, since its founding the Penang Counselling and Psychology Associa- in 1987, with a Centre (Lions REACh), run by the tion (PACP). On the international front, Prof. See Association of Resource and Education for Autistic is currently the President of the Association of Psy- Children where she remains as the Volunteer Prin- chological and Educational Counsellors of Asia-Pa- cipal to this day. cific (APECA), a Board Member of the Asia-Pacific

Arjen Wals is a Professor of Social Learning and Sus- search and research as Arjen Wals tainable Development. He also is a UNESCO Chair activism. Popular books Wageningen in the same field. Wals has worked at Wageningen he (co)edited include: University, University since 1992. His teaching and research ‘Higher Education and The Netherlands focuses on learning processes that contribute to the Challenge of Sustain- a more sustainable world. A central question is ability (Kluwer Academic, Rajesh Tandon Rajesh Tandon is the foun­ He remains the organisation’s chief official. In the how to create conditions that support new forms 2004), Creating Sustain- Society for Participa- der Society for Partici- last twenty-five years, he has conducted research, of learning that take full advantage of the diversity, able Environments in tory Research in Asia patory Research in Asia training and educational work on a wide variety of creativity and resourcefulness that is all around us, our Schools (Trentham, (PRIA), India (PRIA), a voluntary orga­ topics in order to strengthen the capacities and in- but so far remains largely untapped in our search 2006) and Social Learn- ni­zation that provides stitutional mechanisms of voluntary development for a world that is more sustainable than the one ing towards a Sustainable support to grassroots in- organizations in India and other developing coun- currently in prospect. Ever since he co-designed World (Wageningen Academic, 2007). He is also a itiatives in South Asia. tries. “Action Research & Community Problem Solving” co-editor of “Learning for Sustainability in Times of in inner-city Detroit schools, while a student him- Accelerating Change” which will be available in the self at the University of Michigan (1987-1991), he June of 2012. has been inte­rested in community-engaged re-

Irene Vallentinuzzi Irene Vallentinuzzi started gained working experience in the private and pub- Unit ‘Ethics and working as a Project Assis- lic sector in the United Stated, Italy and Belgium. In Gender’, Directorate- tant in the Unit ‘Ethics and 2010, she worked as a Programme Manager for a General for Research Gender’, Directorate-Gen- centre of expertise on the EU’s external policies in and Innovation eral for Research and In- Brussels. Thereafter, she worked as a Coordination of the European novation of the European Assistant for an Italian NGO in the Democratic Re- Commission, Belgium Commission, in January public of the Congo. Ms Vallentinuzzi holds an M.A. 2012. She is in charge of in EU International Relations and Diplomacy from the management of Sci- the College of Europe, Bruges, Belgium, a M.A. in ence in Society projects, International Relations and European Integration in particular with respect to public engagement from the Catholic University of the Sacred Heart, with science and science communication dealing Milan, Italy, and she studied also for one year at the directly with civil society representatives. Prior to Institut d’Etudes Politiques, Toulouse, France. joining the European Commission Ms Vallentinuzzi

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Abstracts of the presenters Abstracts of the presenters 41 91 51 51 74 18 76 76 79 70 59 33 43 27 87 97 93 97 33 87 37 82 69 62 65 88 56 30 25 98 98 22 80 66 84 90 40 48 40 77 111 115 115 119 119 116 117 110 110 121 124 127 129 102 123 103 122 102 105 123 109 104 P age P age 1.1 1.1 1.1 4.1 3.1 4.1 2.1 2.1 5.1 5.1 1.4 5.1 1.4 1.4 1.5 1.5 1.5 1.2 1.2 1.2 1.3 3.4 1.3 1.3 2.4 2.4 3.4 2.4 2.4 5.4 4.4 5.4 4.4 4.4 2.2 4.5 3.5 2.5 2.2 4.5 2.5 3.5 3.5 2.3 4.2 3.2 2.3 5.2 4.3 2.3 3.3 4.3 4.3 5.2 3.3 3.3 5.3 2.5 Session No. Session No. bstract title bstract bstract title bstract A Community-University Romanian Science Shop experience A learningA framework engagement public for Idea-Mining Globalization, Environmental Justice, and Research Policy Community and Green Mapping University-CommunityEngagement Collaborative structures Academic activities Establishing a Science Shop in Crete, Greece Using social learning in Community-Based Research Fitting CBR projects in the curriculum Academic Consultancy Training Educating Sustainability for The on-line market of research topics Two perspectivesTwo on a postgraduate module Introducing HEROES Introducing Relationships between Universities and Communities. “Learning from Mentoring Relationships Knowledge Democracy and Action Learning from University-Community Partnership The Münsterland Expedition Knowledge Mobilization Leveraging policy Biosense manure than more Spreading Engaging stakeholdersEngaging science technology in and Nano-Dialogues Region in Balance Killing more than two birds with one stone University-CommunityLinks’ Working with scholars Creating successful mutual learning partnerships Contextualizing in Co-operative Research in Science Shops The RCE as a framework for university The shaping and impacts and The shaping network of alliances Through a glass darkly Creating Open Space for Arts and Science Interface Developing Multidisciplinary Course-based Action Research Projects community-researcher Building capacity Challenges and Opportunities Setting research shared agenda When one plus one makes more than two Stuttering as a boundary object Degree of Participation in Science Shops Forgotten citizens of Europe A New Infrastructure Model to Build Students in the streets Transition from Sanitary City to the Sustainable city Co-creation of knowledge by generating partnerships Study of the Scenario Workshop Methodology Civil Society Organisations Researching practice Researching Patterns of campus-community partnership New approaches Higher Education’s responsibility Voices of Transition of Voices Initiating and Moderating Zero-waste Co-creating knowledge in a Community Transition, Resilience and the Economy Feminist arts Capacity periurban in building area A Name Name Ree, Karin Hall, Budd Rahi, Khan Millot, Glen Aguilar, Nils Aguilar, Castro, Irina Kruit, Jeroen Cook, James Vogt, C. Tom Dlouhá, Jana Dlouhá, Owen, David Burpee, Jane Trench, Brian Trench, Balázs, Bálint Becker, Frank Becker, Brown, Leslie Brown, Sullivan, John Jensen, Krista Lydon, Maeve Lydon, Valentin, Anke Valentin, Morton, Sarah Manners, Paul Eppink,Hansje Buckley, Nicola Buckley, Niehaus, Annie Scheepers, Bas Scheepers, Stark, Wolfgang Gutberlet, JuttaGutberlet, Hoofwijk, Hugo Rosing, Howard Rosing, Tryon, Elisabeth Tryon, Phillips, Chantal Phillips, Chantal McCann, Sinead Chahed, Ahmed Schmid, Barbara Bates, Catherine Bates, Pfersdorf, Simon Kähler, KatharinaKähler, Heiman, MichaelHeiman, Stanescu, Rodica McKenna, Emma Emma McKenna, Ochocka, Joanna Ochocka, Stegelitz, Thomas Pincetl, Stephanie Pimentel, Douglas Ptackova, Katerina Brodersen, SøsserBrodersen, Dietrich, Johannes Clover, Darelene E. Jørgensen, Michael Jørgensen, Rodriguez, Francesc Kelessides, Vassilios Stallony, Marc Oliver Melegrito, Lourdes F. Willumsen, Elisabeth Verhoeven, Pieternel Verhoeven, Lucio-Villegas, Emilio Neves da Costa, Daniel Kovacs Burns, Katharina Mendiwelso-Bendek,Zoraida Urban Strähle, & Christine/Michael 11- A 27-F 61-E 12-E 01-A 31-B 74-E 18-E 19-E 51-C 67-E 77-E 72-E 62-E 76-E 13-B 28-E 35-E 32-B 75-E 02-A 14-B 65-E 05-E 70-E 16-B 47-C 89-E 24-B 82-B 48-E 66-E 07-C 30-E 64-E 42-C 43-B 03-A 79-A 22-B 83-A 33-B 69-B 25-B 23-B 06-A 29-B 45-C 68-B 86-B 49-C 44-B 73-C 57-D 34-C 88-C 50-C 53-D 55-D 58-D 56-D 108-C bstract No bstract No bstract A A F F E E E E E E E E E E E E E E E E E E E E E A A A A A A A B B B B B B B B B B B B B B C C C C C C C C C C C D D D D D D D heme heme T T

A Setting shared research B The role of Higher Educa- C Communities and D Evaluation and quality improvement: E Developing partnership F Policies to support agendas by CSOs and tion in creating know- students learning New lessons learned on measuring working for research – collaborative research Research Institutes ledge with communities together the value of community engage- civil society engagement relationships 18 ment and collaborative research 19

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Abstracts of the presenters Abstracts of the presenters

No. 01-A “Spreading more than just manure: The need for thisOntario Vegetable Crop Re- widespread impact in over 100 countries and are Idea generation between scientists &agricultural producers” search Report Repository was driven byan agricul- used by almost all international non-governmental tural extension worker who provides information agencies(Chambers, 2007). Authors Researchers are often challenged by the lack of The example of theOntario Vegetable Crop Re- on agricultural innovation and successful farming It is argued that the use of the participatory meth- Chantal Phillips, community engagement which affects the uptake search Electronic Repository is a pilotcollection techniques. Evidence based practice is found in odologies has helped motivate rural development MLIS University of Guelph of research results and reduces the potential for designed to support the ongoing dialogue with evi- the research reports produced each year but not workers, and instil a spirit of enquiry in support Ridgetown Campus, OAC; impact on civil society and good governance. Ac- dence based practice. The research project funded available as scientific articles or published formally agencies and encouraged the poor in data collec- cording to the Coherence for International Agricul- by the Ontarioprovincial government “Open Access outside the realm of presentations and meetings tion and the direction of project initiatives (Brown, Helen Hambly Oda- tural Research and Development (CIARD) access and Copyright Issues Related to KnowledgeTransla- held with producer groups. et al, 2002). me PhD.; NaelThaher, to research outputs “… by all actors in agricultural tion and Transfer for the OMAFRA-UofG Partner- It is useful to look at how some of these positive MSc.,SEDRD OAC, research and innovation is essential both to enable ship” is designed to furtherdeepen the relationship The Transfer Mechanism. How do we get good results might be transferred to other types of scien- University of Guelph, effective decision-making and to empower those bydetermining policy for licensing research reports information into the public sphere ? tific and civil society collaborative efforts. A result Canada. concerned with agricultural production and food and placing them in the publicdomain for online ac- Because the reports are currently uncollected for could be the increased uptake of scientific and evi- security”. How can we do a better job across all cess. The Canadian open data movement is grow- public use and unlicensed for electronic dissemi- denced based practice (World Bank, 1996). academic disciplines and take up this challenge? ing at all levels of government and this project will nation it is difficult to find and use the results for In order to adopt methods that are more participa- support the provincial government in using open better farming practice. The process through which tory it is helpful to reduce bias which impedes par- Idea Generation and Positive Feedback access policies to provide greater access and use the users of information receive results is crucial to ticipation and clear communication. Good ideas are like fertilizer. The right amount can of tax payer funded research (Baker, 2011). Licens- reducing negative feedback within the system of do a lot of good.In the creation of a similar virtu- ing the products of research such as reports, jour- information transfer. While the system of agricultur- Spatial Bias ous circle between commercial production, civil nal articles and other publications for open access al extension supports the presentation of research The academic more often resides in an urban en- society and science, it is important to identify the allows others to use and re-use the information each year there is no method for retrieving good vironment of privilege and can be blind to rural, elements required to encourage a continuing re- and data without infringing copyright. Intellectual results from previous years or comparing new re- disadvantaged and poor realities that impact the search cycle. There are several types of profes- property agreements nationally and internationally search with older data sets and reports. project from the start. For example, whose sense sional bias which exist in the research cycle which can be respected while authors determine if their of space and mapping controls the boundaries of increase negative feedback and impede the gener- research is free to use with attribution from the The Content. How rich is the manure ? Can the the project area? Outsiders are unlikely to have the ation of ideas that are relevant to decision-making. time of publication or after an embargo period to results fertilize the process ? same level of knowledge as members of the com- Therefore, it is wise to identify bias and reduce its’ allow for publication in commercial scientific jour- Traditionally there have been barriers between munity who have years of experience and are rich consequences. Participatory models of research nals. Intellectual property rights in the past have farmers sceptical of research results. Research sources of potential solutions. design and implementation have a long history often been held by journal publishers, but a large agendas of academics often exist outside of agri- Who owns the products of the research project? of increasing community engagement for civil so- number of scientists are now turning to open ac- food production. This repository has highlighted re- If the research endeavour requires mapping who ciety empowerment(World Bank, 1996). The use cess sources such as PLoS ONE making it arguably ports generated with producer engagement. The identifies what is to be mapped? A dialogue among of participatory methods in agricultural extension the world’s largest journal as of spring 2011 (Mor- reports were stored without a public access poli- stakeholders can build a mapping process that is well established and reaps positive rewards in rison, 2011). Open access licensing puts new dis- cy and are now being drawn into use due to their meets the needs of a broad range of stakeholders terms of developing good research questions, coveries in the public sphere without barriers due practical applicability. This pull factor increases the and creates a rich source of information for both practical research design with partnerships among to high subscription costs, and increases the ability likelihood that the collection will contribute to fu- community and research needs into the future. producers and industry as well as tightly enmeshed of others to use the knowledge generated to create ture use of scientific results. But the collection is knowledge translation and transfer methods that new research and enable applied scientific efforts, vulnerable to being placed online without user in- Project Bias engage organizations in dialogue and practice relat- as in the field of agri-food development. put. The project has tested the first 50 reports and We often pass through the project environment ed to scientific research results(Brown et al, 2002). is looking to increase the accessibility of the collec- over a short period of time. This has an impact Knowledge Translation and Transfer tion with the input of agricultural extension agents on how the project is designed and how long we Project Description so that it is increasingly user-friendly. are able to provide an intervention or offer pro- The University of Guelph Ridgetown Campus pro- The Pull Factor. Who is driving the It is also apparent that the use of intermediaries ject benefits. The initial planning stage needs to duces reports on a variety of topics for local ag- tractor?Scientist or Farmer? such as agricultural extension officers is necessary answer questions such as who owns the project ri-food industries funded bythe Ontario Ministry This participatory research process is driven by to extract the most relevant information from re- outputs? Who has access to this information and of Agriculture, Food and Rural Affairs(OMAFRA) the demands of farmers and producers. Applied ports and transfer it through methods that meet why? What benefits are there for those who gen- alongside producer groups, seed companies and science can respond to questions driven by real user needs such as conference presentations, so- erated the knowledge and information shared ? other commercial interests. Research questions world needs when it is led by the specific needs cial media and SMS text messages. The transfor- Community engagement can be increased if there are generated from stakeholders in agri-food initia- of information users. Researchers are best placed mation of reports into formats that are user friendly are clear benefits that will last and be shared in the tives.Experiemntal trials and case studies are car- to engage civil society organizations, research net- is developing as extension officers and research- community. ried out at research stations or in partnership with works and a variety of specialists to explore the ers continue the dialogue with producers using the local producers. Breakfast meetings, blogs, web problem once it has been identified and described methods which users of information adopt. Personal Bias pages, Facebook and SMS text messages all con- by the farmer. Testing potential solutions in case As mentioned above research team members and tribute to the flow of ideas between the agri-food studies and through experimentation can also oc- Participatory Methodologies and project staff do not often occupy the same space producers, the ministry staff and researchers each cur with partnerships that include agri-food stake- Participatory Practices as those who live and work in the project area. It year as challenges of growing, harvesting and mar- holders. The specialist knowledge of the academic The implementation of participatory rural develop- is not often easy to identify marginalized groups keting are met by famers. is strengthened by the local and specific expertise ment models such as Rapid Rural Appraisal (RRA), and much easier to make alliances with local elites. in these partnerships. Participatory Learning and Action (PLA) have had Who is not participating in the project? Creating an

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Abstracts of the presenters Abstracts of the presenters

accurate picture of the whole community requires and agendas. The use of a head table in meetings, Coherence for International Agricultural Re- Kurman, M. (2011), “University partnerships in moving beyond those who are easiest to engage for example, can visually represent the power of search and Development (CIARD) 2010, Check- the era of university innovation merchants – a and reaching out to people who are not part of our those seated there facing others who are perceived list of Good Practices for Agricultural Research practical guide for companies”, Innovation man- social or professional class. Using tools that encour- as less powerful. Is the agenda open to review by and Development, Accessed 20 February 2012, agement 003-2011 Accessed 21 February 2011, age community members themselves to identify participants? http://www.ciard.net/ciard-manifesto. www.innovationmanagement.se. who is in greatest need can assist in developing Indigenous knowledge and local experts can gen- new contacts. erate three-dimensional models which capture Cornell University Library Working Group, Lathrop, D. l and Ruma L. (2011), Open govern- Gender is another factor that can influence results. their realities in more complexity than specialists. (2008), “Digital Research Data Curation”, Cornell ment: collaboration, transparency and participa- Is there a chance that women and men experience Many instances of crowd-sourcing data for wildlife University, New York. tion in practice, O’Reilly Media : Sebastopol, CA. things differently in the project environment? Is now exist and have given us a view of greater com- there a likelihood that informants will give different plexity and diversity in the world. Crutchfield, L. R. and McLeod Grant, H., Mahoney, M.V. Henson-Appollonio and H. responses to female or male staff? How can results (2008), Forces for good: the six practices of high- Hambly Odame, (2004), “Strategies for Manage- be gathered that reflect gender roles and benefit A review of the biases noted above held is a simple impact nonprofits, Wiley, San Francisco, CA. ment of Intellectual Property Rights in Developing both women and men? tool to implement at the project outset. It has been Countries and the Role of Farmers’ Associations”, proven effective in a variety of rural and develop- Fisher, M. (2011), Incorporating social media in ISNAR Briefing Paper 78, ISNAR: The Hague, Seasonal Bias ment projects to increase community engagement extension, CSA news, March pp. 5-10. Netherlands. The work life of academics can follow a semester and motivate project partners (Brown et al, 2002). schedule that differs from the high and low cycle Due to their successful use in the field on inter- Goodman, J. L. (2008), “Best practices for re- Morrison, H. (2011.01.05) “PLoS ONE: now the of activity in other spheres. In agriculture it is often national development participatory methodologies searching and documenting lessons learned”, world’s largest journal?”, The Imaginary Journal of the case that participation in research depends on have been evolving over time among internation- NASA: Houston TX, Accessed 20 February 2012, Poetic Economics, Accessed February 29, 2012, the seasonal activities of farmers and the dissemi- al non-governmental organizations. More recently http://klabs.org/DEI/lessons_learned/reports/cr- http://poeticeconomics.blogspot.com/2011/01/ nation of research results or the collection of data these methodologies are referred to as civil partici- 2008-214777.pdf. plos-one-now-worlds-largest-journal.html. needs to follow the seasons appropriately or there pation and engagement strategies, such as those will be little engagement, poor response rates and of the World Bank Learning Group which produced Gurstein, M. (2011), Evolving relationships: uni- Ruiz, Manuel and Ronnie Vernooy, (2012), The a lack of uptake of results. In other areas of engage- The World Bank Participation Sourcebook (World versities, researchers and communities”, Journal custodians of biodiversity: sharing access and ment there are similar unknowns which can be dis- Bank 1996) of Community Informatics, vol. 7 :3 Accessed 21 benefits to genetic resources. International covered. Will school holidays effect participation in The Ontario Vegetable Crop Research Report Elec- February 2012. http://ci-journal.net/index.php/ Development Research Centre: Ottawa. research? Are there religious or cultural traditions tronic Repository is using some of the techniques ciej/article/view/839/803. which will exclude participation or skew partici- in participatory methodologies and is making avail- Shearer, K. (2009), Data Management Aware- pants’ behaviour? Creating a timeline of events that able results generated by stakeholders for re-use Hall, B. (2010), Open Innovation and Intellec- ness Toolkit, Canadian Association of Research can be foreseen but may be unknown to project and recycling. The results hoped for include an tual Property Rights: The Two-Edged Sword, Ac- Libraries: Ottawa. staff is important. increasingly fertile ground for new research col- cessed :20 February 2012, http://elsa.berkeley. laboration and another generation of productive edu/~bhall/papers/BHH09_IPR_openinnovation. Starns, J. and Odom C. (2006),“Using knowl- Diplomatic Bias collaborations. pdf. edge management principles to solve organiza- Asking questions about situations that are prob- tional performance problems”,VINE: The Journal lems, particularly of the poor or marginalized can Humphrey, C. (2010), “Stewarding research da- of Information and Knowledge Management Sys- be embarrassing and difficult. Generally, people do References ta: in introduction to the concepts and issues of tems. Vol.36 [2], pp. 186-198. not want to offer responses that may seem unfa- research data management and preservation”, vourable to the researcher. What techniques can Baker, M. B. (2011) “Canada’s growing open data University of Toronto: Toronto, Research Data World Intellectual Property Organization, reduce the likelihood of responses being inaccu- movement”,Feliciter vol.57:3, pp. 96-98. Management Seminar, Canadian Association of (2010), “WIPO Intellectual Property Handbook: rate due to the difficulty of discussing problems Research Libraries. Policy, Law and Use”, Accessed February 20, and failures? Using multiple sources for informa- Brown, D., Howes, M., Hussein, K., Longley, C., 2012, tion, pairing informants reflections with observa- and Swindell, K. (2002), “Participatory Method- http://www.wipo.int/about-ip/en/iprm/. tion of behaviours, using group as well as individual ologies and Participatory Practices: assessing PRA responses all help to reduce the bias inherent in use in the Gambia”, ODI Agricultural Research and World Bank, (1996), The World Bank Participa- collecting data on topics that carry stigma and oth- Extension Network Agren Network Paper No. 124, tion Sourcebook, World Bank: Washington, D.C. er variables that are not obvious to outsiders. July.

Professional Bias Chambers, R. (1983), Rural Development: Put- The narrow view of a research question held by a ting the last first, Longman, London. specialist in one field can often reduce the valid- ity of the results for a community. What a forester Chambers, R. (1994), Participatory Rural Apprais- sees in a woodlot is not what a cultural geogra- al (PRA): Analysis of experience, World Develop- pher or an environmentalist or a maple syrup pro- ment vol.22 : 9, pp.1253-1268. ducer sees. The creation of a space for a variety of perspectives to inform the research project is Chambers, R. (2007). From PRA to PLA and plu- important to develop from the start. Professional ralism: Practice and theory, Institute of Develop- hierarchies are usually replicated in meeting spaces ment Studies: Brighton, UK. 22 23

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No. 02-A Tools of enhancing the cooperation Criteria of evaluation tutions. These formal contracts are temporary and among CSOs and science in the Czech Republic In 2008 the new system of evaluation science out- tied with particular projects. Quite often the NGOs- comes was introduced. Its preparation was driven science linkages originate in the organization´s his- Author 1. Introduction by desire to de-politicize and de-personalize the tory and individual personal transfers between Katerina Ptackova, The paper discusses the main outcomes of the re- 3.1. Structural conditions for cooperation funding process and put the pressure on research these two sectors. Zelney Kruh, search evaluating the current situation in the field institutions to increase their efficiency. However, Czech Republic of CSOs and science cooperation in the Czech Re- Funding schemes the scope of research outcomes which are val- Specifics of research fields public and brings several ideas of how to use them There are not much relevant national sources avail- ued as relevant is very narrow - just a selected part It seems quite obvious that there are some sig- in practical process of enhancing the cooperation. able for NGOs either for their own science perfor- of the past achievements like articles, patents or nificant differences in science-NGOs cooperation The detailed outcomes of the research are to be mance or to engage in the research cooperation. software (it means outcomes relevant in strictly between various research methodologies and re- introduced in special issue of Journal of Cleaner The public science funding system is much cen- academic or economic profit sense) are counted. search subjects. Some research fields are more Production (?ada, Ptá?ková forthcoming). tralized, there are neither relevant sources coming Publicly available reports or consultations (to be familiar with participative and collaborative ap- from community nor the possibility for public en- used by NGOs, government or broader public) are proaches than the others; some must rely more 2. Research background gagement in the process of decision-making (pub- not taken into account. At the same time, there is than the others on the assistance of outsiders The research analysis is based on 23 individual lic interest in engagement is rather low too). There almost no possibility and effort of NGOs or broad- when approaching the subject of their research. qualitative interviews and 2 focus groups conduct- are two main channels through which the research er public to participate in the process of science Currently the collaboration in transferring the pro- ed with CSO workers and scientists (researchers in is funded – institutional and project funding. While evaluation. Similar situation we can see if we look duced knowledge into the outside world, into sciences, social sciences and humanities) involved institutional funding is not achievable for NGOs at at how the “third role” of universities is defined practical use, seems more common than the co- in mutual cooperation and a document analysis all, there is the theoretical possibility for NGOs to in policies and strategies. The crucial problem for production of knowledge on other research stages. of science and university policies. We focused on obtain funding from some of these public calls but many academics is how to deal with the growing non-governmental organizations (NGOs; specifi- practically it is rare, mainly because NGOs are usu- pressures of academic research evaluation. One of Compliance between science cally environmental, patients and human rights ally not able to fulfil the formal academic criteria the features of the evaluation system which could and experience-based expertise ones) as the most important actors of Czech civil (in 2010 only 0,5 % of research expenditure was possibly enhance the cooperation is the increasing NGOs occupy a whole spectrum of positions to- society which are not considered part of the do- performed by NGOs while the EU average was 1,16 pressure on involving students’ praxis in the edu- wards official expertise and science knowledge main of science knowledge production. %). There is no special funding programs intended cational process. which shapes the form and conditions of estab- for research conducted in NGOs-academia coop- lishing and developing cooperation. In this respect, Inspired by theoretical literature we deal with sev- eration and there is also absence of Science Shops Dominant scientific values their positions can be differentiated on two main eral characteristics of the shift between science in or other similar institutions. As the Czech civil soci- The scientists and representatives of research in- dimensions. The first one is the degree of par- Mode 1 to Mode 2 (Gibbons et al. 1994). We ex- ety as far as the other post-communist ones is so stitutions mostly promote the independent, highly ticipation in knowledge-production, which rang- plore the institutional settings and the evaluation far characterized by the dominance of the “transac- exclusive mode of science ruled just by scientists es from utilizing knowledge created outside the criteria, values of science, organizational structures tional activism” (Císa? 2012), NGOs do not operate themselves. These positions call for a maximum NGO sector to its production or co-production by and heterogeneity of skills. We also examine vari- with much sources coming from their members separation of science from any social interests, NGOs themselves. The second axis is represented ous aspects of the Mode 1 and Mode 2 co-exist- or from broad public which could be used for re- denying any possible influences of non-scientific by NGOs’ attitudes to mainstream science-based ing in the discourse of the science policy. In the search. Most of NGOs funding comes from sources actors. This position might be driven by the en- knowledge. These can be positive, negotiating or terms of Callon’s work (1999) we are interested which are short-term, mostly granted yearly on a deavour to avoid unacceptable political and busi- oppositional. Generally speaking, the positive atti- in how the scientists and NGOs describe ways of project basis and none of them are primarily aimed ness influences on science and higher education tude tends to correlate with knowledge utilization; their communication and cooperation (Public edu- at research. At the same time, as the legitimacy of but even in that case, we can witness a clear case the negotiating and oppositional attitudes with var- cation model, Public debate model, Co-production most of the NGOs is based primarily in the specif- of throwing out the baby with the bath water. At ious forms of its co-production. of knowledge model) and what are the roles of ic knowledge, expertise and experiences (O´Neill the same time, the value free science separated different types of expertise mentioned by Collins 2001) their availability is of crucial importance for from public influence is supported also by many 4. Conclusions and Evans (2002) (scientific-based x experience- them. representatives of NGOs. When most of the NGOs The current shape of criteria of science evaluation based, contributory x interactional). don’t rely on public mobilization and base their le- actually punishes every effort to build up coopera- There are two features of the funding system gitimacy mainly on the expertise, they try to make tion with NGOs because such cooperation would 3. Factors shaping the form which could possibly enhance the cooperation. it as much external and independent as possible to reduce the capacities of science institutions and re- of NGOs-science cooperation One of them is the EU structural funding, second avoid any suspicious of any partial impacts. searchers to produce outcomes recognized by the We have revealed a set of six main factors influenc- one results from the system of university funding. current system as legitimate aspects of academic ing the level and form of NGOs-science collabo- Teaching funding comprises the most important 3.2. Non-structural patterns of motivation work. In terms of the two Gibbons et al. modes ration which can be divided into two dimensions. part of universities’ revenues. It is mainly based on for cooperation the first narrow interpretation of Mode 2 is clearly The first dimension includes characteristics relying the number of students per program. The number dominant. However, it is combined with a relatively on the institutional background of science policy of students almost doubled between 2001 and Researchers’ personal biographies strong Mode 1, defended by the science commu- and describes the overall environment of research. 2011 which caused permanent lack of qualified Personal contacts and previous experiences seems nity itself and shared and strengthen also by repre- The second dimension is formed by personal ex- teaching capacities. This generates both pressures as those of crucial importance. The knowledge sentatives of some NGOs. periences and research cultures and methods of on staff to put teaching first (resulting in the lack transfer between the science and NGOs hap- single disciplines and NGO sectors. These charac- of capacity for research and research cooperation pens mostly via individual persons. If there are any But, despite the adverse structural conditions, we teristics are more general, quite independent on with non-academics) and increasing willingness of formal contracts, they are very often concluded identified a number of connections and instanc- mainstream science policy and can vary within universities to engage people with practical back- between individual researchers and NGOs or be- es of NGOs-science collaborations. Scientists do single institutions under the same science policy ground, including NGOs representatives, in the ed- tween an NGO member as a private person and research for the NGOs; scientists cooperate on scheme. ucational process. an academic workplace, rather than between insti- NGOs projects and publish in their journals; NGO 24 25

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No. 03-A members lecture at universities; both doctoral stu- g) Discuss the possible benefits with scientists Setting shared research agendas by CSO’s and research institutes dents and university lecturers work for NGOs; etc. and assure them that the cooperation with a case study on connecting CSO’s and researchers through Science However, these partnerships are motivated by pre- NGOs is in principal (a) not threatening the sci- Shops on the topic of Domestic Violence & Pregnancy vious biographical experience, specifics of research ence impartiality, (b) is not against the basic fields and compliance between scientific and -ex research and science-industry cooperation, (d) Setting shared research agendas by CSO’s and re- tures which could be tracked back to the work of Authors perience-based expertise. Specific combinations of there isn’t one universally suitable form of pub- search institutes: a case study on connecting CSO’s the CSO’s. As two CSO’s are shelters, needs were Nicola Buckley, these factors can overcome the adverse structural lic engagement in science and in many cases and researchers through Science Shops on the top- directly derived from victims and social workers’ University of conditions. the co-production of knowledge is the less ap- ic of Domestic Violence & Pregnancy experiences whereas the other CSO is not a shel- Cambridge, UK propriated (or even inappropriate) one. Science Shops and similar community based re- ter and focuses on intermediaries (De Bal 2011). Jozefien de Marrée, According to these research outcomes – how can search initiatives seek to find answers to ques- Subsequently, our primary goal was to frame a mu- University of Brussels, we strengthen CSO and researchers interest in As we do not entirely give up the effort to influence tions/issues from civil society organisations tual research question of the comparative study, Belgium engaged research in the Czech Republic? For that the institutional and value spheres we organize the (CSO’s) around several topics. The ultimate goal of performed in the three partner-countries. In Febru- moment we suggest to concentrate mainly on the conference “Decision-making processes in Knowl- this bottom-up structured research is to empow- ary 2011, during a transnational workshop in Brus- Prof. Ingunn Studsrod non-structural factors, even if the changes in the edge Society” this autumn in Prague. er the CSO and through the CSO also the larger sels with CSO’s, experts and Science Shops we and Elisabeth Willumsen, structural conditions could be more efficient, in- society. For university based Science Shops, this first reframed the topic into ‘domestic violence and University of Stavanger, fluential and sustainable. However, the research References process involves a connection between CSO, stu- pregnancy’ instead of ‘domestic violence during Norway revealed there are no relevant partners on both dent-researcher and supervisor to try to set a re- pregnancy’ as violence often occurs before preg- academic and NGOs sides, strong enough to en- Cada, K., Ptackova, K. forthcoming, ‘Possibilities search agenda (De Bal 2011). nancy at times when the pregnancy is being antici- force significant changes in funding and evaluating and Limits of Collaboration between Science and PERARES -Public Engagement with Research And pated, and often lasts even when the mother has schemes. Moreover, the prevailing “science values“ NGOs in the Czech Republic’. Journal of Cleaner Research Engagement with Society- is a four years given birth. To the focus on pregnant women we are also not much supportive. While for most of the Production. project funded by the European Community’s 7th also added a secondary focus on immigrant preg- NGOs the science co-production it not the “burn- Framework started in 2010 that aims to strengthen nant women. ing issue”, on the side of academy we can find Callon, M. (1999), ‘The Role of Lay People in the public engagement in research (PER) by involving Throughout the discussion, it became obvious even some active opposition against it. Production and Dissemination of Scientific Knowl- researchers and CSO’s in the formulation of re- that other key topics needed to be clarified and edge’. Science Technology Society, 4: 81–94. search agendas and the research process (Stein- defined, such as: What is violence? Who are rele- We therefore decided to focus on the follow- haus 2011). In one of the work packages of the vant caretakers and healthcare providers for wom- ing steps: Císa, O. (2012), ‘Post-Communism and Social PERARES-project (namely WP5, ’Domestic Vio- en who may be affected by domestic violence a) Develop “the on-line market of research topics” Movements’, in: D Snow, D della Porta, B Klander- lence’) three CSO’s and three research institutes (De Bal 2011)? Likewise, the additional focus on with the main focus on promoting the idea of mans, D McAdam (eds.), Encyclopedia of Social (in this case all three universities) from three coun- immigrant woman also made new questions rise NGOs-science cooperation; and Political Movements, London, Blackwell. tries try to match the needs of CSO’s on a Europe- because each country uses several and different an scale, linking international needs and research definitions of migrants, immigrants and foreigners. b) Use the “snowball” method and focus on those Collins, H., Evans, R. (2002), “The Third Wave of agendas around the topic of Domestic Violence Who should be included in the population of im- actors who have already some personnel expe- Science Studies: Studies of Expertise and Experi- and Pregnancy. migrants? And moreover: do the students need to riences and made them the “agents of dissemi- ence. Social Studies of Science, vol. 32, no. 2, p use the same definitions? Because ultimately, the nation”; 235–296. Case study on domestic violence results should be useful for the CSO’s in the three In the UK, Norway and Belgium three CSO’s – each countries. c) Focus on students who can “capitalize” the co- Gibbons, M. et al. (1994), The New Production in their own way – battle against violence in gen- operation with NGOs even under the current of Knowledge. The Dynamics of Science and Re- eral, and more specifically violence against preg- Mutual understanding despite evaluation scheme; search in Contemporary Societies, London, Sage. nant women: Stavanger Shelter (NO), Cambridge international differences Women’s Aid (UK) and Beweging tegen Geweld As we encountered barriers to frame this mutual d) Look at the international experience and focus O’Neill, J. (2001), “Representing people, repre- (B). To help these women in a better way, they question, working in different countries implies un- on that research fields which have the biggest senting nature, representing the world”. Environ- need to have more knowledge about the phenom- avoidably different habits and regulations. Whereas potential for cooperation; ment and Planning C: Government and Policy, vol. enon and possible ways to deal with it. Evidence in the UK and Norway, student researchers can be 19, no. 4, p. 483–500. on the topic, available from international literature, given ethics committee approval to work directly e) Focus on those NGOs which are in the state of mostly relates to British and North American expe- with victims of domestic violence, in Belgium this crucial necessity of the expertise; riences and needs to be adapted to the European poses more ethical issues. In the UK and Norway, context (De Bal 2011). it is common that pregnant women visit a mid- f) Discuss the possible benefits with NGOs and Within PERARES, we have the opportunity to help wife for their prenatal care. In Belgium, women are made their experience visible both for them these CSO’s through Science Shop-initiatives. In mostly cared for by gynecologists. These interna- and broader public; the preparation stage of the study, both experi- tional differences challenges even more the fram- enced and starting-up Science Shops together ing of a mutual research question. with their partner-CSO’s assembled information, By means of sharing experiences, including the exchanged experiences and discussed the needs most urgent needs, and agreeing upon barriers on the topic of domestic violence during pregnan- and definitions, we managed to formulate a com- cy. This resulted in a draft framework of existing mon goal and research question: “To explore how needs. During this gathering process it became vis- to overcome the barriers that health care providers ible that there were some clear distinguishing fea- face in identifying and responding to the needs of

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pregnant women experiencing domestic violence, diated by a university based Science Shop mem- References with a secondary focus on immigrant women with- ber. The international cooperation between the in that group” (De Bal 2011). three countries and their own national cooperation De Bal, I. (2011), ‘Domestic Violence & Pregnancy; Steinhaus, N. (2011), ‘Public Engagement with Despite the wide variety of those concerned took place in the beginning – while searching for the challenge of framing a European-wide research Research and Research Engagement with Society’, (CSO’s, Science Shops, supervisors, experts, common research needs and the framing of the question’, Living Knowledge journal, no9, pp. 11-12. Living Knowledge journal, no9, p.6. framework from the EU…), the debate and de- research question- but is now temporarily post- cision of the resulting research question ran a poned. The three students seem to struggle with smooth course. Moreover, the formulation of the their own studies. For example, the Belgian student question was a very intense process which led to recently decided to write in Dutch instead of Eng- Stuttering as a boundary object: reflections on No. 05-E mutual understanding of the topic and the cultural/ lish, which we preferred regarding the exchange the development of a collaborative device legislation differences of the partner countries and of study results, because she lost too much time organisations. But at the same time we can’t ignore struggling with the right words. All three students 1. Introduction This seems to imply that the knowledge drawn Authors the fact that the number of actors involved poses are now reading about the topic for their literature STS have shown the virtues in moving from Pub- from CSO should be recognized as a legitimate Daniel Neves da Costa quite a few different premises which do not neces- study and looking for respondents. lic Understanding of Science to Public Engagement and relevant epistemological resource to the pro- Centre for Social Studies, sarily point in the same direction. Even though we wanted them to share knowl- with Science, fromthe communication of scientif- cess of knowledge production. There is the need University of Coimbra, During the second international workshop in Dub- edge/references/state of affairs/… with each oth- ic knowledge to a lay homogeneous public to the to create a collaborative device that allows a di- Portugal lin, eight months later, we discussed the choice er, they haven’t had any contact until now. But they promotion of co-production of knowledge expe- alogue based on horizontal and not disqualifying research method and sample (gynecologists, do have each other’s contact details and will be en- riences through the involvement of Civil Society relations between common sense and scientific midwives …). Due to the international differenc- couraged to make contact in the near future. Due Organizations(CSO) in research projects. epistemologies. es already mentioned, we decided to use a mix to our decision on not obliging them to use the “Collaborative participatory research” or “commu- This raises questions concerning the classic epis- of qualitative and quantitative research in all three same research method, we could have expected nity based participatory research” reveal some of temic distinction between experts and lay people, countries but without obliging the students to use they would not need to make contact initially. the complexities of science and society relations. and to how we can stimulate these dialogues be- the same method. Mediation by mainly the supervisor and -to a lesser Throughout this paper I will reflect on how these tween different epistemic communities in a situa- Our next meeting will take place after the separate degree- the Science Shop (in the frame of nation- projects could stimulate a radical co-presence tion of collaboration. studies are done, in September 2012. The students al cooperation) seems to prevail at the moment. among different epistemic actors in order to over- will meet and we will compare and gather their re- Not only in order to keep an eye on the research come the deficit model and the related power/ 3. Creating a collaborative device sults. The involved CSO’s will have read the reports question and the focus of the study, but also to be knowledge relations. To this purpose, the promo- The starting point was the recognition of an equal at that moment and can hopefully label them as aware of possible pitfalls. In Belgium, for example, tion of an ecology of knowledge (Santos, 2006), capacity to produce valid knowledge by all those useful for their organisations. Afterwards we will a student quit school and the research project after based on a non-disqualifying relationship of mu- participating. Thus, this epistemological parity does disseminate the study results in many ways: round a few months, so the Science Shop and supervi- tual recognition between knowledge will frame this not come as a final goal, but as an initial assump- table, website, press release …to continue the pro- sor had to rush organizing a promotion campaign reflection, thus testing the hypothesis that these tion for the creation of this collaborative device. cess of engaging CSO’s and the public with this and hunting for a new student who was motivated research models allow the emergence of “nonsci- This postulate assumes no initial distinction be- area of research. enough to take the challenge. This surely should entists” as active participants in scientific research tween scientific knowledge and common sense, The cooperation of three countries with differ- be taken as a pitfall. Since the study will be per- projects considering this distinction as the result of organ- ences in cycles of master programmes also brings formed by (unpaid) students, we can’t guarantee a The collaboration between the Portuguese Stut- ized social practices. On the other hand, assumes along differences with relation to the size of the permanent cooperation nor that the resulting study tering Association (PSA) and the Centre for Social that reality and the knowledge produced about it is project, timing (start/end, recruitment of students, has a content of good quality. But of course, both Studies (CSS) being held under the Biosense pro- the result of the action of individuals and of their continuity…) etc. For example, the Norwegian stu- supervisor and Science Shop mediator try to assist ject will be at the core of this article. concrete experience of the world. dent is going to finish her research project and ex- and motivate the student as much as they can. In The collaboration between CSS and PSA started am in June, but we do not know if she will be able the UK, the student, on an MPhil course in Public 2. What does it mean to collaborate? with a preliminary meeting arranged with the inten- to meet the rest of the group in September at all, Health, has many bureaucratic processes to fulfil Collaboration refers to situations of cooperation tion of identifying a primary main goal that could and her data analysis are carried out now in April. to be allowed to conduct research with midwives, in which the actors involved work together on an leverage the collaboration. The same problem arises for the Belgian student, and this is a challenge within a course which must equal basis with the intention of mutual help in In this first meeting, according to the needs listed because she is a working student. be concluded within a year. However, there has the pursuit of goals that will benefit all those in- by the PSA, a question was identified as being able Process of cooperation been good support from a specialist midwife and volved (Boavida and Pontes, 2002). The model of to trigger the collaborative process: What is stutter- This process was led by an experienced Science a consultant in public health, and we hope the UK collaboration here considered includes not only ac- ing? Stuttering appears as a complex and non-line- Shop (BE) and supported by two starting Science research will conclude in time for the next stage of ademic actors – given the internal diversity of the ar entity, not stabilized in the scientific community, Shops (NO & UK). The double goal is to end the this process. scientific community – but also representatives of whose causes have not been fully identified and process with three Science Shops established at To summarize, the cooperating partners support CSO’s. whose treatments still lack consensus on its effec- the three universities (University of Cambridge, the concept and goal of the work package, but Therefore, our focus of attention is directed to the tiveness. In the Portuguese context this discussion University of Stavanger and University of Brussels) consider it however comprehensive and ambitious, analysis of the conditions necessary fora situation comes at a very early stage, poorly articulated and and a maximum application of the recommenda- due to differences in timing, context, organisation of non-reproduction of the knowledge/power hier- still very dependent on the Anglo-Saxon tradition. tions formulated in the study of Domestic Violence and the degree of instructing students. Time will archical relations that traditionally shape the inter- It was further discussed the scarce and poorly ar- and Pregnancy. tell how and if we will have overcome these chal- actions between scientists and citizens. Only then ticulated scientific and clinical research conducted During the process, the Science Shops are coop- lenges in September. citizens can emerge not as objects of research, but in Portugal on this field, and PSA stressed the de- erating in two ways: both on a national and an in- as active partners in the production of knowledge, sire to strength the ties linking them to the scien- ternational base. The national cooperation occurs contributing actively in all stages of research includ- tific community in order to a)lobbying for greater between CSO, student and supervisor and is me- ing the use of its outcomes. 28 29

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investment in this research field and, b) actively that both the problems that can be addressed and forms of knowledge and other identities that in- stuttering. The sharing of the same object by diffe- engage in research projects directed towards the the means for doing so are identified. It is essen- teract with stuttering. Thus, there aren’t just PWS rent communities, the overlapping epistemological study of stuttering. tial to put forward an iterative process of identifica- who are reconstruction their identity through these sovereignties and hence the existence of partial ju- It was thus defined the main goal driving the collab- tion of the relevant actors and there by of potential devices. Also speech therapists, psychologists and risdictions can promote cooperative relationships oration: the promotion of dialogues and synergies problems and needs, opening therefore the range others, through the contact and interaction with but also of competition and conflict. This, rather between stutterers, speech therapists, psycholo- of possible actions to be developed. On one hand, these new narratives of stuttering are being rede- than being taken as problematic, should be used as gists, experts in neuroscience, linguistics, among identify what are the needs of the different organ- fined as experts on stuttering. Their perception of a resource for the development of any collaborati- others, to stimulate greater research on stutter- izations and, on the other, diagnose what syner- stuttering as an object of knowledge and interven- on. Each thought style (Fleck, 1935), not producing ing, its multiple causes, ways of coping and differ- gies can be forged in the course of collaboration tion is reconfigured, and thus, so their experience a totalising knowledge about stuttering, emerges ent legal and clinical frameworks, duly adjusted to in order to create knowledge gains for all those in- as professional dealing with stuttering. We can say always as partial knowledge, creating shadow zo- the Portuguese cultural and social context, conse- volved. that identities, knowledge and objects are co-cons- nes and, as such, helping to delineate the outlines quently promoting an organizational, epistemic and tructing relationally through dialogue in the context boundaries of the known object. The partiality is political empowerment of PSA. 3.2. Identities, knowledge and objects of our collaborative device. revealed in the contacts with those other episte- This collaborative device has proven to be perti- Simultaneously a strategy of action directed spe- mologies and the knowledge about the object of nent by taking into account a) the difficulties and cifically for people who stutter (PWS) aims for their 4. Final remarks collaboration is magnified continuously when con- complexities of this type of alliances between citi- epistemic empowerment. The objective is to foster The creation of the collaborative device around fronted with new forms of ignorance about it. zens and scientists, and; b)the nature of the object an understanding of stuttering rising from PWS, al- stuttering, by taking as its constitutive premise the of knowledge itself, stuttering, shared by several lowing their emergence as “experts in experience”. equal capacity of all stakeholders to produce know- References thought collectives(Fleck, 1935) claiming a posi- Thus, spaces were created where PWS can get ledge about stuttering, raises the following ques- tion of epistemological sovereignty. This shared together and share experiences in a process that tion: if everyone is equally capable of producing Boavida, A. M.; Ponte, J. P. (2002), “Investi- nature of stuttering between different thought aims trough the establishment of a community of knowledge about stuttering, which of such know- gação Colaborativa: Potencialidades e problemas” collectives suggests that it may be analyzed as a practices (Lave and Wenger, 1991) around stutter- ledge is relevant to participate in the collaborative In GTI (Org), Reflectir e investigar sobre a prática boundary object (Star and Griesemer, 1999), an ing the construction of an alternative narrative and device? The definition of those epistemologically profissional. Lisboa: APM.Viewed 29 March 2012, object living in various social worlds that, as such, a new collective identity. relevant cannot be made through the use of the http://www.educ.fc.ul.pt/docentes/jponte/docs- can serve as a bridge to cross the borders separat- In this sense a Google Group on stuttering was classical distinction between experts and lay peo- pt%5C02-Boavida-Ponte(GTI).pdf. ing them. Boundary objects are plastic enough to created and provided support in the organization ple since all participants are established as experts adapt to the local needs and constraints, keeping of self-help groups. If self-help groups serve exclu- and therefore, as having a legitimate and relevant Fleck, L. (1935), Genesis and Development of a nevertheless a common identity across the various sively as face-to-face meeting points for PWS to get knowledge on the subject of collaboration. Perhaps Scientific Fact. Chicago e Londres: The University social worlds. together and talk, the Google Group aims to pro- the analysis of the effective benefits those exper- of Chicago Press. vide an online platform for reflection and debate tize bring to the life of PWS can serve as a possib- 3.1. Institutional platform on stuttering, looking in addition to foster dialogue le approach to evaluate their social and epistemic Lave, J., Wenger, E. (1991), Situated Learning: le- From an institutional standpoint, we proceeded to between PWS and speech therapists, psycholo- relevance. gitimate peripheral participation. Cambridge: Cam- an exhaustive mapping of the actors and institu- gists and other experts working on stuttering. This emerging community of practices appears to bridge University Press. tions considered relevant in the field of stuttering, The Google Group has facilitated the sharing of be fostering the creation of a strongly situated and thus specifying their different approaches, research testimonies and narratives about personal experi- experimental knowledge, setting a form of hybrid Santos, Boaventura de Sousa (2006), A gramáti- interests and needs. In doing so we intended look- ences of stuttering and is now beginning a critical and heterogeneous expertise where all are simul- ca do Tempo: para uma nova cultura politica. Por- ing for potential intersections that could spill over analysis of them, departing from a logic of simple taneously co-constituted as both experts and lay- to: Afrontamento. into research collaborations. Simultaneously, paral- accumulation of testimonies to a logic of critically men and thus equally legitimated to interact in a lel meetings were held with PSA in order to provide theorizing about them, with a discussion concern- horizontal and non-disqualifying dialogue. Star, S. L., Griesemer, J. (1999), “Institutional them a rigorous account of these contacts and to ing common features, experiences and shared per- The constitution of this collaborative device has Ecology, Translations and Boundary Objects”, in Bi- identify new emerging needs and interests for col- ceptions, reflecting on new ways of understanding enabled us to analyse how each participating sub- agioli, Mario (ed.) The science studies reader. New laboration resulting from this “epistemic contact”. and experience stuttering in order to combat ste- ject is constituted both a layman and an expert on York: Routledge, 505-524. This is a first feature to retain in this analysis: the reotypes and discrimination. This has allowed the definition of both problems fueling the collabora- perception of stuttering not as an individual prob- tion and of motives for the CSO to participate in lem but as a collective and social problem. On the such collaborations are part of an iterative process other hand, has given rise to a collective process that seems to be essential not only for the develop- of intersubjective reconfiguration of the stuttering ment and maintenance of these collaborative de- entity. This can be viewed as a phenomenologi- vices but also to ensure the social relevance of the cal reconstruction of stuttering. We have witnessed outputs. This seems to stem from the difficulty that the consolidation of a new typification of stutter- in the Portuguese context many CSO find, as they ing of what it means to be a stutterer, on how to engage in these of collaborative alliances, to de- communicate through stuttering and in the numer- fine needs and problems that could be addressed ous communicative settings, new coping strate- within these alliances. Comparative analysis to oth- gies, etc. er national realities is necessary. Another relevant question concerns the fact that Therefore, it seems to be only in the dialogical set- the construction of these alternative and emanci- ting of the collaborative device and through the di- patory identities of PWS as “experts in experience” alogue maintained with the other epistemic actors is taking place dialogically, in dialogue with other 30 31

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No. 06-A A “Fairytale” of Initiatives to Bring the Life Sciences country (Nunes & Matias 2004).Despite the good education guidelines were recognized as priority and Social Sciences to Society constitutional intentionsthe budget for expenditure andargument-basedinthe results obtained by the on S&T was small(ibid; Gonçalves, 1996). This pe- surveys of Portuguese Scientific Culture (Euroba- Authors The project “BIOSENSE – Science Engaging So- from the public and fromany controversy,serving riod is also a period of institutional conflictsin terms rometer) (Gonçalves, 1996; Ávila & Castro, 2002), Irina Castro, ciety: Life Sciences, Social Sciences and Pub- this way tolegitimatedirectly the regime and their of setting a scientific policy. During this time sci- andlaunching programs to develop the experi- Daniel Neves, lics”, funded by the Portuguese Foundation for “social engineering” (Nunes & Marisa, 2004). ence and technology had to struggle for political mental teaching of science, reinforced the largely Rita Serra, Science and Technology1, aims at addressing in Inorder to control science communication and pro- and social recognition. However, the creation the accepted idea that science, especially the hard sci- João Arriscado Nunes. Portugalthe existent gap in science-society rela- mote international relations, all scientific publica- first system of science and technology in Portuga- ences, are absolute. Centre for Social Studies, tionships through the creation of a Science Shop, tions were on the watchful eye of censorship and lonly happens with Portugal’s entry in the Europe- Thistechno scientific rationalityfollowed the notion Associate Laboratory, and with it,the engagement of science with a vari- all scientific events where organizedintending to an Economic Community (EEC) and the arrival the that reasons are established in the side of science University of Coimbra. ety of publics concerning issues with social impli- “promote potential ideological links” (Fitas et al., necessary European funds(ibid; Nunes &Matias, and it´s representatives, while ignorance remains Coimbra, Portugal cations. Portugal is a conspicuous case of absence 2008). However, the aim of the publications did 2004). on those who do not act in the spaces of science of experiences in collaborations among research not go beyond the permitted dialogue of the of- (Ávila & Castro, 2002), creating a paternalist atti- José Borlido Santos, institutions and scientists with civil society organi- ficial disciplines and the political agenda of the From 1986 to 2005 and beyond tude (deficit-model),determining themode con- Sónia Martins, zations (SCO). We so decided to “Tell a story” of regime. Like the “eye of sauron”, censorshipcondi- The flow of funds for S&T in Portugal made the science and knowledge are produced (Fernandes, Sandra Silva, Portuguese scientific policies2, it´s political-institu- tioned the individual freedoms to the nation affairs. scientific sector acquired, suddenly, visibility and 2007), causing an amnesia that scientist are also Institute for Molecular tional arrangements, from the dictatorial regime to The obscurantism and the morality of tradition and power (Gonçalves, 1996), but that power did not part of society and that hyper-specializations re- and Cell Biology, the democratic political period of the Portuguese rurallywere meant to maintain the nationalist and meant that it had won power in or over the State. stricts scientiststoone narrow field of knowledge Associate Laboratory, history. corporatist economy andto make unnoticed the in- Rather, state ideology continued to influence the makingthem “lay” in other fields of science and life University of Porto, In our (hi)story there are still very little experienc- dustrialized societies (Mosca, 2007). scientific production of knowledge while political (Sannit, 2007). Porto, Portugal es of engagement of scientist and scientific institu- action became based on a technical rationality The deficit-model, based in the notion that the tions with citizens and SCO on a collaborative basis 1967-1974 (Habermas, 1968). This technical vision of political public is a blank page that needs education to un- for addressing science and technology-based con- With the end of World War II a new social contract4 decision plugged JNICT into technocratic process- derstand the language and the processes that con- cerns raised by SCO or citizens themselves, as in that involved science itselfwas born, with ideasthat es (Gonçalves, 1996). duct science research, to then, be able to have a the case of Science Shops. science should increasingly become the basis for Later in 1995, the government created the Minis- more active voice in science controversies (Ávila & The present “story” relies on a brief literature re- progress and theeconomic “health of states”. Capi- try of Science and Technology, where the major Castro, 2002), creates a top priority way of know- view of the scientific activity throughout Portu- talism became synonymous ofdevelopmentand policy guidelines structuring it political action were- ing, that combined with the education models, guese history, while we try to understand how raised a world scientific and technological depend- defined based on the opinions of scientists and promotes a citizen-scientist but forgets the scien- science is been linked with citizens. ent. The “Pax” guaranteed by science, was based in academics of the different scientific fields.This has tist-citizen. a unique and universal rationality supporterof po- thrown up the institutions and processes that gave In this “story” communicating science isscience The Period of Fascism litical action on the basis of expertise,contributing shape to the first science and technology system literacy, the accumulation and transmissionof “al- thus to the depoliticization of the masses (Fer- in Portugal. But although the scientific community ready made” scientific knowledge (Ávila & Castro, From 1926-1968 nandes, 2007; Habermas, 1968). gained some autonomy in the definitions of the 2002; Fernandes, 2007), and consequently results “Once upon a time”, in the year of 1926 acoup In Portugal,even though the “evil king tumbled scientificstrategic areas, allowing a balanced devel- in a lack of public policies that would promote a d´étatputs and end to the Portuguese [democratic] from his chair”5, and Marcello Caetano have taken opment of all a scientific areas, it also promoted a debate around new models of science and soci- First Republic providing the space for the emergen- his place, there are no much detailed studies on “babel affect”. Unable to dialogue between them, ety relations engaged in moreparticipatoryresearch cy of an authoritarian, corporatist and nationalist re- how the “social contract for science” influenced the and enclosed in their own universe of action (San- settings knowledge production like Science Shops gime called New State (Estado Novo). The Regime, scientific policy. During the Marcelist period, the III itt, 2007), scientists have been thrown out by the experiences. which was based on a national morale of “God, Development Planreoriented the internal opinion strategic priorities of the Ministry for the promotion Although the Portuguese science program has Fatherland and Family”, found in the absence of to the benefits of opening the country to the in- of scientific culture and science education. been conducted openly and with the participation a practical and organized scientific framework, the ternational community, abandoning the old idea of And thencame thewar6 that divided even more the of the scientific community, ithas been mainly cen- political momentum for the embodied of science “proudly alone” and opening Portuguese policies to scientific community and narrowed down the dis- tered in political state decisionwith minor contri- practices and scientific research in the technical the promotion of international transactions(Mosca, ciplinary boundaries of dialogue with society.While butions from science educational promotion and need for governance (Fitas et al., 2008), namely in 2007).During this period, in 1967, under an agree- within “science antipathy” was being built, “apathy forum advisers (Hagendijk & Irwin 2006; Nunes areas such as civil engineering, agronomy, health ment with the Organization for Economic Coopera- was pervasive in society”, and science that is a pub- &Matias, 2004). Therefore, when we look at the and colonial administration (Saraiva, 2009), while tion and Development (OECD), the National Office lic goodbecame, or continued to be, produced in newemerging science policies, strongly committed promoting the Portuguese language and culture in for Scientific and Technological Research (JNICT) is private spaces away from the action of the publics to a market mode of scientific governance (ibid) an international sphere. createdas an organ intended to shape the political (Sanitt, 2007).Because of the lock tongues created and to a market rationality, our ability to resist “de- This scientification of the nationalist ideology was science program, showing at the same time that by the multiple languages of science, and those pends, [Agonistic governance] on the capacity of overseen and promoted by the Institute for High Portugal was beginning to become “Enlightened” with the public, the program Ciência Viva was citizens and civil society organizations and move- Culture (IAC)3 and the State Laboratories, whose (Gonçalves, 1996). created with the aim to justify the scientific work ments to mobilize and intervene to respond to lines and research priorities were dictated by the and teach the “vocabulary” of science, thus pro- the effects and consequences of the dynamics of regime (ibid.). At the same time universities acted Hello Democracy! moting scientific and technological culture among privatization and marketization.”(Nunes & Matias, as recruitmentspacesfor future ministers and gov- 1974-1986 Portuguese civil society. From there on, science 2004). ernment administrators (Pinto, 2000), andremote In 1974 the April Capitan’sestablished democracy. controls of scientific knowledge, withholding it After the carnations revolution, the new constitu- tion opened guaranties for a policy of science and technology favorable to the development of the 32 33

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No. 07-C References Saraiva, T. (2009), “Laboratories and Landscapes: Romanian Science Shops experience – The Fascist New State and the Colonization of Por- planning for future research projects Ávila, P. & Castro, P. (2002), “Compreender a tugal and Mozambique”, Journal of History of Sci- ciência: O inquérito à cultura científica dos portu- ence and Technology, vol.3, viewed29 January The Romanian Science Shops network has a long knowledge and information. Based on a survey, Authors gueses”, in Maria Eduarda Gonçalves (Ed.), Os Por- 2012, http://johost.eu/?oid=88&act=&area=4& time experience in collaborative research. The done inside the network, it will be presented fu- Rodica Stanescu, tuguese e a ciência, Dom Quixote, pp. 287-319. ri=2&itid=3 most recent projects developed by the Roma- ture possible collaborations based on community’s Claudia Maria Maria nian Science Shops have approached various re- requests. Simonenscu, Fernandes, J. (2007), “Utilizador de Informação search subjects based on civil society needs for Cristina Michaela Cos- Cientifico-tecnológica: Uma redefinição”, in 1 The project “Science Engaging Society: Life tache, Madelene Annette António Fernandes Cascais (Ed.), Mediação e Lin- Sciences, Social Sciences and Publics (BIO- Dancila guagens, Revista de comunicação e linguagens, SENSE)” (PTDC/CS-ECS/108011/2008 – Politehnica” University of nº38, pp.75-89. FCOMP-01-FEDER-0124-009237), started Bucharest and Institute of on April 2011, and is progressing according to Public Health Bucharest, Fitas, A., Rodrigues, M., Nunes, M. (2008), schedule. Romania “Filosofia e História da Ciência em Portugal no 2 We define science policy as the existence of Século XX”, 1st edn, Caleidoscópio Edição e Artes a state that defines a set of goals in the dis- Gráficas, Lisboa tribution of resources and institution imple- mentation oriented for scientific research and The Shaping and Impacts of Network Alliances No. 11-A Gonçalves, M. E. (1996), “Mitos e realidades da scientific and technological development. Sci- between Science Shops and Civil Society política científica portuguesa”, Revista Crítica de entific policies can be distributed in major infra- Ciências Sociais, nº46, pp.47-67. structure policies, agriculture or health policies, among others. Introduction and methodology Discussion Authors Habermas, J. (1968), “Técnica e Ciência como The paper is based on the PhD project The Making Background and Impact of the Network Søsser Brodersen, Ideologia”, Trans. Artur Morão, 1st edn, Edições 70, 3 The Institute for High Culture (1936-1952) cre- of Citizen Science – Network Alliances between Alliances between CSOs, Science Shops and Michael Søgaard Lisboa ated within the National Board of Education Science Shops and CSOs Engaging in Science and Scientists Jørgensen, Department (Decree-law nº 26 611, May 19th of 1936), Air Pollution. The research aimed at understand- The case studies show how different types of air of Management Hagendijk, R. & Irwin, A. (2006), “Public Deliber- would later gain autonomy and was renamed ing how CSOs through alliance building and net- pollution sources cause CSOs to engage with Sci- Engineering, Technical ation and Governance: Engaging With Science and Institute of High Culture (1952-1976) (Decree- work constructions with Science Shops and similar ence Shops and scientists. These sources of pol- University of Denmark Technology in Contemporary Europe”, Springer, law n. º 38 680, March 17th of 1952). community-based research units, engage with sci- lution were related to infrastructure (car, truck and Vol.44, pp. 167-184. 4 “Science, The Endless Fontier” by Vannevar entists in order to obtain influence on air pollution aviation traffic), industrial activities, and fellow resi- Bush, is a report that establishes the basic prin- problems and their mitigation. dents’ own behaviour. The various pollution prob- Mosca, J. (2007), “Salazar e a Política Económi- ciple for science action and the government’s The analytical approach is inspired by Science and lems and sources of the pollution involved different ca do Estado Novo”. Lusíada História, Série II, nº4, responsibility in the area of scientific research Technology Studies (STS) in general, more spe- actors, including industry, local authorities, farmers pp.339-364. and technical development. cifically by the Actor-Network Theory and Callon’s and citizens. In some cases, the citizens represent- 5 Due to a drop in a canvas chair, that left him (1986a) sociology of translations, since this theo- ed in the CSOs were neighbours experiencing the Nunes, J. A. & Marisa, M. (2004), “Science, with a brain hemorrhage, the former dictator retical approach contributes to understanding why problems, whereas in other cases the CSOs repre- Techonolgy and Governance in Portugal”, Case Antonio Oliveira Salazar was replaced by Mar- and how actors seek to stabilize controversies, as sented users or citizens in general. study report, STAGE. celo Caetano. well as the mechanisms contributing to the suc- Some network alliances between CSOs, Science 6 Science Wars in Portugal were a series of intel- cess in affecting the problems experienced by the Shops and scientists tried to affect problems here- Pinto, A. C. (2000), “O império do professor: Sa- lectual debates that putted in conflict the post- CSOs. and-now, while others work to affect problems that lazar e a elite ministerial do Estado Novo” (1933- modern vision of the sociologist Boaventura de The research was based on what Yin (2003: p. are part of the CSOs’ on-going efforts to influence 1945), Análise Social, vol.35, nº157, pp.1-22. Sousa Santos with the physical researcher Ma- 47) calls multiple case studies. Eight cases of societal agendas, like the car traffic’s impacts on nuel Baptista. co-operation between CSOs, Science Shops and bicyclists. The effects directly linked to the CSOs’ Sanitt, N. (2007), “Comunicação da Ciência: Pon- air pollution scientists were analysed in order to original problems were: tes de pensamento”, in António Fernandes Cascais understand how these network alliances were • Avoiding the construction of a public school (Ed.), Mediação e Linguagens, Revista de comuni- shaped and what kind of influence the alliances building close to a motorway; cação e linguagens, nº38, pp.57-64. gained on the CSOs issue of concern. The eight • Reducing pollution from industrial activities; cases show different forms of influence as well as • Developing an apparatus for measuring air pol- different approaches applied by the involved Sci- lution in cities a long biking routes; ence Shops. The cases are described in brief in • Avoiding an increase in exposure to air pollu- the table below. For more in-depth description see tion from transport activities. Brodersen (2010). The case studies also showed that such network

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The CSOs Other effects The CSOs Other effects The CSOs Science Shop Effect on the The CSOs Science Shop Effect on the knowledge due to network knowledge due to network problem approach CSOs problem problem approach CSOs problem need activities need activities

The parent Avoid construc- Scientific docu- Mediation. School not con- Scientists ob- The stove case Concerns about Scientific docu- Mediation. None. Due to the Science Shop group case tion of school mentation of the structed, though tained new (case G) whether residents mentation of the community or- tried to include (case A) Science building near a assumed prob- Project carried it is unclear updated data Science Shop in the community assumed prob- Project carried ganization’s lack- the community Shop for Biol- highway due to lem. out by a student. whether this was indicating a rela- DTU, Techni- were exposed to lem. out by a student. ing use of the case in a research ogy, Utrecht concern about due to the net- tionship between cal University of air pollution from results since they project. University, NL the children’s ex- work’s activities. traffic emissions Denmark their stove use. were not based posure to traffic and children’s on measure- emissions. health. ments and the issue was contro- The pesticide Concerns about Scientific docu- Mediation None. Due to Emerging interest versial. case (Case B) health impact on mentation of the lack of trust in among scientists; Science Shop for humans from air- assumed prob- Project carried the results from a PhD project The Mira Loma Wanted to stop Scientific docu- Initially: dissemi- Further ware- Scientific evi- Biology, Utrecht borne pesticides. lem. out by a student. the project and was initiated. case (case H) air pollution in Mi- mentation of the nation of knowl- house devel- dence on rela- University, NL the controver- ra Loma caused assumed prob- edge. Later, after opment in tionship between sial character of Guidelines de- by warehouse ac- lem. developing the Mira Loma was truck traffic and the problem in a veloped for fu- tivities. co-operation with stopped. children’s health. farming area ture warehouse the CSO: Impact- seeking. Guidelines for fu- The Scania Concerns about Scientific docu- Impact-seeking. Odour emissions Local experiences activities (case ture warehouse case (Case C) odour pollution mentation of the avoided through with odour pollu- I). Research car- activities Science Shop from planned in- assumed prob- Project carried installment of a tion disseminated ried out by both Chemistry, Uni- dustrial activities lem. out by the Sci- burning unit. within a national The Community the scientists and Citizens em- versity of in the commu- ence Shop. odour platform. Outreach Unit, members of the ployed by CSO Groningen, NL nity. Odour emissions The School of as community or- reduced to within Medicine, Uni- CSO. ganizers. permitted limits. versity of South- ern California, The carpet Concerns that Scientific docu- Impact-seeking. Implementation Carpet factories USA Citizen education factory case toxicity from in- mentation of the of a complaint got interested in programmes in (Case D) dustrial activities assumed prob- Project carried telephone to be further co-opera- poor communi- Science Shop in the commu- lem. out by the Sci- used to report tion with both the ties on civil and Chemistry, nity cause risks ence Shop. peaks in odour community and environmental University of of cancer, odour pollution from the Science Shop. rights. Groningen, NL pollution and wa- carpet factory ac- ter pollution. tivities. Agreement be- tween CSO and Toxicity and water scientists about a pollution not re- new partnership searched. about goods dis- tribution. The board game Need for scientific Scientific consid- Mediation. Contribute to Emerging interest case (case E) documentation erations about societal discus- within the scien- Science Shop for indicating sus- transition possibil- Project carried sions about the tific community Table 1: Overview of the case studies in relation to type of problems, types of knowledge needs, Economics, Uni- tainable transi- ities for the avia- out by a student. possibilities of about using board approach applied by Science Shops and effects of the activities versity of tion possibilities tion industry. transition in the games as simula- Groningen, NL for the aviation aviation industry. tion models. sector. alliances can cause other forms of effects than di- Three Complexities in relation rect effects on the CSOs’ original problems. The to Scientific Documentation The bicycle Develop an ap- Assistance to con- Mediation. An apparatus de- Measurements other effects observed were for example increased The case studies have shown that CSOs in several apparatus case paratus to meas- struct the needed veloped and used in 5 major cities awareness about the issue in question among pol- cases have the perception that in order to give their (case F) ure road and air apparatus. Project carried by the CSO in in EU as part of iticians, scientists and industry, and influence on problem legitimacy, they need independent scien- Science Shop for quality on bicycle out by a student. their activities. an EU-funded re- research agendas. These other effects were ob- tific evidence to support their claim. This percep- Biology, Utrecht paths. search project. served, both in cases where the CSOs’ original tion may be based on the perception that scientific University, NL problems were affected as well as in cases with- documentation to politicians and scientists reflects out affect. ‘reality’, free of the influence of subjective assump- tions, and that scientific documentation cannot be 36 37

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questioned or contested. This perception seems to dialogue process with industry, public authorities when they decide whether to to cooperate with (Ed.) Power, Action and Belief: a new Sociology of be widely accepted even though history presents etc. Depending on the type of Science Shop, this Science Shops and CSOs as also shown in the IN- Knowledge? Sociological Review Monograph. Lon- many examples showing that science does not pro- role may also imply assuming responsibility for the TERACTS project (Jørgensen et al., 2004). The re- don, Routledge and Kegan Paul. Page 196-223. duce ultimate answers. The controversies around research, as either researcher or supervisor. Giv- search has to be of such character that afterwards nuclear power and genetically modified crops are en the challenges facing some impact-seeking Sci- the researchers can use the produced knowledge Jasanoff, S. (1995): Procedural Choices in Regula- examples of controversial scientific research.. Thus, ence Shops, another option could be to develop in scientific publications, since it is on this basis uni- tory Science. Technology In Society. Vol. 17, no. 3. scientific knowledge in itself does not provide a the Science Shop’s mediation approach so that the versities evaluate the work of scientists. Elsevier Science Ltd. Page 279-293. non-contestable truth. Nevertheless, it is clear from Science Shops engage scientists and supervisors in the case studies that scientific documentation is a discussions of research assumptions and method- References Jørgensen, M. S.; Hall, I.; Hall, D.; Gnaiger, A.; central factor, when CSOs engage in network alli- ologies and the usability of the results. Schtoffenegger, G.; Brodersen, S.; Heiden, K.; ances with Science Shops and scientists. The case That Science Shops and scientists should recon- Brodersen, S. (2010): The Making of Citizen Sci- Reimer, R.; Strähle, M.; Urban, C.; Endler, W.; studies identified three complexities with scientific sider their role and their willingness to become in- ence – Network Allainces between Science Shops Teodosiu, C.; Rojo, T. & Leydesdorff, L. (2004): documentation and its use as a means to legiti- volved in the CSOs’ issues of concern, beyond the and CSOs Engaging in Science and Air Pollution. Democratic Governance through Interaction be- mize problems in Science Shop projects: production of scientific documentation, is an inter- Department of Management Engineering. DTU. tween NGOs, Universities and Science Shops: esting conclusion, since other studies with focus on June 2010. PhD. Dissertation. ISBN: 978-87- Experiences, Expectations, Recommendations. IN- 1) The methods applied to document the concern science-for-policy seem to indicate the same. Jasa- 90855-99-4. TERACTS. Science Shop DTU. ISBN 87-91035-26-0. fails to provide documentation; noff (1995), for example, concludes an analysis of 2) The chosen methods do not support the CSO science and policy by emphasizing: “Both scien- Callon, M. (1986), Some Elements of a Sociol- Yin, R. (2003): Case Study Research – Design and concerns – due to the limited resources avail- tists and policy-makers, therefore, must participate ogy of Translation: Domestication of the Scallops Methods. Applied Social Research Methods Series. able for sampling, analyses etc.; in the process of resolving disputes over regulatory and the Fishermen of Saint Brieuc Bay. In J. Law Vol. 5. Third Edition. SAGE Publications. London. 3) The concerns of the CSOs are documented, science” (Jasanoff, 1995; p. 292). Although Jasa- but the results are contested, because they are noff has her focus on the relation between science perceived as threats to on-going or planned ac- and governmental policy, whereas our focus is on tivities by other actors, who therefore use re- CSOs’ opportunities for influence, the point is the sources to contest the applied methods and same in relation to the role of the scientists: scien- Killing more than two birds with one stone No. 12-E assumptions. tists need to cross the line between producing the Learning statistics while doing community research, an example of These three complexities indicate that scientific knowledge as black-boxed results and contributing good practice for first year undergraduate students documentation in itself is not enough to strength- to negotiations of the interpretation of the results. en the influence of the CSOs; something more is Jasanoff (1995) argues that scientific results may In fulfilment of the requirements for their degree, Introduction Author necessary. not be used or agreed upon, because the basis for students often have to take the subject ‘research When entering university life, statistics is a neces- Dr. Pieternella the scientific results are questioned by others; and methods and statistics’. However, methods and sary step to overcome, for it is a mandatory course S. Verhoeven Requirements to the Science Shop and Scien- if the scientists are not willing to enter into negotia- statistics is not their favourite topic, as they fail to for many first year undergraduate students. In gen- Roosevelt Academy, tists involved in Science Shop Research tions about the basis for the results, one effect can see the added value of statistics for society, or for eral students dislike statistical topics, it frightens The Netherlands It is essential that Science Shop scientists and oth- be that the results are useless. their future career. In order to show students how them to work with formulas and they do not see er involved scientists (such as supervisors and/or research results are put into use in the immediate the added value of statistics for their future career researchers) are willing to engage in the issue of Other Elements Contributing to Successful Allianc- region, community based research projects were (Smith 1998; Thompson 2009; Verhoeven 2009). CSO influence and not only rely on that a scientific es between CSOs, Science Shops and Scientists introduced at the Roosevelt Academy, a small scale One way of making statistics (and research meth- report (whether the report is produced by scien- The case studies also show that the framing and undergraduate college in the Netherlands. The ad- ods) attractive is by organizing student projects tists or students) will enable the CSO to open a translation of a CSO request to a Science Shop into vantages of these projects are multi-fold. First of all, (Hydorn 2007). It is a way to hit two birds with one discussion on the issue in focus. This also implies a research question may be decisive for the suc- it is important to transfer knowledge to the imme- stone: students learn to practice research methods that CSOs’ wish to document a problem scientifi- cess of the network co-operation. The challenge diate region, also known as ‘valorisation’, thereby and statistics in every day life and they learn to ap- cally may not be a sufficient strategy for influence. lies in framing research questions in such a way also obtaining regional embeddedness. Secondly, preciate the added value of statistical outcomes in The Science Shop scientists and other involved that they become interesting for researchers as the regional science shop aims to serve as a re- society. However, as will be argued in this paper, scientists should involve in discussions about the scientists and supervisors. This requires suiting re- search lab for all undergraduate students from their the advantage is multi-fold if a science shop is in- assumptions behind scientific documentation and quests to curricular activities or to research agen- first to their senior year in college. After participat- volved, as the immediate region also benefits from how CSOs can use the results when trying to influ- das without distorting them so that they are no ing in a community project students value statistics research results and a knowledge transfer is es- ence the decisions of government, industry etc. For longer recognizable to the CSOs. The case studies better, they gain higher self-confidence and they tablished. Much to the example of Science Shops this process to succeed, the approach the Science indicate the Science Shops play an important role obtain higher grades. Moreover, they see its future throughout the Shops should apply could be impact-seeking. This in this framing and translation of CSO requests to usefulness. The success formula was expanded to Netherlands, Roosevelt Academy founded her In- conclusion raises a dilemma, since the resources ensure that the research question suits both parts. sophomore and senior projects, such as academ- stitute for Undergraduate Research (IUR) ‘Elea- available for some impact-seeking Science Shops, The case studies also show that Science Shop pro- ic internships, independent research projects and nor’ in 2010, after a pilot period of approximately ,like the Science Shops at University of Groningen jects can contribute to new data opportunities, as honours theses. 3 years. The aim was not only to facilitate student and at Technical University of Denmark)have been seen in the parent group case, where the scientists’ Keywords: statistics projects, science shop, com- ‘learning on the job’ but to also to create a working reduced. Despite this dilemma, this approach pro- accepted being enrolled in the network due to the munity-based projects, knowledge transfer. relation between a knowledge-institute and provin- vides the best opportunities, if Science Shops want opportunity to gather new data about a subject re- cial citizens who needed answers to their research to contribute to the CSOs’ capabilities. To apply searched years before. Another important aspect questions (Leydesdorff & Ward 2005). IUR Elea- this approach the Science Shop should involve it- is publication opportunities. Publication possibili- nor carries out third-party research for (non) profit- self in the interpretation of the data and facilitate ties seem to be an important factor for scientists organisations and NGO’s in the region of Zeeland, 38 39

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thereby the segment of community based projects Project procedure ing methods to unconventional supervision and as a whole, each group member must be made is rather small. This organizational structure derives During their first year of college, all students take In- work together with students to address genuine re- responsible for a specific part of the paper in or- from the small scaled-ness of the college, which troduction to Methods & Statistics and that always search problems (Thompson 2009). der to grade individual effort. The first signs show makes a combined project organization inevitable. includes a small research project. In most cases, that free rider behaviour is kept to a minimum. Since her foundation, IUR Eleanor has carried out students think of a suitable research question that Evaluation of student projects Secondly, groups do not always collaborate well, many research projects, using both qualitative and can be answered by means of a small survey or Students’ satisfaction with these first year research due to differences of opinion, time management quantitative methods, such as in-depth interview- experiment. They hand in a research proposal and, projects was evaluated between 2006 - 2007 as or communicative skills. This is especially challeng- ing, survey, secondary analysis, literature research, under supervision of their instructor, they set up part of a larger study among N=2,555 students ing when carrying out community-based projects, focus groups and observation. the research project. Besides, students can sign up that focussed on attitudes toward statistics. Pre- where external parties are involved. Supervisors for one of the external projects, offered by means test and post-test measurements of attitudes need to pay special attention to these processes, Foundations of community based projects of the undergraduate institute at the college (i.e. toward statistics were taken, along with measure- and, if necessary mediate to keep the groups to- Community research projects are problem based, science shop). ments on mathematics experience and –perceived gether. and they mostly have a trans-disciplinary charac- Firstly, research questions from regional (non) prof- competency, self-confidence and expected future ter. First of all, inside the research institute super- it organisations are assessed to fit to the level of use of statistics. Besides, qualitative data on stu- References vision takes place from several disciplinary angles first year students. This is done during an intake in- dents’ experience with research projects were col- (e.g. public health projects can be supervised by a terview with the prospective client, in the presence lected (from 2005 - 2010). The results revealed Hydorn, D. L. (2007). Community Service-Learn- psychologist, an epidemiologist and a statistician). of the Science Shop coordinator. The research that students who are taking part in research pro- ing in Statistics: Course Design and Assessment. Secondly, by appointing additional supervisors from question is then, with permission of the client, tai- jects (community research projects being a part of Journal of Statistics Education, vol. 15, no.1. the organizations under study, the collaboration lor-made to fit a 1st year project. A few examples this) have had more prior math and stats experi- between policy makers, managers, students and of research questions are: ence, they feel more confident that they can obtain Leydesdorff, L. & Ward, J. (2005). Science Shops: expert researchers offers a unique learning experi- • In what way do citizens of Zeeland get informa- the necessary knowledge and skills, they see the A kaleidoscope of science-society collaborations in ence and exchange of knowledge at all levels and tion on good-quality health care? added value of statistics and there attitude toward Europe. Public Understanding of Science, vol. 14 for all those involved. Experiencing the process of • How do patients with Diabetes Mellitus evalu- statistics is more positive. Most importantly howev- no. 4, pp. 353-372. doing applied research prepares the students well ate the Diabetes Health care at Walcheren in er, students who participated in research projects for their future careers, more so because addition- 2011 and how does this compare to the evalu- get a higher grade than those who did not (see Schau, C., Stevens, J., Dauphinee, T., & Del Vec- al academic skills (e.g. communication, manage- ation results in 2009? Verhoeven 2011). chio, A. (1995). The development and validation ment) are attained. In sum, students learn research • What characterizes the best Bike Friendly City of the survey or attitudes toward statistics. Educa- skills, they experience the added value of research in Europe? Conclusion and discussion tional & Psychological Measurement, vol. 55, no. 5, results for the immediate society and they become • To what extent do visitors of the website ‘del- Overall students at all levels are enthusiastic par- pp. 868-875. better prepared for their future careers. Organiz- tawerkenonline’ like the website and what rec- ticipants in community based research projects; ing student research projects from the first year on ommendations can be made for improvement they believe it is exciting that they can contribute to Sisto, M. (2009). Can You Explain That in Plain has many advantages. Firstly, group projects can or offers for online projects and materials? policy decisions in (non)profit organizations in the English? Making Statistics Group Projects Work in a deepen the students’ understanding of statistics, it region and they are willing to ‘go the extra mile’ to Multicultural Setting. Journal of Statistics Education, increases their interest in statistical topics and they Then, the projects are announced in class. Students bring the project to a successful conclusion. vol. 17, no. 2. learn the usefulness to making business decisions can apply for these external projects by means of a The main conclusion is that students really appre- based on statistical results (Sisto 2009). The learn- motivation letter, and describe their special interest ciate the fact that they can put theory into practice Smith, G. (1998). Learning statistics by doing sta- ing goals that underpin these projects are: students and / or capability to take part in the project. Based and exercise the acquired skills in a real life set- tistics. Journal of Statistics Education, 6 (3). learn how to correctly apply statistical techniques on these letters, their interest - and competency ting. Advantages for all stakeholders are multi-fold: to societal and business situations; they learn how levels, students are assigned to the available pro- beside knowledge transfer and a firm embedded- Thompson, C. J. (2009). Educational Statistics to interpret results and develop recommendations, ject groups. The projects already start during the ness in the immediate region, students ‘learn on Authentic Learning CAPSULES: Community Action how to communicate the results, and how to ef- first few weeks of the semester, and they end with the job’, and experience what it is to put research Projects for Students Utilizing Leadership and E- fectively collaborate in small groups. Additionally, a group presentation and a research paper after results to use. In turn, lecturers are able to liven up based Statistics. Journal of Statistics Education, vol. group projects may be based in the direct com- 15 weeks. Supervision is provided by the statistics their research methods course and make statistics 17, no. 1. munity, thereby strengthening the students’ em- teacher and the content expert at the client organi- more attractive. beddedness in society. This urges students to think sation, thereby control over reliability and validity Looking into the future a few remarks need to be Verhoeven, P. S. (August, 2011). Taking statistics beyond the box and not only focus on empirical of the method is warranted. Moreover, the Science made. Students reported that they have to put in outside the classroom: Researching the communi- questions but also on questions as to how research Shop coordinator keeps an eye on the logistics of more Effort to finalize the projects compared to ty. Paper presented at the 2011 IASE Satellite Con- results can be used beneficially for the community, the project, client satisfaction and communication. standard teaching and learning. For instance, extra ference in Malahide, Ireland. i.e. knowledge transfer. The setting up and supervision of group projects time is spent in communicating with the client and The theoretical basis for this approach lies in con- is very challenging, both for students and teacher, presenting the results. This challenge needs to be Verhoeven, P. S. (2009). Quality in Statistics Ed- structivist theories (Thompson 2009), whereby as the latter should not take supervision lightly. Es- addressed by the curriculum developers, by means ucation. Determinants of Course Outcomes in active engagement of students in real-world prob- pecially when regional questions from ‘real’ clients of adding extra supervisory possibilities and -time, Methods & Statistics Education at Universities and lems provides the necessary motivation and inter- are involved, besides focussing on the application extending deadlines or weighing project grades Colleges. Ph.D. Dissertation. The Hague: Boom Ac- est, it draws on past experiences and it provides of statistical techniques, the communication of the higher or by extra credit for project students. ademic. that part of ‘relevance’ to the outside world. With process and results needs special attention. Super- Group work needs to be closely monitored for this approach students do not stay within the walls visors need to move away from traditional teach- two reasons. Firstly, free rider problems need to of their classroom and, in later academic life, also be addressed. Besides grading the project paper engage in community-based projects. 40 41

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No. 13-B UNIVERSITY-COMMUNITY ENGAGEMENT: Relationships between Universities and Communities: The Cátedra No. 16-B The Lasallian Framework and Approach Paulo Freire at the University of Seville.

Authors Universities play a vital role in social development. ing the Lasallian family in partnership with larger Introduction Author Ma. Lourdes F. Melegrito As the center for learning, Universities serves as communities, be they Church-based, multi-secto- Traditionally, universities have taught communities. tions such as: What is the creation of knowledge? Emilio Lucio-Villegas Director, Center of Social a locus for academic discourse and the advance- ral, or a network of civil society organizations since This seems to be the dominant discourse when What is its utility? Why produce knowledge? How University of Seville, Concern and Involvement ment of social theories. It is also where the social the ultimate goal of social transformation is to pre- debating the relationships between universities to generate knowledge in a different perspective? Spain De La Salle University- issues and goals in Philippine society are discussed serve and bring forth the fullness of life. and communities. Universities talk, and commu- These answers are not in the wind! I will provide Manila, The Phillippines and reflected upon. The continuing challenge is nities listen. University regulations in Spain state answers to these questions by starting with Freire’s how the University can be truly relevant and re- University-Community Engagement describes the that one of the roles of the University is to trans- concepts and then connecting to Participatory Re- sponsive to the community and the society as a collaboration between higher education institu- fer knowledge to society to support culture, qual- search. whole? Lasallian educators believe in transforma- tions like the De La Salle University and their larg- ity of life and economic developments (Ministerio One of the focal points of Freire’s concepts is ‘dia- tive learning whereby s student-learner exercises er communities (be it local, regional, national and de Educación 2001). Following this statement, the logue’. Dialogue means multiple voices and multi- his/her critical thinking; develops social awareness global) for the mutually beneficial exchange of main rule of the University of Seville defines one of ple directions. In this choral dialogue, knowledge is and forms Filipino conscience that is committed knowledge and resources in a context of partner- its goals as the following: edified as the dialogue takes place. It is not possible towards social change. ship and reciprocity. This paper hopes to provide The creation, development, transfer, dissemination to discuss the transfer of knowledge when using a program framework in our intention to develop and critique of science, technique, art and culture, dialogue; on the contrary, we can only talk about At De La Salle University, venues and opportunities a University-Community Engagement framework to promote a general view of the knowledge and construction. According to Freire (1970), teaching for self-propelled individual and collective actions that is embedded in the system and technology of its transfer to society (University of Seville 2008, and learning are the two steps in the process of must be context-sensitive so that it could be pur- the different colleges of the University; consistent art. 3). creating knowledge: the teacher is a learner and poseful and sustainable consistent with the Lasal- with the Lasallian Guiding principles; and relevant These two different but common approaches are the learner becomes teacher. Freire stresses that lian development principles. Hence all social and and sensitive to the context of partner communi- related to the two dominant institutional trends that to do a collaborative work means to include com- community engagements of the University must ties. Hall (2011) identifies: the knowledge access move- munity members to ground the work in people’s be life affirming and mutually empowering involv- ment and the emergence—or re-emergence—of daily lives. This is represented in Freire’s terms by new discourses and practices engaging scholars the generative themes that emerge in the process and universities to work in cooperation with peo- of codification/decoding. Dialogue from generative ple in communities. As Hall (2011) states: themes lead people to reflect and transform their No. 14-B Academic activities building integration’s bridges The strongest tendency in both these knowledge reality—their community, their village—in the pro- between institutions and community in Brazil democracy development is to see, as central val- cess called conscientização. ue, the dissemination and impact of scholarly, aca- I would like to stress two aspects of the Participa- Authors Today, environmental issues are incorporated in and extension in order to provide the interaction demic, scientific or expert knowledge (Hall 2011, tory Research. The first is the ‘participatory ethos’ Douglas de Souza modern society concerns, but is still noted the among educational institutions of basic educa- p. 14). (Hall 2001, p. 173). Differences between Participa- Pimentel, dichotomy among the perceptions about what tion with PESET, MAI and UERJ. The methodolo- I think that these two approaches mentioned tory Research and other methodologies are based Rafael Fernandes is natural and cultural in the landscape. Accord- gy was implemented in six stages based on socio above are not the only way. It can be imagined, be- on the fundamental role that participation plays. da Matta, ingly, the Environmental Education (EE) activities environmental appropriations. The activities were yond the transfer, the collective building of knowl- Participation guarantees that the dialogue will Stephanie Maia, and research seek to balance this tension, thus al- conducted on 2010 and 2011. At that time, about edge, based on other sources of knowledge, such come from the vivencia (Fals 2001). Participation Rio de Janeiro State lowing a scenario’s critical analysis and the dem- 70 school students in each year participated in as social movements, tradition, and others. There is here a strategic element that could aid in avoid- University and Federal ocratic construction of minimum guarantees for the project, which thus able to experience and ob- are very rich and diverse sources where different ing some of the historical links between academic Fluminse University, the future generations have the right to direct and serve the problems and the relationships between and alternative knowledge is developing (Santos knowledge and power. Brazil indirect use of resources and environmental ser- local communities and the environment as well 2009). This creation of knowledge is occurring in The second aspect is related to the construction vices provided by ecosystems. Moreover, the EE as present their insights through speeches, bro- the communities where people live. As Toulmin of knowledge. Orefice (1987) studied an experi- research seeks for this perceptions’ knowledge to chures, drawings and field records. ! It was n oted (1977) notes, we can only understand our con- ence in southern Italy, near Napoli, where people build effective proceedings to reach sustainabil- that most children did not know the institutions in- cepts if we try to understand the socio-cultural were researching their environment. The process ity and communities’ empowerment. Considering volved and this project promoted a greater inte- process through which they are being developed involved individuals from social movements in the this, it’s is clear that the academic research should gration of same with the local population. In this inside specific communities. Toulmin (1977) also district and scholars from the University in a con- be developed with communities and local institu- sense, this participation has spread to other events. adds that we are continuously sharing these con- tinuous process of dialogue and knowledge ex- tions in a synergetic way. This study found in the Another important aspect refers to the encourage- cepts with other people. To encourage this collec- change. The most important thing to consider here Oceanic Region of Niterói, municipality of Rio de ment of interdisciplinary cooperation of teachers in tive process of building knowledge, the Paulo Freire is how two different kinds of knowledge—popu- Janeiro State in Brazil, many possibilities of this par- school. Thus, this work promotes the discussion of Chair is incorporating two major approaches: Par- lar knowledge based on the daily experience and ticipatory knowledge construction. So, the Serra da environmental issues in the region, enabling a crit- ticipatory Research and Paulo Freire’s concepts. In academic knowledge—can reach a mutual under- Tiririca State Park administration (PESET) seeks the ical observation of the multiple relationships be- this paper, I will address these issues theoretically standing that prevents that a knowledge colonizing environmental conservation and society defense, tween society and environment at the local level and then present various actions undertaken using the other. the Archaeological Museum of Itaipu (MAI) aims that could be expanded to global questions. More- this framework. its social insertion and the Rio de Janeiro State Uni- over, this project foments an institutional integra- The Cátedra Paulo Freire at the University of Seville versity (UERJ) search for ways to promote the ap- tion as well as the communities’ recognition of this Dialogue and Participatory Research The Cátedra emerged from an agreement be- proximation of these institutions agendas. Then, local relevance in their different fields of actuation, In discussing the links between Popular Educa- tween the University of Seville and the Paulo Freire this project encompasses interdisciplinary activi- allowing people to construct a more amalgamated tion and the creation of knowledge, Souza (1990) Institute of Spain—an organisation from civil soci- ties in the three academic axes: research, teaching view of their environment. suggests that we should seek to answer ques- ety consisting of individuals but also social move- 42 43

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ments such as trade unions and associations of To Participate by Participating García Goncet, D. & Lucio-Villegas, E. (2009), Orefice, P.(1987), ‘Le Service communal de Di- adult learners—forged at the end of 2008. The book To participate by participating is held of Participar Participando. Estrategias Participativas y dactique Territoriale’, in A Melo (org.), Seminario The major goals of the Cátedra are the following: short texts explained some experiences coming Educación de personas adultas, Xàtiva, Edicions del Internacional: Minorías, Areas, Zonas desfavoreci- to make connections between the academic world from communities and was written for people liv- Crec. das, Faro, Instituto Politécnico, pp. 337-344. and social movements and to generate transfer- ing in these communities. The major aim of the ence of both experience and knowledge in a way book was to encourage people to make a public Hall, B. (2001), ‘I wish this were a poem of prac- Santos, B. S. (2009), ‘Para alem do pensamiento that creates reciprocal enrichment. speech on their problems and experiences. In do- tices of Participatory Research’, in P Reason & H abisal: das linhas globales a uma ecologia de sa- To summarise the work performed in these three ing so, I tried to create a different dynamic—one Bradbury (eds.), Handbook of Action Research, beres’, in B S Santos & M P Meneses (orgs.), Epis- and half years, I would like to focus on two differ- connected with Participatory Research—to elab- London, Sage Publications, pp. 171-178. temologias do Sul, Coimbra, Almedina, pp. 23-71. ent activities: a keynote series titled How did I read orate and systematise knowledge from on the Paulo Freire? and the publication of the book To ground. The book tells stories of the recovery of Hall, B. (2011), ‘Towards a knowledge democracy Souza, J. F. (1990), ‘Investigación Participativa y participate by participating, (Participar Participando people’s collective memories, the fight of a group movement: Contemporary trends in Community- Democracia’, in J Osorio (ed.), Educación de Adul- in Spanish) (García Goncet & Lucio-Villegas 2009). of elderly people to have a home, the creativity of a University Research Partnership’, Rizoma Freireano tos y Democracia, Madrid, Popular, pp. 163-178. group of women who organise a theatre workshop, Revista on-line, nº 9, pp. 1-18. www.rizoma-freire- How did I read Paulo Freire? and others. The book is available in open access at ano.org. Toulmin, S. (1977), La comprensión humana I: El Keynotes series were given from May 2009 to http://catedrapaulofreire.us.es uso colectivo y la evolución de los conceptos, Ma- June 2010 and, as general, took place outside the Ministerio de Educación (2001), Ley Orgánica drid, Alianza. University in neighbourhoods in the city of Seville, Conclusions 6/2001 de Universidades, Madrid, Ministerio de in villages near the city and in close collaboration I would like to reflect on the possibility of creating Educación. Universidad de Sevilla (2008), Estatuto de la Uni- with local social movements in these places. To ex- knowledge in different ways. Through dialogue—as versidad de Sevilla, Sevilla, Universidad de Sevilla. plain how dialogue works in this activity, I am going in the keynote series – I utilised a model similar to to explain two different activities. One is related to Orefice’s experience, in the sense that I contrast food security and other to environmental issues. academic knowledge with knowledge from both By way of introduction, I will explain the structure of people’s experiences and their struggles to trans- each keynote. They were always organised in four form their communities. steps: (1) an individual gives her/his personal vi- A second way to create knowledge is clearly con- sion of the book, trying to connect it with both the nected with Participatory Research. I posit that, specific place we were in and the concrete theme rather than the book itself, the process to elaborate Building community-researcher CBPR capacity and incubating partner- No. 18-E that we wanted to debate, (2) other people—such on the book could be considered Participatory Re- ships through an Environmental Justice Network/Community Science as, practitioners, members of social movements in search in two ways. First, because the stories told Workshop the community, and others—presented the main in the book are derived from people’s vivencia in problems connecting the issue to the place, (3) their communities, it can be argued that the reflec- Encuentro, Community Science Workshop and Ship Channel neighborhoods focused on health Authors anybody in the room could add something from tion on this vivencia is a mode through which to Community-Based Participatory Research: building impacts of chronic low-level exposure to petro- John Sullivan MA, their own experience, and (4) people at the table edify real useful knowledge (Crowther 2006). bidirectional research capacity through access to chemical emissions. The network was conceptu- Sharon Croisant PhD, responded to questions, gave clarification. In two Second, the elaboration of the book was a partici- knowledge and skills alized in terms of Encuentro’s overarching Tejano John Prochaska Dr.PH / instances, keynotes were finished with a theatrical patory process. As I have previously argued, par- linguistic roots, with dual connotations of discovery MPH, Bryan Parras BS, performance by people from the community. ticipation that seeks to edify knowledge through The Environmental Justice Encuentro Network/ and engagement. The Encuentro’s operational for- Cornelis Elferink PhD, The book Pedagogy of the City was addressed to a democratic course of action seems to be one of Community Science Workshop is an active web of mat is based on a similar structure developed by University of Texas environmental problems in a village near Seville the major aims of Participatory Research. communities and environmental public health re- the South West Workers Union (San Antonio TX) Medical Branch, USA called ‘El Viso del Alcor’. The main speech within searchers affiliated with the NIEHS (P30) Center to strategize proactive community responses to ad- the book was related to the danger created by the References in Environmental Toxicology at the University of dress health, social and economic issues specific to building of a new railway route. After this speech, Texas Medical Branch (UTMB, Galveston), UTMB’s Texas and the U.S. Southwest. Grassroots empow- other people talked about the specific situations Crowther, J. (2006), ‘Social Movements, prax- Center to Eliminate Health Disparities, and other erment, a focus on local knowledge and culture, a of a community orchard that could allow people is and the profane side of lifelong learning’, in J regional collaborators. This eclectic assemblage bias toward evidence-based action and consensus to recover their agricultural roots, and a teacher of Crowther & P Sutherland (eds.), Lifelong Learn- formed with a resolve to transmit skills, share news decision-making are keystones of the Encuentro adult education spoke about his work. After the ing. Context and Concepts, London, Routledge, pp. and successes, promote collaboration among com- network’s way of working. common dialogue, a group of women performed 171-180. munities and regional researchers, and extend the a play. scope of a regional network of community based The Community Science Workshop component of The book Extension or Conscientização was related Fals, O. (2001), ‘Participatory (Action) Research Environmental Justice organizations using credible this process was inspired by a European model of to food security. The book was read by a woman in Social Theory: origins and challenges’, in P Rea- environmental science as the basis for public health community accessible and needs responsive sci- who is a member of the ‘Paulo Freire Rural Univer- son & H Bradbury (eds.), Handbook of Action Re- advocacy. The Environmental Justice Encuentro ence, the Science Shop. Parras and Wickliffe initial- sity’. After reading the book, two individuals gave a search, London, Sage Publications, pp. 27-37. network and complementary Community Science ly proposed this concept at the first Environmental speech. The first speaker stressed the importance Workshop process were initially envisioned by Juan Justice Encuentro (2008), and discussion among of maintaining traditional agriculture and rejecting Freire, P. (1970), Pedagogy of the Oppressed, Parras (Director of Texas Environmental Justice Ad- community groups and researchers shaped a for- transgenic seeds. Next, a teacher from Nicaragua New York, The Continuum Publishing Company. vocacy Services, Houston TX) and Jeffrey Wickliffe, mat for collaborative work based on priorities de- talked on the importance of connecting literacy to PhD (Tulane University researcher formerly with veloped in Encuentro network dialogue, grounded agricultural development in the context of Nicara- UTMB’s Environmental Toxicology Division) based in collaborative identification and framing of sci- gua. Then, dialogue was opened. on outcomes of collaborative efforts in Houston entific questions, and active involvement of com- 44 45

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directional capacity for sustainable research rela- ronmental health scientists, physicians, and legal tionships, and honest transparency in terms of specialists. This structure, which initially focused data-sharing and agendas (Croisant 2011). These on community health issues in the greater Hou- working principles have served as a conceptual road- ston/Galveston, Texas area, now extends from El map for planning Encuentro networking, and incu- Paso, Texas (west) to Bayou la Batre in coastal Ala- bating research focused on community-identified bama (approximately 1931.2 km.). A special focus needs within the Community Science Workshop. group – the Texas Ports Communities Network – CBPR values – such as trust, respect, inclusion, developed through Encuentro/CSW to frame an mutuality of interests, reciprocity, collective bene- evidence-based response to anticipated health fit and solidarity – are closely aligned with a guid- impacts of increased regional container port de- ing vision of community engagement now accepted velopment as expansion of Panama Canal carrying Figure 1. Relation- over years of research praxis and refinement (NIH capacity nears completion. The process has also ship of Environmen- 2011). CBPR adds value to Community Science increased the capacity of community organizations tal Justice Encuentro, Workshop outcomes because local knowledge and environmental public health researchers to ef- Community Science “expands the epistemological parameters of re- fectively collaborate within the framework of Com- Workshop, and the search” to include experiential knowledge beyond munity-Based Participatory Research, and directed Community-Based the purview and understanding of current knowl- focus on health and social factors that promote or Participatory Research edge-creation models (Corburn 2005). This par- degrade community resiliency in a region particu- approach to engaged ticipatory approach to the Encuentro/Community larly vulnerable to the impacts of climate change, research. Science Workshop is also an ideal platform for and subject to the threat of oil exploration/produc- growing auto­nomous scientific and technical ca- tion accidents, as well as routine dangers of oil re- munities affected by environmental exposures and Community Science Workshop (see Figure 1). CB- pacity in the community sector while “ground-truth- fining and chemical production processes. consequent health impacts in collection, analysis PR may be defined as “a collaborative approach ing” the practi­cal relevance of scientific models and and interpretation of project data. The name, Com- to research that equitably involves all partners in researcher perceptions. The Encuentro/CSW has been instrumental in fos- munity Science Workshop, was chosen by con- the research process and recognizes the unique tering the planning and development of numerous sensus to forefront both the active nature of the strengths that each brings. CBPR begins with a Themes, topics and activities featured in the most site-specific small projects, town hall forums and process and the bidirectional co-learning that oc- research topic of importance to the community recent iteration of the Environmental Justice En- risk communication outreach sessions throughout curs from constructive engagement among com- with the aim of combining knowledge and action cuentro/Community Science Workshop (March the network. More formally structured research munity health advocates and scientists. for social change to improve community health 2011) included: 1) a “Toxic Tour” of Houston’s In- (funded or pending) includes: the “Gulf Coast and eliminate health disparities” (CCPH (Kellogg) dustrial Ship Channel communities (Galena Park, SECURE Center Cumulative Risk Project” (with While the Encuentro network focuses on the im- 2001). This deeply interactive approach to com- Manchester, La Porte, Bayport & Baytown with fo- Community In-Power and Development Associa- portance of community context for constructive di- munity research collaboration grew originally from cus on petrochemical fence-line emissions, diesel tion (CIDA)/Port Arthur TX), “Promoting Healthy alogue and prioritizing environmental health issues, the seminal work of Kurt Lewin (Action Research) particulates exposure, excessive noise and neigh- Homes in an EJ Showcase Community” (with CI- the Community Science Workshop model seeks to and Paulo Freire (Pedagogy of the Oppressed/ borhood encroachment by Port of Houston con- DA/Port Arthur TX), and “Cumulative Risk: a sys- incubate needs-based, actionable science, based conscientização/Popular Education), and notable tainer facilities, lack of access to wholesome food, tems dynamics model of environmental and social on a shared commitment to increase science litera- practitioner-theorists such as Barbara Israel, Nina access to health care; 2) a CBPR story-telling pres- determinants” (with CIDA / Port Arthur TX). The cy, democratize knowledge-making processes, and Wallerstein and Meredith Minkler have spread this entation on building sustainable research rela- major outcome, thus far, is GC-HARMS, a project address disparities in power and privilege among approach throughout the North American commu- tionships featuring collaborators, Edward Emmett, that began, on the community level, as an Encuen- project collaborators. The ultimate goals of the nity of engaged practitioners (Wallerstein 2003). MD (University of Pennsylvania), and Rev. Horace tro/CSW window into the health and ecosystem Community Science Workshop are to empower Sheer numbers of CBPR practitioners in the United Strand (Chester Pennsylvania Environmental Part- impacts of the 2010 Macondo oil spill. civil society participants with scientific knowledge States and Canada have grown steadily since the nership); 3) a community mapping workshop with and technical skills, and inform development plan- approach achieved critical mass in the past dec- Community In-Power & Development Association GC-HARMS: a collaborative response to a ning and regulatory policy through a health impacts ade, and CBPR has garnered increasing acceptance (Port Arthur TX) and the Pacific Institute of Oak- massive environmental catastrophe perspective. In addition to promoting scientific col- within academic research, particularly among spe- land CA; 4) regional community networking and The “Gulf Coast Health Alliance: Health Risks Re- laborations, the Community Science Workshop in- cialists in mixed-methods (quantitative/qualitative) reciprocal education sessions; and 5) a symposi- lated to the Macondo Spill” (GC-HARMS) seeks to tegrates environmental exposures and consequent community research. CBPR employs a variety of um on possible hydrocarbon exposures/health ef- characterize health impacts and community resil- health outcomes, social determinants of health, structured and informal modalities – from stake- fects stemming from the Macondo Oil Spill in the iency factors related to the Deepwater Horizon oil the ideas of multiple stressors, community vulner- holder alliances to public forums, and arts / popu- Gulf of Mexico. disaster. Even prior to the oil spill, many communi- ability and resilience, and cumulative risk burdens lar education-based teaching and outreach models ties involved in this project could be described as within a holistic perspective. This broad view of so- – to create and sustain bidirectional interfaces for Looking at results: an evaluation of the EJ Encuen- vulnerable, carrying significant burdens of cumula- cial environmental health reflects a social-ecologi- culturally fluent communication among project col- tro/Community Science Workshop by outcomes tive risk stemming from loosely regulated industrial cal model of community dynamics, and a model of laborators (Siqueira 2009). The ultimate worth of the Environmental Justice activity, unmet housing and infrastructure rede- risk communication grounded in the theory of cul- Encuentro Network/Community Science Work- velopment needs after half a decade of unusually tural cognition (UTMB CET COEC 2010, revised). Core CBPR principles include multi-directional shop may be gauged by concrete outcomes of destructive hurricanes and tropical storms, and dif- communication, co-learning, and strong commit- the process. Since inception, Encuentro/CSW has ficult health care access challenges. The seafood Community Based Participatory Research is the ment to understanding the contextual subtext of helped to stimulate and sustain the growth of a industry figures hugely in the local economy and key concept linking dialogue within the Encuentro varying perceptions, priorities, and points-of-view tight network of community-based environmen- the oil spill severely disrupted seasonal fishing, network and actionable scientific outcomes of the among project partners, as well as developing bi- tal health and justice advocates, regional envi- and may have damaged the estuarial food web, 46 47

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Figure 3: GC-HARMS Marine Life Sampling Figure 2: GC-HARMS Matrix: Louisiana, Mis- Community Engage- sissippi, Alabama Gulf ment Process Coast.

while exposing subsistence consumers of local The aims of GC-HARMS evolved in response to critique and improve the process. During the last National Institutes of Health/Department of seafood to potentially harmful compounds asso- community identified issues and concerns about two years of the project (2014-16), community Health & Human Services (2011), “Principles of ciated with crude oil. Some of these communities the possible health and economic implications hubs will directly participate in data analysis and Community Engagement”, NIH, Washington DC, – Native American (United Houma Nation, Loui- of research outcomes. Project goals include: “1) interpretation, and compile a multi-media platform pp. 45-53. siana), Vietnamese-American fisher-folk (Gulfport, assess PAH contamination of Gulf seafood con- journal of this shared experience incorporating the Mississippi), African-American (Biloxi, Mississippi), sumed and sold by subsistence fishing communi- scope and range of feelings, views and perceptions NIEHS (2011), NIEHS, Research Triangle Park NC, traditional Louisiana Cajuns and racially-ethnically ties, 2) determine the toxicity of petrogenic PAH, 3) represented in this widely diverse group. viewed 19 Jan. 2012 http://www.niehs.nih.gov/ diverse fishers in coastal Alabama – have been evaluate exposure and health outcomes in the hu- about/od/programs/gulfspill/gulfconsortium/ culturally, economically and, in some cases, lin- man population, and 4) translate and disseminate Readers may access the NIEHS website for com- grantees/texas/index.cfm. guistically marginalized, adversely affecting their findings to our community stakeholders for devel- plete listing of GC-HARMS community hub organi- collective resiliency in the wake of such a disaster. opment of appropriate outreach and education ac- zations and university consortium collaborators. Siqueira, C. E., Sullivan, J. (2009) “Popular arts tivities” (NIEHS 2011). Since GC-HARMS officially (http://www.niehs.nih.gov/about/od/programs/ and education in community-based participatory GC-HARMS is situated within a consortium “net- began (July 2011), project partners have devel- gulfspill/gulfconsortium/grantees/texas/index. research (CBPR): on the subtle craft of develop- work of community and university partnerships” oped a health and resiliency survey instrument and cfm). ing and enhancing channels for clear conversations focused on the health and resiliency impacts of the human subject sampling protocols that successful- among CBPR partners”, CE Siqueira & J Sullivan 2010 Macondo oil spill. The overarching purpose ly passed Institutional Review Board scrutiny, and References (eds.), New Solutions: A Journal of Environmental of GC-HARMS is to “characterize and communicate collected 39 marine life samples with area fishers & Occupational Health Policy; Vol. 19, #4, Lowell the human health risks of exposure to potentially (see Figure 3). Community Campus Partnerships for Health MA, 2009, pp. 399-406. hazardous food-borne petrogenic Polycyclic Aro- (2001), CCPH, University of Washington, Seattle matic Hydrocarbons (PAH)” (NIEHS 2011). Working Community personnel at human subject sampling WA, viewed on 14 Feb. 2012. http://depts.wash- UTMB CET COEC (2010), UTMB, Galveston TX, relationships with community partners were de- hubs successfully completed training in “Protec- ington.edu/ccph/commbas.html. viewed 21 Jan. 2012 veloped and refined through an intensive process tion of Human Research Subjects” (Social/Behav- http://www.utmb.edu/cet/outreach/assistance. involving 1) pre-project scoping visits, 2) presen- ioral Focus) and will work directly with university Corburn, J. (2005). Street Science: Community asp. tation of a proposed project overview at numer- researchers in recruiting subjects for blood/urine knowledge and environmental health justice, Mas- ous sites, 3) use of a network-wide CBPR training sampling and administering personal survey ques- sachusetts Institute of Technology, Cambridge MA, Wallerstein, N.; Duran, B. (2003), “Conceptual, process to exchange and compare values, priori- tionnaires. Community organizations also function pp. 47-78. historical and practice roots of community-based ties and goals of project partners, 4) developing as outreach, education and communication chan- participatory research and related participatory tra- marine life sampling protocols and field testing the nels for their regions, organizing Fisher Forums, Croisant, S. (2012), “Project 1: A Communi- ditions”, in M Minkler & N Wallerstein (eds), Com- methodology’s work-flow, 5) creation of contami- arranging sampling expeditions with local fishing ty-Based Participatory Research Approach to munity-Based Participatory Research for Health, nation/exposure sampling “hubs” while smooth- crews and designing a variety of culturally fluent Science”, Presentation to GC-HARMS External Ad- Jossey-Bass, San Francisco CA pp. 27-51. ing logistics to make it possible for local fishers to outreach activities to disseminate news, findings visory Board, UTMB Galveston, Jan. 31, 2012. collaborate directly by sampling oysters, white and and implications of the project. Community hubs brown shrimp, blue crab and fin fish from their sub- caucus frequently by telephone or internet with sistence or commercial catch (see Figure 2). researchers, and the entire group meets yearly to

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No. 19-E Students in the Streets: Civil society studies, ry focus of the pedagogical training with additional Highlights of opportunities for graduate and research and governance issues on the ground in Tanzania topics provided based on the input of trainees in undergraduate students each session. Authors Project description 55 participants, regional training seminar on grant 45 faculty at UDSM also participated in a Commu- • Baseline study of rural and remote Maasai vil- Chantal Phillips MLIS, Community engaged scholarship provides an op- application writing for 19 participants, and a base- nity Based Learning Workshop to explore the pos- lagers on poverty reduction priorities Mesha Puis, portunity to multiply the shared work of capacity line study of poverty reduction priorities in rural sible linkages that could be enhanced between the Alice Nkhoma-Wamunza building in academia and civil society organiza- andremote Maasai villages conducted at the first university and the CSO sector. • Interviews with government officials on pro- Ph.D., tions. The University of Dar es Salaam (UDSM) has stage of the project. The final major outcome has been to increase eq- grams to support poverty reduction Arja Vainio-Mattila Ph.D., completed a thorough curriculum renewal process The ability of student and academics working to- uitable access to information and knowledge by Prof. Benedict Mongula which supports Masters and Doctoral students gether with organizations and rural, communities CSOs and academics with a focus on Tanzanian • Directory of regional government contacts for Ph.D., University of by providing courses in the new Civil Society Pro- was founded on a project planning phase that in- data and sources. A print directory of public in- Monduli District to support village access to in- Guelph, Canada gramme. Local civil society organizations benefit cluded extensive consultation with national CSOs. formation centres and libraries in Dar es Salaam formation from the work of graduate students and are able The partnership between Canadian and Tanzanian which can be used for research by CSOs or schol- to draw job candidates from thegraduate pool who faculty was built on long term working relationships ars was developed and distributed, as well as a cal- • Directory and calendar promoting information are familiar with the national context. that weathered delays in processing the application endar promoting access for all at local information centres in Dar es Salaam for public access This successful example of revitalizing curriculum for funding in Canada and dozens of smaller incon- centres and NGO libraries. This was done in par- is popular among students, valuable to civil soci- veniences due to the necessities of working across allel with an information access workshop to pro- • Recruitment of Maasai villagers to become Vil- ety organizations and productive. Each new thesis continents, cultures and language groups – English, mote policy dialogue among CSOs. lage Information Officers produced from experience and data collection that Swahili and Maasai. The IDS was engaged increating a faculty-wide im- is embedded in the local context has great poten- The second major outcome of the project has in- plementation of a selection tool for books on civil • 5 workshops on poverty reduction requiring lo- tial for impact as new knowledge to enrich lobby- creased participation by the university in policy dia- society to be added to the collection in the new- gistics, facilitation and promotion ing, policy analysis and other civil sector activities. logue on poverty reduction monitoring with CSOs, ly renovated graduate centre library and resource Students work alongside staff gathering data and government and donors. A poverty reduction semi- room adding 1,285 books selected by faculty on • Training and logistical support of Maasai Village writing on topics of importance to Tanzanians who nar for faculty and CSOs includedfaculty and grad- civil society and poverty reduction. Information Officers lackaccess to research about local issues due to uate student presentations alongside civil society barriers in knowledge production and dissemina- case studies. The renewal of the curriculum has The civil sector and student engagement • Media training workshop for government offi- tion. increased the output of graduate student research Despite a number of students and faculty who are cials to support information access ‘Building Civil Society Capacity for Poverty Reduc- papers and theses which provide valuable support- involved in poverty reduction initiatives the relation- tion’ is a collaborative project of Huron University ing documentation for policy dialogue and lobby- ships can be characterized as weak links between Rural Outreach Pilots-Monduli and Bagamoyo College, Canada and the Institute of Development ing efforts. the University of Dar es Salaam and civil society or- The creation of a pilot project in Monduli District Studies at the University of Dar es Salaam, Tanza- The third major outcome has been the improved ganizations. This projectfulfills the “third mandate” to deepen the university support for access to gov- nia. Over a 4 year period, faculty members and capacity of the university to undertake program- of universities: outreach. One of the poorest coun- ernment information and services has provided librarians at both institutions were engaged in de- ming on civil society for the university community tries in the world, Tanzanian civil society represents opportunities for students and academics to en- veloping and refining a proposal for a partnership and beyond on topics relevant to civil society. The a significant resource for development and needs gage with communities that are extremely mar- designed to strengthen the capacity of the UDSM focus of this effort has been a curriculum renew- access to knowledge available through the univer- ginalized and remotely situated far from access to to support civil society participation in policy pro- al process now approved and implemented in the sity. By expanding outreach the Institute for Devel- resources that support poverty reduction. The se- cesses for poverty reduction. The proposal was Institute of Development Studies at UDSM creat- opment Studies and UDSM strengthens its place in lection of Monduli District came after analyzing the successful and the project is now in the final year ing a new Ph.D. Civil Society Programme with 3 national policy dialogues through building sustain- needs of the local villages with a baseline survey of implementation 2012-2013. streams: Gender, Development, and Development able partnerships in civil society, responding to the and determining that they were not benefiting from This successful partnership was awarded funding Management. A proposed post-graduate diploma need for training, research and information. any existing attempts at community development. from the Canadian government through the As- for CSO leadership is also being contemplated. The Civil society organizations need to gather data on Meetings with local elders, village councils, village sociation of Universities and Colleges in Canada initial step was taken to renew all the courses at local issues, share strategiesfor change with other executive officers, district officials, and local non- (AUCC). The project has spanned 6 yearswith a the Masters level on civil society. The Masters pro- groups and build policy dialogue with sound re- profits have been held every year for over 5 years budget of approximately $1.5 million CAD. gramme now has 45 students enrolled for 2012- search. Our project is called ‘Haki Siriki Katika Sera’ in Monduli to build support for poverty reduction 2013. There has also been increased support for in Kiswahili which means ‘the right to participate efforts through access to government information. Outcomes from curriculum renewal students completing Ph.D. theses in civil society in policy. The university has much to contribute – The second pilot in Bagamoyo District on the coast for student engagement above and beyond the new programme due to the research scholarship and engaged students. The involves students from UDSM and Huron as well The first major outcome of the project has project research opportunities and the refurbish- students at UDSM and students from Canada on as local Library Technician students. In coordina- strengthened strategic collaboration between the ment of the graduate student resource centre. internships are able to pursue their work support- tion with the Tanzanian National Library system, university and civil sector organizations, including Pedagogical training for lecturers was identified as ing the information and research needs of CSOs. UDSM library faculty, the Bagamoyo District Li- women’s organizations, working on monitoring a priority and the project successfully supported Students are also able to bridge gaps between aca- brary and the National Library Technician School a the poverty reduction process with an emphasis a peer model of pedagogical training phased in demia and the community because of their diverse programme to develop a speakers series in Baga- on assisting Tanzanians to find information about through training 9 faculty in Canada – 5 men and backgrounds and experience. They can bring skills moyo on priority poverty reduction issues is be- Tanzania which is valuable for local policy dialogue 4 women. The uptake of this model was strength- related to local dialects and distinct languages, cul- ing developed for 2012-1013. Additional national and lobbying efforts. Graduate and undergradu- ened after a workshop for faculty in Tanzanian and tural expertise from regional areas where they have print resources including Swahili books and CSO ate students have been the core staff supporting plans are in place for a train the trainer workshop extended family, and knowledge of poverty chal- publications are being purchased for acquisition a variety of activities such as a regional Civil Sec- in Tanzania in 2012. The active learning model and lenges from lived experience, as well as successful by the Bagamoyo District Library in 2012. This will tor Organization workshop on capacity building for strategies for teaching large classes were the prima- poverty reduction strategies. be the first time library students and the district li- 50 51

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No. 22-B brary are able to work with Tanzanian resources on research into new curriculum renewal and new Contextualizing in Co-operative Research in Science Shops:Creating civil society. In addition, they will experiment with academic programmes is at the core of using evi- knowledge with and not for communities programmes that engage academic speakers along dence in policy formation while providing feedback with local experts on priority issues for community on challenges and successes through research in- The aim of this workshop is to facilitate a discus- growing source of knowledge, know-how and in- Authors development identified by library staff and faculty. to new government efforts in poverty reduction. sion about contextualisation of knowledge in sci- novations. When aiming at creating a knowledge Jeroen Kruit Conclusion Many undergraduate and graduate students have ence shop research activities and its consequence society in the context of our increasingly complex Researcher Our project is a response to the government’s contributed to the ongoing work of supporting pov- for research activities in general. Contextualiza- society,knowledge creation in co-operative re- Environmental growing commitment to build civil society capacity erty reduction strategies. While rural poverty in the tion can be understood as a co-creative process search seems a logical step. Sciences Group, toward full participation of women and men in de- country was halved in the period from 1985 to wherein scientific knowledge is appropriated in civil The science shop, in their current forms, providean Wageningen University, velopment of poverty reduction strategies and poli- 2001 the last decade has seen sluggish reductions engagement initiatives. It may be the outcome of interesting link between civil society and research The Netherlands; cy processes.The government’s long-term vision of in poverty levels according to a National Bureau of cooperation between scientists and local experts. known as an activity belonging to university and Tanzania, as described in its Vision 2025, is of a Statistics report in 2007 and much work remains to This discussion will be presented within the open specialized scientific institutes. Khan Rahi middle-income country in which absolute poverty be done in this field. The success in implementing space format (http://www.openspaceworld.org/). The debate in science shop research is most often Loka & Canadian has been eradicated. Good governance is one of this project is a testament to the ongoing efforts of The main focus is to learn from each other’s experi- determined by its local political, societal and spatial Community-Based five main goals which will take the country toward the University of Dar es Salaam to increase its role ence, shareinsights and to create a coherent vision context. The issue at hand demands a contextu- Research Network, this vision, and the empowerment of the people in the vital needs of Tanzanians. on useful methods to cross fertilize local intelli- alisation of the general research insights multiplied Toronto, Canada through democratic participation is seen as a major gence with generalized scientific knowledge. with the local knowledge. force in attaining this goal.At the policy level, pov- References Starting point is the observation that civil society erty reduction is the primary focus of government organisations showa growing interest in a varie- Team Urban and Regional Development development efforts in Tanzania. Tanzania’s pover- Dlamini, S. Nombuso (2008), New Directions in ty of domains such as sustainable development, [email protected] ty reduction strategy papers emphasize the impor- African Education: challenges and possibilities. Uni- food safety, public health and wellbeing, renewa- [email protected] tance of civil society participation. In fact, Tanzania versity of Calgary Press, Calgary. ble energy, discriminations, etcetera. Theyare the has a strong political rhetoric of people’s participa- tion that has informed the decentralization of its Kenway, J. & Fahey, J. (2008), Globalizing the Re- development planning activities to District levels search Imagination,Routledge, New York. and below. Tanzania is the only country in Africa, and perhaps Robinson, D. & Mutakyahwa, R. (2004), An The RCE as a framework for university – community interaction in edu- No. 23-B in the world, that within a span of 40 years has introduction to non-profit sector in Tanzania cation and research: reflection, evaluation and lessons learned gone through very rapid and radical transitions – London,Allavida. from a colonial system to a rural community mobi- Over recent decades, higher education institu- Having this in mind, the authors analyse models Authors lization effortthat linked families to emerging social Tanzania Association of NGOs (TANGO) (2007), tions (HEIs) have been concerned with their “third of Regional Centres of Expertise (RCEs) that rep- Jana Dlouhá, Jiˇri Dlouhý services, and then a shift to a liberal market econ- Capacity assessment of civil society organizations role” associated with the growing demand for their resent learning platforms for sustainability orient- Charles University omy – all without sacrificing basic democratic ide- in Tanzania. Retrieved June 5, 2007 from http:// social involvement, especially with regard to the ed regional cooperation to provide appropriate Environment Centre, als. During this process, all of the country’s social, www.tango.or.tz. sustainable development of society – which also social settings and social conditions for sustaina- Prague, Czech Republic political and economic institutions have undergone redefines the other important university roles of bility oriented participative processes in a region. drastic transformations, to adjust and conform to Tanzania Bureau of Statistics (2007), Tanzania research and education. The concept of sustain- The article outlines the main principles of regional rigid national guidelines and priorities as expected National Budget Survey 2007.Retrieved April 14, ability has caused a shift towards more responsi- cooperation among different institutions and the by structural adjustment. These changes seriously 2012 from http://nbs.go.tz/tnada/index.php/cata- ble science whose representatives are considered participatory learning process that occurs among affected the economy, and resulted in a gradual log/2. to be one of the “major groups” in decision mak- them, with specific attention paid to the role of uni- and protracted decline of all growth indicators dur- ing; the interface of science and politics has also versities that are the leading partners in this coop- ing the 1970s and 1980s. Since the 1980s there Torstensen, A., Tvedten, I. & Vaa, M. (2001), ‘The been fruitful in generating new research questions, eration aimed at positive environmental and social has been significant recovery, reflected in the re- urban crisis, governance and associational life’. In elaborating “boundary objects” for interdisciplinary change. It presents a means of sharing best prac- duction of poverty rates and illiteracy as reported Torstensen, Arne &IngeTvedten&MaridenVaa (eds), research and defining new, value-based research tices, identification of factors that support learning by the United Nations. This recovery has made the Associational Life in African Cities: Popular Re- goals and outcomes. As a consequence, new sci- processes in a region, and provides possibilities of country a trend setter in Africa, particularly in terms sponses to the Urban Crisis, Uppsala: Nordic Africa entific concepts have emerged (post-normal sci- evaluating RCEs from different points of view – this of adapting to new ideas, dismantling tribalism and Institute, Uppsala, pp.7-26. ence, sustainability science) followed by shifts in is considered to be a rationale necessary for trans- ensuring an intrinsic balance between a market educational practices. In this field, social learning is feral of the model to different learning contexts. economy and social justice ideals. Project web page http://www.huronuc.on.ca/ widely discussed as a process grounded in a net- The authors argue that development of research Academics have played an important role in each about_huron/tanzania_project/ work or system of collaborative learning and as- methods for reflection and sharing experiences phase of Tanzania’s transformation and the im- This project is funded by the Canadian Internation- sociated with relevant socially oriented aims. This with the regional involvement of HEIs is a pre-con- portance of fusing community based participatory al Development Agency (CIDA) under the AUCC concept is also considered to be a basis for region- dition for innovation in learning processes need- University Partnerships in Cooperation and Devel- al cooperation where different stakeholders are ed for sustainability transition. They present a case opment Tier 2 program. brought together to share knowledge and informa- study of this kind of research which redefines the tion related to sustainable development within a role of researcher and introduces democratic prin- community and enter into a dialogue with the lay ciples to the scientific concept itself. public.

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Introduction “new interfaces between science, technology, so- reflection as a part of reflexive practice might be The categories investigated were consequently The concept of sustainability has been discussed at ciety, environment and ethics” (Correia et al. 2010) perceived as a new role for science in this context. compared with information provided by other da- different levels since the 1980s as a consequence and open up new possibilities for diverse actors to Reflection of the social learning process tabases on education for sustainable development of the present generation’s acknowledged respon- meet and discuss common themes. This redefines RCEs developed rather spontaneously and so the (ESD). To assess all the information, additional cat- sibility for future generations and the desire to cre- the traditional roles of universities, the most impor- first practical steps were only followed by an an- egories had to be included. Other than “Keywords” ate a global framework for political action – it has tant mission of which is traditionally considered to alytical tool to reflect achievements – the Graz and ”Thematic Issues”, the majority of the new changed not only national and international politics be teaching and research activities (Evangelinos et model assessing four aspects of regional develop- categories concerned project goals, outcomes, and institutions, legal principles and management al. 2009). Recent discussion over the “third mis- ment processes leadership, cooperation in a social barriers etc. – features that could be described nar- in many areas, but also science. New disciplines sion” of universities, also referred to as “outreach”, network, participation, learning and research – has ratively and with regard to the diversity of projects have emerged in the field of environmental sci- is characterized by two-way learning and the flow been proposed and tested by Clemens Mader in included. Information processes (cooperation, ence, derived from the complex and interdiscipli- of knowledge (instead of education), and it con- 2009 (Mader 2009). The model was very useful learning, impact or research) could sometimes nary character of the subject to be studied, and the tributes, “in addition to building human and intel- for self-evaluation and planning within an RCE, but be taken as implicit, although many respondents methods to be developed to trace causal relation- lectual capital, to institutional (social) capital of further reflection was needed to generalize the ex- failed to provide some information because they ships in human-natural interactions and provide society” (Lehmann et al. 2009). perience. This was achieved in the two-year 3LEN- were not specifically asked to do so. Where not data for policy-making purposes. Many disciplines This third role appeared and expanded globally SUS project via the sharing of good practices within structured by relatively specific database ques- (atmospheric sciences, ecology, environmental in the latter half of the 20th century (Zilahy et al., a database and developing indicators for the as- tions, the information was unbalanced within a chemistry or geosciences, soil science, hydrology, 2009) and is often perceived as “radical innova- sessment of social learning processes which built single domain (respondents concentrated on very oceanography, etc.) have started to monitor and tion within universities”, which is and needs to be upon the database information. diverse aspects that fitted best with their projects) document environmental change, and gather ar- reflected systematically (Lozano R 2006). Regional as well as among different domains (surprisingly, guments for action that would combat or prevent sustainability initiatives in which higher education LENSUS indicators compared with important phenomena in the earning domain were damage. With the introduction of the sustainable institutions (HEIs) often act as prime movers or other database information frequently not described educational databases development (SD) concept, the social sciences, leaders and which are organized in close connec- The categories of the 3LENSUS database which probably considered this to be self-evident). economics etc. have also started to become in- tion with different social players in an open and served as a source of data for indicators are pre- volved and have entered into a dialogue on the voluntary network (Zilahy & Huisingh 2009) are sented in Table 1.; they are structured in four Social learning aspects are covered by indicators feasibility of strategies for SD (EIA, SEIA), provid- perceived as a catalyst of sustainability transition. domains similar to the social learning elements designed for the LENSUS database. New indicators ed tools for their implementation (economic in- Transitional experiments (cooperation, learning & aspects of communica- had to be added for databases investigated sub- struments, technical solutions) and reflected upon Strategies for regional cooperation are highly con- tion within it, action & its impact, and research that sequently. progress via indicators. Within this dialogue, sci- text specific and have to be developed on site. That is not exactly equal to reflection in this case). Infor- ence has been employed by policy makers who is why the large scale experiment in university out- mation contained in all of the domains is supposed Database description and source: initiated the need for broader dialogue. reach aimed at sustainable regional development to describe the learning process, not outcomes, 1. LENSUS final database, http://www.3-lensus. This is the practical dimension of more theoretical is supported by UNESCO, which launched an ini- and the whole set of criteria should serve as a eu discussions on the social role of science. Efforts tiative in 2004 to establish learning networks for comprehensive indicator of social learning. 2. Saskatchewan RCE database, http://www.sas- to deal with the value-based and socially target- the promotion of sustainable development that k r c e . c a / ? q = n o d e /1139 ed goals posed by policy makers and civil society are acknowledged by the UN University as Re- has led to the emergence of alternative concepts, gional Centres of Expertise (RCE). RCEs are sup- for example, sustainability science that insists on a posed to bring together different institutions in a more thorough integration of natural and social sci- participatory learning process and foster dialogue ences (Bolin et al. 2000), or post-normal science among regional/local stakeholders concerned with outlined by Funtowicz and Ravetz that respects plu- education for sustainable development, thus creat- rality of perspectives and calls for extension of the ing efficient partnerships that share resources and peer community beyond academia (Ravetz 2006) search for new, innovative solutions (van Dam-Mi- – involving lay people, for example, in environmen- eras & Rikers 2007). There are currently 100 RCEs tal assessment or quality control. These trends are all over the world with very diverse goals and insti- in line with the democratization tendencies in sci- tutional backgrounds. ence over recent decades, and are accompanied RCEs are also referred to as an institutional mech- by new approaches and methodological shifts. anism for social learning in a learning network – The process of democratization enables science to they contribute to developing innovative ways of contribute to shaping the future while building on collaboration (Fadeeva 2010). To cope with region- its expertise and potential in many respects – e.g. al challenges, the players involved must learn and helping to overcome communication barriers via develop new capacities while taking into account the development of pragmatic strategies for suc- feedback from others. Four elements have been cessful boundary work (Keulartz 2005). identified that characterize the process of social learning: cooperation, communication, action, and Change of practices and reflection (Wals 2007). While the first three ele- institutional response ments are supposed to represent a shared respon- This declared paradigmatic shift is accompanied sibility among conscious and competent actors, Table 1. Overview of indicators of SD oriented learning applied to different ESD databases. When the by a change of practices on the institutional lev- database covered information relevant for an indicator, the cell is marked X; the cell was left blank if the el. Universities in particular are supposed to create information was missing. 54 55

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3. UNU RCE database, http://www.ias.unu.edu/ a highly rational process which is (paradoxically) monitoring of social metabolism taking place to Fadeeva, Z. (2010), Advancing agenda of Decade sub_page.aspx?catID=108&ddlID=661 based on values and emotions but then exposed regulate human activities. Reflection through indi- of Education for Sustainable Development: Role 4. UNECE Good practices, http://live.unece.org/ to experimentation, testing of blind alleys, and cators helps future oriented thinking; it supports of RCEs a strategy to promote ESD. Education for fileadmin/DAM/env/esd/01_Typo3site/ece. searching for non-traditional ways forward that can- strategies with relevant information on opportu- Sustainable Development … research and capacity belgrade.conf.2007.inf.9.e.pdf not be planned or modelled. nities and potential failures and other factors that development for ESD, 5th International RCE Con- 5. UBC Good practices, http://www.ubcwheel. play a role in management. Reflection on social ference, organised by UNU-IAS, Curitiba, Brazil. eu/index.php/gpdp:?aid=&_l= Conclusion learning process rather than its outcome is an op- 6. UNESCO. Education for Sustainable Develop- Environmental problems should be solved in a so- portunity for transformation – as it is defined not Keulartz, J. (2005), Boundary-work – the tension ment in Action - Good Practices in Teacher Ed- cial context and related to decision-making which in terms of innovative products but shifts in social between diversity and sustainability. Contribution ucation Institutions (N°1). Paris, France. 2007. is ideally a democratic process where the tension practices based on changed assumptions. In social to the Prague Conference of the Forum of Universi- [online] [accessed 2011-07-27] http://unesdoc. between diverse players and their social worlds learning, it is not “what is learned” that is ques- ty Teachers. In: Dlouhá, J & Dlouh?, J Sustainability unesco.org/images/0015/001524/152452eo. needs to be dealt with. Environmental sciences tioned, but rather “what occurred within learning” at Universities in the Czech Republic. What are the pdf have entered into a complex social debate where – and it is exactly this experience that should be Possibilities? International conference proceedings, 7. UNESCO Review of Processes and different discourses and languages meet, where documented and reproduced. Praha, COZP UK, pp. 44 – 54. Learning, http://unesdoc.unesco.org/ science has to work with unfamiliar concepts re- This article demonstrates that even if reflexivity is images/0019/001914/191442e.pdf lated to future visioning, with a high level of un- considered to be ‘the key word in literature on so- Lehmann, M., Christensen, P., Thrane, M., Jør- 8. GHK (in association with the Danish Tech- certainty wherein solutions cannot be guaranteed, cial learning’ (Mochizuki & Fadeeva 2010), there gensen, T. H. (2009), University engagement and nology Institute and Technopolis). Inventory and where it is even difficult to formulate hypoth- is still a lack of reported research in the ESD field: regional sustainability initiatives: some Danish ex- of innovative practices in education for sus- eses and research questions – cooperation with “This relatively new field is only at the very earliest periences, Journal of Cleaner Production, vol. 17, tainable development. Order 31:Final Report. the lay public is often needed while the skills re- stages of generating the type of comparative and no. 12, pp. 10671074. 2008. [online] [accessed 2011-07-17] http:// quired to reach a mutual understanding are often evaluative overview that provides a picture of ef- ec.europa.eu/education/moreinformation/ lacking. Under these circumstances it is important fective processes and approaches.” (Tilbury 2011). Lozano, R. (2006), Incorporation and institution- doc/sustdev_en.pdf to rethink the role of science – not to perceive it alization of SD into universities: breaking through 9. University Compendium of good practice – Re- as a supreme authority whose outcomes must be References barriers to change, Journal of Cleaner Production, gional Development Engagement, http://www. applied, but rather accept it as one of the diverse vol. 14, no. 911, pp. 787796. viu.ca/integratedplanning/documents and plural social players that enter into public dia- Barton, A. & Dlouhá, J. (eds) (2011), Multi-Actor logue on more egalitarian basis and respect each Learning for Sustainable Regional Development in Mader, C. (2009), Principles for Integrative De- In any case, the information most often not pro- other’s views. Europe: A Handbook of Best Practice, Guildford, velopment Processes towards Sustainability in Re- vided by respondents in all of the databases, in- This is the rationale behind the involvement of sci- Grosvenor House Publishing Ltd. gions Cases Assessed from Egypt, Sweden and the cluding ours, was information within the research ence in SD strategies: assisting in their construc- USA, Dissertation thesis, Supervisor: Univ. Prof. Dr. domain. Where it was included, the research fo- tion and reflection upon their implementation. SD Bolin, B. et al. (2000), Statement of the Friibergh Friedrich M. Zimmermann cused on justification of the project outcomes or is actually a new framework in which to change Workshop on Sustainability Science, viewed 21 effects, not learning processes. On the other hand practices in many diverse fields of human activities June 2006, http://www.earthethics.com/friiberg_ Mochizuki, Y. & Fadeeva, Z. (2010), Competenc- (as we have seen), without any research/reflec- and bring together different stakeholders with their workshop.htm es for sustainable development and sustainability: tion, the description of project outcomes was only worldviews that are supposed to agree on more Significance and challenges for ESD, International a “mission statement” and not an evaluation of its concrete goals within this framework. In dialogue, Correia, P. R., Xavier do Valle, B., Dazzani, M., Journal of Sustainability in Higher Education, vol. real contribution. the process of reframing starts where initial con- Infante-Malachias M. E. (2010), The importance 11, no. 4, pp. 391–403. cepts and assumptions of involved stakeholders of scientific literacy in fostering education for sus- Findings and practical consequences are being changed, and in practice transformation, tainability: Theoretical considerations and prelimi- Ravetz, J. R. (2006), Post-normal science and the Criteria for description of the social learning pro- due to “social learning”, occurs at the level of or- nary findings from a Brazilian experience, Journal complexity of transitions towards sustainability, cess were used in a database of good practice ganizations and individuals. In this article, we were of Cleaner Production, vol. 18, no. 7, pp. 678–685. Ecological Complexity, vol. 3, no. 4, pp. 275–284. which is thus the main product of the research un- concerned with reflection – highlighting success- Tilbury, D 2011, Education for Sustainable Develop- dertaken; indicators were consequently applied for ful and efficient social learning processes, and dis- van Dam-Mieras, M. C. E & Rikers, J. (2007), RCE ment. An Expert Review of Processes and Learning, assessment of its entries. Other forms of regional cussing indicators of their most important aspects Rhine-Meuse: towards learning for sustainable de- UNESCO, Paris, p. 8. cooperation and not only RCEs were thus also as- which might assist in development of concrete velopment, Journal of Education for Sustainable sessed. Evaluating diverse regional projects includ- tools and an environment for communication. Re- Development, vol. 1, no. 1, p. 51. Wals, A. E. J. (ed.) (2007), Social learning towards ed in the LENSUS database disclosed that many flection in theory helps to “set the scene” – create a sustainable world. Principles, perspectives, and non-RCEs were assessed as good or even better a new, shared framework for action. In practice, it is Evangelinos, K. I., Jones, N., Panoriou, E. M. praxis, Wageningen Academic Publishers. than existing RCEs. That indicated that social learn- useful in the initial stages of a process that is sup- (2009), Challenges and opportunities for sustain- ing processes were comparable in both initiatives posed to lead to transformation where a shared ability in regional universities: a case study in Myt- Zilahy, G., Huisingh, D., Melanen, M., Phillips, V. – this might be considered as a great potential for goal has still to emerge, it is mainly communication ilene, Greece, Journal of Cleaner Production, vol. D., Sheffy, J. (2009), Roles of academia in regional extending the RCE community. that occurs, with the learning process stressed and 17, no. 12, pp. 11541161. sustainability initiatives: outreach for a more sus- Reflection was in our case a means to encourage, reflected upon. tainable future, Journal of Cleaner Production, vol. value and upgrade existing practices – best experi- Reflective sciences have a long tradition in the en- 17, no. 12, pp. 10531056. ences were published in a Handbook of Best Prac- vironmental field – starting with monitoring of envi- tice (Barton & Dlouhá 2011). In general, reflection ronment and discovering potential risks, regulating Zilahy G., Huisingh, D. (2009), The roles of aca- opens up an opportunity for science to assist in activities and outcomes or outputs to prevent un- demia in Regional Sustainability Initiatives, Journal decision-making – that might be thus turned into desirable consequences, and then more precise of Cleaner Production, vol. 17, no. 12, pp.10571066. 56 57

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No. 24-B Learning from Mentoring Relationships within and between Higher • Mobilizing knowledge gained, to continue to There are challenges in sustaining this mentoring Education Institute staff grow and support CBR projects in DIT in line relationship, including finding time in busy diaries, with best practice. and the limitations of different institutional struc- Author Abstract his friend Mentor in his absence. Mentor advised • Sounding out ideas on CBR projects and relat- tures and political systems. Given the benefits, Sinead McCann, As part of the PERARES project, staff on the Pro- Odysseus’s wife and son. (Wood, 1997) Today the ed issues however, we work to overcome these. Another Dublin Institute of gramme for Students Learning with Communities word ‘mentor’ means one who can be trusted to • Exploring possibilities for collaboration. possible challenge (which hasn’t been an issue for Technology, Ireland (SLWC) in DIT have been formally mentored by give good council. (Shrestha et al 2009) Mentor- us) is if mentor and mentee have different expec- staff at Queen’s University Belfast, with over 20 ing describes a variety of relationships, from role The set-up of our mentoring relationship is formal tations of the relationship. years experience fostering community-based re- model, coach, guide, sponsor, friend, and adviser and is written into the PERARES project, for the search (CBR) projects. This paper shares both ex- and “provides first, an instrumental or career func- duration of the project. We communicate frequent- The QUB staff also identify benefits to them in the periences of the invaluable support, insight and tion (e.g., sponsorship, coaching, corporate culture ly as our diaries and workloads permit. We always mentoring relationship in that it ‘flows both ways’. practical guidance emerging from this mentoring instruction), and second, an intrinsic or psychoso- have an agenda for our communications, focusing They feel they can raise sensitive issues because of relationship, and considers early outcomes from cial function (e.g., serving as a model, a confidant, on issues related to CBR work. Communications the trusting relationship they have with staff at DIT. a pilot of informal mentoring relationships in DIT a friend)” (McLoughlin et al 2007). Interactions be- include face to face meetings, conference calls, e- QUB staff have indicated the following as positive between academic staff experienced in CBR and tween peers are qualitatively different from those mail, phone calls, seminar and conference partici- outcomes of the relationship so far: staff starting CBR projects with students for the first between expert and novice, or teacher and stu- pation. • Requires them to reflect on their practice time. dent. Recent research indicates that peer learning • They can bring models of practice from DIT and mentoring relationships can offer cognitive The mentoring relationship significantly and posi- back to QUB. Introduction challenges as well as support, because both par- tively impacts the work of SLWC. It provides invalu- • They can point to DIT as an example of anoth- As part of the EU-funded Public Engagement with ties are more likely to engage in mutual dialogue able support, insight and practical guidance, and er successful Science Shop in Ireland and this Research and Research Engagement with Society and shared activities. (Wood, 1997) has. specifically guided the following aspects of our helps provide a national context for the work. (PERARES) project, experienced staff at Queen’s work: • They can use DIT staff as a sounding board for University Belfast (QUB) Science Shop are men- Case study 1: QUB mentoring DIT. • Building processes for developing and main- new issues. (McKenna 2012) toring staff in Dublin Institute of Technology (DIT). Since 2010, as part of the PERARES project, SLWC taining relationships between SLWC staff, aca- This paper outlines the invaluable support, insight staff in DIT formalized an existing informal men- demic staff, CSOs and students in setting up Case study 2: and practical guidance emerging from this mentor- toring relationship with staff at the Science Shop, CBR projects. Examples of procedures include: Informal Mentoring pilot within DIT ing relationship, and also discusses an internal DIT QUB, who have over 20 years’ experience foster- meeting checklists; application forms for stu- We realised that some DIT academics experienced mentoring pilot. ing CBR projects. Rather than a teacher/pupil men- dents; a CBR process map; and timeline agree- in CBR and CBL had the capacity and knowledge to tor relationship which ‘implies dependence by the ment forms for all parties in a project to sign. informally mentor staff new to this area. In 2011/12 Background mentee on the mentor’ (Wood, 1997) this formal • Looking for opportunities for promoting CBR we piloted an informal mentoring relationship be- DIT is one of the largest third-level institutions in mentoring relationship is a continuous enquiry projects in DIT including; e-mailing heads of tween two lecturers: Mary Moloney, in Nutrition Ireland, awarding qualifications from certificates through dialogue and discussion exploring ideas schools with updates on CBR projects in their and Dietetics, and Sara Boyd, in Environmental to PhDs. Programmes emphasise applied learning and issues related to CBR projects. The relationship school; faculty board presentations; asking for Health. We asked both to review the process after and research, and links with industry. DIT’s Com- provides space for on-going learning, and leads to a short window in a lecture to promote CBR 6 months. munity Links Programme has been building civic tangible and practical actions. topics from CSOs to students in high-demand engagement successfully since 1996, addressing areas (such as IT); adverts in student journals; Initially the aim of the mentoring relationship was educational disadvantage at local, national and in- From the start of our programme, the benefits of production of promotional material; and policy to provide a space where Mary’s CBL knowledge ternational levels, and widening participation. Since engaging in CBR projects, to students, academic work to embed involvement in CBR into DIT, and experience could be shared with Sara. Mary 2008, DIT’s centre for community-based learning staff, and CSOs were clear to us in DIT. However such as inclusion in promotion criteria.. identified further objectives of the relationship, in- (CBL) and research (CBR) - the Programme for the tasks of starting up a CBR centre, and promot- • Developing processes to ensure we and CSOs cluding building a “collegiality with a faculty mem- Students Learning With Communities (SLWC)1 – ing CBR across DIT raised many questions. Were receive results of CBR projects ber from a sister college that might not otherwise has been based in Community Links. One full time there CBR projects already in DIT? What was the • Planning for reduced staffing levels (down one develop” and creating the opportunity for collabo- co-ordinator and one part time project officer sup- best way to map these? Who were the key people full time-staff member since September 2011) ration on future research projects.(Moloney 2012). ported over 20 individual student CBR projects, su- to talk to? On setting up an advisory board, what – options included: a first-come first-served pervised by academic staff, in 2010/11. should be its format and purpose? What kind of system; targeting students in particular areas; Mary viewed the mentoring sessions as “a non- a structure could match supply and demand for or quotas of projects per programme or per threatening, positive, encouraging, and a moti- Mentoring is often linked to collaborative and co- research projects? How could CBR projects be ini- CSO. vational experience for the mentee” where the operative learning as they share common fea- tiated? Through a shared common focus on CBR • Seeking opportunities to share CBR work prac- “mentor’s positive experiences and mistakes can tures, such as active, reciprocal helping behaviors projects and issues, and mutual respect, the men- tices and experiences – e.g. in January 2011 be shared” and “future anticipated problems and amongst groups or pairs. Definitions of mentoring toring relationship provided insight into these ar- DIT invited QUB to a seminar hosted by DIT difficulties can be discussed”. Together they con- include lateral, hierarchical and group mentoring. eas. and the Irish Higher Education Authority on civ- sidered what could be achieved, exploring a wide As contexts vary and the workplace becomes in- ic engagement. CBR was discussed at this sem- variety of possible projects, discussing strengths creasingly diversified, individuals may have sever- While we never explicity defined it, the aims of the inar, with valuable input from QUB staff, who and weaknesses.. Mary saw her role as a mentor al kinds of mentoring relationships, or networks of mentoring relationship included: also contributed to a follow-on seminar in May as “a valuable career development tool”, building support, with mentors performing different roles. • Building networks and relationships with col- 2011 leadership skills and providing opportunities for (McLoughlin et al 2007) The term ‘mentor’ stems leagues and peers • Inviting QUB staff to join our Advisory Group. possible collaborative work. from Greek mythology. Odysseus entrusted his • Access to ‘know how’ on CBR: projects, mod- family, and the care and education of his child, to els, practices, experience and policy. 58 59

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Mary also identified the possible challenges of this 3. Is the relationship formal or informal? Shrestha, C., May, S., Burke, L., Linsey, T., Wood, M. (1997), ‘Mentoring in Further and High- informal mentoring relationship: 4. Can you assume mutual respect and recogni- (2009), ‘From Face-to-Face to e-Mentoring: Does er Education:Learning from the Literature’, Educa- • Investment in self and time for the mentor. tion between mentor and mentee? the “e” Add Any Value for Mentors?’,International tion and Training, 39 (9), pp. 333–343. • Making sure that the mentor appreciates the 5. How will you communicate – face to face Journal of Teaching and Learning in Higher Educa- importance of keeping to their commitment, as meetings, phone-calls, Skype, participation at tion 2009, 20 (2), pp. 116-124. 1 www.communitylinks.ie/slwc cancelling or not showing up for a meeting, or conferences? How often? Give it a structure, poor provision of support, can be worse than but leave some room for flexibility. not being mentored at all. 6. Allocate 1 - 2 hours for the first meeting, to • Ensuring that there is strong SLWC support for share experiences and explore areas of particu- Learning from an Irish multidisciplinary No. 25-B the project. lar interest. collaborative project where students are the community. • Consideration of possible implications for fi- 7. Set achievable goals, and design realistic and nancial cost. (Moloney 2012) measurable processes, as actions to review at Abstract: Introduction Authors each meeting. College Awareness of Road Safety is a collabora- We consider the benefits and challenges of a mul- Dr Catherine Bates Sara described the experience of being mentored tive course-based multidisciplinary CBR project ti-annual, multi-disciplinary community-based re- Dublin Institute of by Mary in her first year working with students on Acknowledgements between students and staff at Dublin Institute of search and learning collaboration between Dublin Technology, CBL projects as ‘very positive’, as Mary was gener- To Henk Mulder (RUG), coordinator of the PER- Technology and the Garda [police] Road Safety Institute of Technology and the Road Safety Unit ous with her time and easily accessible. Sara was ARES project, for matching us with QUB mentors; Unit, begun in 2007/8. Both partners describe this of An Garda Síochána (the Irish Police Service). Sergeant Jim McAllister “very encouraged by the success of [her] mentor to Emma McKenna and Eileen Martin (QUB) for collaborative research model, whose aim is to im- A mentoring approach encourages and supports Garda Road Safety Unit, – [CBL] can be done and it’s a very positive experi- their wonderful mentoring; to Mary Moloney and prove awareness of road safety among the target students to research the issue of road safety and Ireland. ence for all involved. It’s achievable!” (Boyd 2012) Sara Boyd (DIT) for their willingness to pilot men- group of 17-24 year olds – i.e. students themselves disseminate their research effectively among their toring and generously sharing their experiences; – by engaging them in course-based research. This peers. The mentoring experience enhanced Sara’s confi- to Dr. Catherine Bates (DIT) who edited this pa- paper presents both perspectives on the benefits dence to undertake her CBL project. The relation- per. The work leading to these results has received of mentoring in this model, where academic staff Introducing the collaboration – the Garda ship provided an opportunity for her to hear about funding from the European Community’s Seventh from various disciplines and the Road Safety Unit perspective. her mentor’s projects and processes. Sara felt that Framework Programme (FP7/2007-2013) under mentor students to creatively develop individual The Garda Road Safety Unit (founded 2001) re- the “mentoring match” was excellent because their grant agreement n° 244264 (the PERARES pro- approaches to road safety-related research. searches, prepares and delivers road safety ini- projects had many similarities. “Although we are ject). tiatives to a variety of road user groups in the working within different disciplines I could certainly community, with particular emphasis on 17 to 24 identify how transferable some of processes and References techniques could be to my project and discipline group”. She described conversations with Mary in Boyd, S. (2012), Personal correspondence with Overall % which she received clear direction and guidance author. Total 16 to 30 % 16 to 25 % Female based on Mary’s experience, and returned to her meeting notes later for reflection. (Boyd 2012) Cureton, D., Green, P., Meakin, L., (2010), ‘Peer 2007 Mentoring for Staff Development in a Changing Fatalities 338 129 38% 104 31% 25% As our first mentoring pilot between academic Work Environment’, International Journal of Evi- staff, we were pleased that both lecturers felt that dence Based Coaching and Mentoring, 8 (2), p. 79. Drivers 138 57 41% 46 33% it was valuable, mirroring our own experience of Passengers 70 38 54% 33 47% the benefits of being mentored by our colleagues Darwin, A., Palmer, E. (2009), ‘Mentoring Circles 2008 in QUB. We would highly recommend this process, in Higher Education’, Higher Education Research & and hope to set up, and be involved in, more men- Development, 28(2), pp. 125–136. Fatalities 279 120 43% 95 34% 26% toring relationships. Drivers 133 67 50% 52 39% McKenna, E. (2012), Personal correspondence Recommendations: with author. Passengers 54 27 50% 25 46% From our own experience, and feedback from 2009 Mary and Sara, we would offer the following ques- McLoughlin, C., Brady, J., Lee, M., and Russel, R. tions and guidelines to consider at the start of a (2007), ‘Peer-to-peer: An e-Mentoring Approach Fatalities 238 112 47% 83 35% 23% mentoring relationship, to overcome some poten- to Developing Community, Mutual Engagement Drivers 126 62 49% 47 37% tial challenges: and Professional Identity for Pre-Service Teachers’, Passengers 39 27 69% 23 59% 1. What is the focus of the relationship - i.e.: a par- Australian Association for Research in Education ticular project… (AARE) Conference, p. 2. 2010 Identify purpose and goals, considering part- Fatalities 212 100 47% 70 33% 21% ners’ needs and potential benefits. Moloney, M. (2012), Personal correspondence 2. How long will the relationship last? Identify a with author Drivers 91 42 46% 26 29% time frame. Passengers 55 36 65% 29 53%

Table 1 – Age 16-30 road fatalities (Ireland) 2007-2010 (An Garda Síochána Analyst Service). 60 61

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year olds. Initiatives are well established in the 1st The initiative has grown over the subsequent 3 road safety among drivers, and a final year Chemis- 5 minutes of questions and feedback. This format and 2nd level education system (up to age 17 ap- years and has now become established in the col- try student analysing methods for breath and urine seems to place more focus on the academic di- proximately), however the 3rd or university level, is lege curriculum. testing for alcohol. mension of the student projects, and allows them not so well served. to hear, and ask questions about, how students in The academic perspective. Mentoring structures other disciplines address the issue of road safety. The Road Safety Authority’s ‘Safegrads’ programme The CARS project is supported by the Programme Every year in DIT we organise at least three CARS They also receive prompt and succinct feedback - guidelines for the Students Union and college ad- for Students Learning With Communities (SLWC), lunchtime meetings, where interested lecturers from their peers and the RSU, and the RSU have ministrators to run a Road Safety week - is available which promotes and supports community-based and students meet the RSU and SLWC staff, to dis- immediate access to the outcomes of their work in a number of colleges, but doesn’t allow students learning and research (CBL and CBR) in DIT, as cuss project ideas, and clarify what support they – this access had not been consistent in previous to explore road safety issues over a longer period. part of Community Links, the DIT centre for ac- might need from the RSU. We collaboratively agree years. cess and civic engagement. DIT is one of the larg- the format of the end-of-year showcase - another In 2008 the Dublin Institute of Technology (DIT) est providers of Higher Education in Ireland, with opportunity for participants to meet and learn from The most serious impact of staff cutbacks is that in partnership with Garda Road Safety Unit, initi- 20,000 students up to PhD level. The value of each others’ perspectives on road safety. These no positions or units are guaranteed, and this pro- ated the College Awareness of Road Safety (CARS) CARS was immediately apparent from an aca- regular meetings are invaluable in providing peer ject depends on a centralised contact point or project across the Institute. The Garda Road Safety demic perspective. The wide open brief from the support among staff and postgraduate students CBL/CBR office in DIT, as the RSU could not iden- Unit (RSU) initially addressed a number of lectur- RSU, and their support to participating academics (and occasional undergrads) and mentoring sup- tify and approach individual lecturers themselves ers from a variety of faculties to outline their objec- and students, was a wonderful opportunity for us port from the RSU. Once projects have been de- every year, and on the invaluable supports from tives for the initiative. Mainstream advertising and to support staff to develop academically rigorous signed, RSU staff attend preliminary meetings with the RSU for DIT students and staff. other road safety initiatives were not having the an- projects with real-life applications across a range students to explain the thinking behind CARS and ticipated impact on fatalities and injuries in the 17 of disciplines, offering students the opportunity to to urge students to be innovative. The RSU sup- Evaluation. to 24 year age category (see table 1). change behaviours and save lives. Our remit is to port the students with practical assistance, e.g. the From the RSU perspective this is an effective initia- work with underserved groups, and the RSU was a supervised provision of breath testing or speed de- tive for the following reasons: The CARS project sought ideas and initiatives from relatively well-resourced state agency, but the RSU tection equipment, advice on relevant data sourc- a) most students take part in CARS by choice, students for innovative methods of delivering road wanted to work with us because students were un- es. More recently the RSU have suggested topical therefore are more likely to be enthusiastic safety messages to the target audience, in this in- derserved in relation to road safety, as discussed areas of road safety on which research data is re- about the topic. As students wrote in anony- stance the students themselves. Lecturers and stu- above. With the RSU as mentors, and the students quired, e.g. measuring and recording the distance mous post-project evaluations: ‘A lot of work, dents had complete freedom in selecting a road as the underserved community, the project was between cyclists and vehicles overtaking them, but enjoyable and fun. I liked doing it and got a safety topic which they felt had an impact on their within our remit. and collecting this data in a mix of environments. lot out of the results: teamwork, new knowledge peers, researching relevant data, producing an ap- on road deaths etc, achievement, pride’. propriate strategy to address the problem and raise All CARS projects run as part of modules which do Challenges awareness among their peers, and then delivering not require a community-based learning approach. Because lecturers adapt existing modules to incor- b) students engage with Road Safety as a topic their initiative, provided module learning outcomes Writing and validating a new module, and secur- porate CBL or CBR as part of CARS, CARS is not over a long period through CARS. As one stu- were met. RSU staff were available to mentor stu- ing accreditation from professional bodies, is time- written into the module descriptor, which makes us dent wrote: ‘I didn’t think [the project] would dents and provide assistance. Lecturers ensured consuming, so we advise academics to implement dependent on individual staff members to engage be as major it was. I didn’t really gauge how it that topics and methodologies were appropriate CBL or CBR projects through existing modules. We with CARS, and weakens the project’s sustainabil- might actually help future research […] It ended to the learning outcomes of their module, and as- discuss modules with relevant learning outcomes ity – e.g. when one lecturer fell ill, the person tak- up being very much a ‘big deal’. I was delighted sessed projects accordingly. Lecturers determined to CBL or CBR, and explore suitable topics related ing over his module did not run a CARS project, as to be a part of it; and particularly since there’s whether group projects were acceptable. Projects to road safety. Some lecturers use problem-based there was no requirement to do so. scope for future research’. could be research-based and/or lead to the devel- learning to allow students identify their own top- opment of a road safety initiative, e.g. a road safety ics related to road safety. The open brief from the The mentoring approach adopted by the RSU c) students researching road safety are more likely video on youtube or a poster campaign. RSU really facilitates this. Students can undertake means delegating the direction and management to analyse and retain data and information than research, technical projects, or creative work; indi- of the research and projects to students and lectur- if they were spoon fed, as in other initiatives. Students were allowed as much leeway as possi- vidual or group projects; at any level of study from ers. Trust and respect are essential requirements in As students wrote: ‘I learned so much […] I be- ble, encouraged to think outside the box and be undergraduate to PhD. Our annual CARS award for a supportive but non-directive mentoring structure. nefitted from learning firsthand the attitudes of creative in designing their discipline-specific pro- students, judged and presented in different ways the community’ – or more cautiously: ‘I knew it ject, to ensure participation from as many students over four years, gives important recognition to their The recession has meant staff cutbacks in DIT and wouldn’t change much in real terms i.e. what we and disciplines as possible. RSU staff met students work with the RSU. in the RSU, and additional workloads. We pragmati- achieve won’t influence the situation that’s on with an interest in the project and outlined the cally review what existing resources allow us to do. our roads, of course it will make students in our background to the project. The RSU were available In 2010/11 approximately 110 students participat- This review can be productive, as we changed the class think, but is that enough?’ to advise or provide practical assistance to the stu- ed in CARS across 8 disciplines, undergraduate and end of year showcase format from the large one- dents, directing them to relevant sources for data, postgraduate. Projects included: first year Product day labour-intensive exhibition of student work of d) students brainstorming ways to target their and clarifying any ambiguities. At the end of the ini- Design students designing concepts for products the first two years to a more focused presentation peers could develop innovative solutions which tiative a showcase event featured the various pro- to enhance road safety; first year Marketing stu- evening. While the exhibition of projects was open could then be brought into mainstream road jects and a number of Road Safety practitioners dents producing youtube videos and posters on to non-participating students, participating stu- safety promotion. This student felt CARS ‘ga- and experts attended. Awards were made for the road safety, MSc in Environmental Health students dents didn’t have time to view each others’ work. ve myself and my group more awareness on best projects, and prizes were provided by support- researching speeding behaviours and attitudes to Students now have five minutes each to present the topic [of drunken pedestrians], allowed us ers of the initiative. on their work to their peers and the RSU, the Stu- to use our creativity and show our marketing dent Union president, and SLWC staff, followed by knowledge and expertise’. 62 63

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Future potential another 5/6 colleges, with a long term objective to ciety, therefore demonstrating a return on public ment and partnership between higher education This year for the first time, one lecturer took an have the initiative in every 3rd level college in the investment. As part of this policy of opening up institutions and community and voluntary groups interdisciplinary approach to CARS. The Transport country. Progress will require acceptance by col- universities to the public, UK government has al- offers significant potential to progress equality and Management lecturer invited participating staff lege authorities of CARS, and a unit in each college so been encouraging UK research funders towards community development and to further social in- and students in other disciplines to devise re- to co-ordinate the running of the initiative. public engagement. When the Research Coun- novation” (Hunt, 2011:76). Partnerships with com- search questions relevant to their CARS projects, cils United Kingdom (RCUK) and Wellcome Trust munity groups “can contribute to the creation of on which her students would collect data. SLWC Conclusion opened a funding call for Beacons for Public En- an academic community engagement model that staff hope to build on and extend this interdiscip- The mentoring approach behind this multidiscipli- gagement and a National Co-ordinating Centre for builds academic community partnerships to cre- linary approach, to deepen and enhance student nary project, while labour-intensive, supports stu- Public Engagement (NCCPE) in 2007, community ate long-term cultural and social change.” (Hunt, learning. dents and lecturers to explore freely the issue of engagement practitioners worked to ensure that 2011:77). road safety from the perspective of their own in- initiatives focused on community engagement al- In addition, the National Access Strategy in Ireland, We would also like to research the impact of CARS terests and disciplines. We would recommend this so found a place alongside more traditional public with its focus on widening participation in High- by comparing the road safety awareness among approach to anyone wanting to start a multidisci- engagement activities such as public lectures and er Education, has helped focus on the benefits of students after taking part in CARS with that of a plinary project, particularly one which directly im- partnerships with museums and broadcasters. The building bridges between disadvantaged commu- group of students who had no involvement in pacts on the lives of the participating students. NCCPE has a goal of “support[ing] universities to nities and higher education. Regarding curriculum CARS. increase the quantity and quality of their public en- development, the National Strategy for Higher Ed- Acknowledgements gagement activity” (NCCPE, 2012). The NCCPE has ucation in Ireland to 2030 Report states that “En- Looking forward, as CBL and CBR are integrated We would like to thanks all lecturers and students been successful in linking public engagement to gagement with the wider community must become into 3rd Level Education structures, as recommen- who have participated in the CARS project. the traditional university priorities of teaching and more firmly embedded in the mission of higher ed- ded in the National Strategy for Higher Education research. More recently, in discussions on the fu- ucation institutions,” and this could be achieved by to 2030 (Hunt 2011), the RSU propose to deve- References ture direction of academic research in the UK, the recognising the “civic engagement of their students lop CARS on a national level. An umbrella group is NCCPE’s lobbying contributed directly to the inclu- through programme accreditation,” and by putting developing and partnerships are growing among Hunt, C. (2011) National Strategy for Higher Edu- sion of impact and environment as elements of the in place “structures and procedures that welcome colleges and universities focussed on CBL. This cation to 2030, Government Publications Office, proposed Research Excellence Framework (REF), and encourage the involvement of the wider com- offers an opportunity to extend CARS initially to Dublin. the main government mechanism for funding aca- munity in a range of activities.” (Hunt, 2011: 23). demic research in UK universities. So, whilst aca- Irish Science Shops are already using this policy pa- demic excellence is still at the heart of research, per to make arguments to support Science Shop the funding stream now acknowledges the im- work both within their own universities and in pub- No. 27-F Leveraging policy to promote Community-Based Research in Higher portance of research that reaches out beyond the lic policy. (Martin et al 2011:12) Education Institutions – a workshop on what should and could work HEI. There is also a growing interest in enhancing In addition to its focus on community engage- for you. student skills through curriculum based research ment, the National Strategy for Higher Education projects (Gloucester ref) and student employabil- in Ireland has identified the need for students “to Author As part of the EU funded PERARES project, Queen’s this type of work at a policy level and contextualise ity more broadly and Science Shops can fit within spend some time in a work or service situation, Emma McKenna, University Belfast has been examining the role of the work in terms of the prevailing policy direction these agendas as work based learning initiatives. and formally acknowledge such work through ac- The Science Shop policy development in helping to sustain and grow both at a national and at an institutional level. However there is also active resistance to engage- creditation or inclusion in the student’s Diploma at Queen’s University Science Shop type initiatives. This workshop will As Science Shops spread across Europe and be- ment in some quarters and the need to continue Supplement” (Hunt, 2011:19). Such a policy sup- Belfast, UK offer case studies on the role of policy develop- yond there is a growing acceptance that they can lobbying and embedding is clear. ports the development of new courses or curricula ment in promoting sustainability for UK and Re- be an efficient and effective mechanism by which redesign to include community-based learning and public of Ireland based Science Shops. It will also HEIs can address a range of strategic priorities. A Ireland research activities. However, there is also no men- provide an opportunity for participants to share ex- range of strategies and plans around knowledge There are currently 4 Science Shop type organisa- tion of community-engaged research or CBR in periences and explore possibilities for leveraging exchange, curriculum development and strategic tions in the Republic of Ireland at different stages the National Strategy, despite there being a whole organisational and government policy to foster and innovation all offer potential to facilitate Science of development, based in DIT, UCC, DCU and TCD. chapter on research. develop collaborative research Shop initiatives within HEIs. In the Irish example, difficult circumstances have The experience of Irish Science Shops has been helped to provide the catalyst for positive change. that whilst there may have been policy gains at the Background United Kingdom In spite of financial pressures in Irish Higher Educa- national level, very little policy exists at the level A major issue for many Science Shops continues to There are currently several Science Shop type ini- tion, the Higher Education Authority (HEA) policy of of individual HEIs that explicitly supports or even be sustainability. The current climate of cutbacks in tiatives across the UK and community and public supporting strategic innovation enabled three years names Science Shops; it is more that they have higher education (HE) funding has led HEIs (High- engagement within universities has recently expe- funding for two full-time staff for one HEI-based been using the policy goals in these documents to er Education Institutes) across Europe and beyond rienced something of a renaissance. Over the last Knowledge Exchange programme incorporating match with the Science Shop process and ration- to focus on what they consider to be core activities. fifteen years, active citizenship has become a key both community-based learning and research. ale. (Martin et al, 2011:20) The prevailing reward system for academics and policy driver within the UK. Under the 1997–2010 The HEA has used the current economic situation traditional methods of teaching, research and dis- Labour government, there was a focus on third to re-evaluate the key purposes of higher educa- This workshop semination often mitigate against the more open sector organisations and on volunteering which left tion. The National Strategy for Higher Education to This workshop will provide an opportunity for par- and developmental approach advocated by Sci- space for citizen engagement initiatives. Elements 2030, which emerged from this process, empha- ticipants to share experiences and explore possibil- ence Shops. It is important therefore that Science of this have been rebranded in policy terms as sises the significance of HEIs engaging with society ities for leveraging organisational and government Shops and similar initiatives find ways to embed ‘Big Society’ by the current coalition government. in several sections and has been instrumental in policy to foster and develop collaborative research In terms of Higher Education there have been at- supporting the development of Science Shop-type with communities through the curriculum in High- tempts to open universities up to the needs of so- programmes. The strategy notes: “Greater engage- er Education Institutions (HEIs). The workshop will 64 65

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No. 28-E target HEI staff, but may interest civil society organ- Be aware of policy development and lobby formal- University-Community Links in California, Barcelona, and Augsburg: isations and students. It will be based on work car- ly and informally at all levels. Participatory action research in, for, and through ried out through the PERARES project which seeks Become familiar with the agendas of government local and international learning communities to support the embedding of Science Shops and and of senior staff members within the HEI and publicly engaged research. The workshop will be lobby any who might be sympathetic to the Sci- Good afternoon ladies and gentlemen and thank University of California in San Diego started up an Author collaboratively facilitated by staff from three HEIs ence Shop cause. Consider lobbying as an ongo- you for this opportunity to talk about ‘University- innovative partnership between its Human Devel- Tom C. Vogt on the island of Ireland, each with different struc- ing task. Community Links’ projects in California, Barcelona, opment Department and a nearby, predominately University of Augsburg, tures for, and experiences in, developing CBR pro- Keep up to date with national policies and utilise and Augsburg. I teach a “Local and International Latino neighbourhood, “Eden Gardens” (Vásquez Germany jects. The Queen’s University Belfast Science Shop them to make the case internally. When policies Learning Communities” Seminar at the Univer- 2003). The purpose of this partnership was to in Northern Ireland has been involved in communi- are being written, provide feedback where possi- sity of Augsburg. We work together with three create a sustainable Participatory Action Research ty engaged research projects for over 20 years, op- ble. local schools and two community centers, plan- project dedicated to promoting social and cognitive erating under United Kingdom and Northern Irish Respond to policy consultations; sometimes ning, coordinating, and producing films and music development with local youth and their families. policy influenced by innovation and engagement changing just a few words can create an opportu- videos. On the university side, we start each se- The project was called “La Clase Mágica”, which criteria, the graduate skills agenda, and more re- nity. Do not assume that you can not make a differ- mester off with a more or less traditional lecture, translates into English as “The Magic Classroom”. cently public engagement. It has worked extensive- ence at a policy level. introducing the university students to the projects As time went on, La Clase Mágica, under the lead- ly to develop policy within the university, including When starting a new Science Shop project, consid- and discussing the basic principles of Participatory ership of Professor Olga Vásquez (www-tep.ucsd. developing two Community Strategies, and has er the public relations potential when selecting first Action Research, starting with the crucial ideas of edu/people/faculty/vasquez.shtml), developed in- been involved in EC funded Science Shop projects projects. These projects may act as a showcase for learning through active participation (Dewey 1916, to a very vibrant form of multicultural education for fifteen years. The Dublin Institute of Technol- the concept. Moll 1993), designing for sustainability (Engström where bilingual youth were encouraged to con- ogy’s Programme for Students Learning With Com- Evaluate your work on an ongoing basis and devel- 1999, Vogt 2010) and culture as aesthetic produc- tinue developing their Spanish language skills and munities has promoted community-based learning op case studies of your work to use with academic tion (Dewey 1934, Vygotsky 1926). connections to Latino culture, and, at the same and CBR for over three years, as part of Widening and community partners After the first lecture, I then podcast all of my sub- time, develop the social and academic skills neces- Participation, Community Engagement and Learn- Ensure that the work of the Science Shop is vis- sequent lectures, so that the university students sary for success in mainstream academic culture. ing and Teaching agendas, with dedicated full-time ible by using communications office, contacts in have the time to actually go out into the schools Meanwhile, Charles Underwood, an Anthropolo- staff, building on existing community links. Univer- the local press etc and ensure that people with and community centers and work with local youth. gist at the University of California in Berkeley, took sity College Cork have worked for five years to de- influence know and understand the work of the To help manage the projects, we use ‘Digicampus’ note of the fact that La Clase Mágica was a big velop a Science Shop, without dedicated funding Science Shop; public perception can influence the (www.digicampus.de), a moodle-like interface, hit. With funding from the Andrew Mellon Foun- or staff, yet have found creative ways to set up and development of public policy. to communicate about ongoing activites, reserve dation (www.mellon.org), he, Vásquez, and their operate a Science Shop by building a critical mass Persistence and commitment are essential; it can video equipment, share fieldnotes, and openly dis- colleagues throughout the University of California amongst community partners and interested aca- take time to convince key people of the relevance cuss podcasted lectures and reading materials. The system, created “University-Community Links”, or demics. Each partner has faced different challeng- of this type of work which can in turn lead to policy student fieldnotes function both microgenetically, “UC Links” for short, making it possible for other es and been offered different opportunities and it change. showing how concrete learning scenarios play out universities to form Participatory Action Research is anticipated that the workshop will offer a range When a policy gain is made, it is important to moni- in real time, and macrogenetically, showing how partnerships with schools and community centers of strategies for supporting this work. tor its implementation. the projects themselves develop institutionally all over California. As a result, we now have over 30 In this workshop we will begin by setting the scene, Use the International Science Shop Network Living over comparatively longer stretches of time. Our UC Links Projects throughout California involving explaining the format and encouraging participants Knowledge to help develop a sense of critical mass “Begleitstudium” enables university students to 10 Universities (see http://uclinks.berkeley.edu). to share their goals for the workshop. We will work for the work you are doing within your organisation continue working in the projects for up to three La Clase Mágica is still going strong, due largely to with participants to reflect on key institutional, lo- additional semesters after taking the initial Semi- the efforts of Prof. Vásquez, who has created noth- cal and national policies utilising a useful template References nar (see http://begleitstudium.imb-uni-augsburg. ing less than a Participatory Action Research Model which we have developed, which can also help de). This helps us to form ‘Project Coordinator’ for anyone interested in empowering intercultural promote this work. We will provide brief relevant HEA (2011) National Strategy for Higher Education positions for highly motivated university students education (see Vásquez, 2003, Duran 1995, Moll case studies, sharing our experiences of attempt- to 2030 http://www.hea.ie/files/files/DES_High- and to develop new projects in the Augsburg area. 1993). ing to leverage relevant policies to enhance and er_Ed_Main_Report.pdf Our website, www.5DDAugsburg.de, is completely Our projects in Barcelona are also robustly intercul- fund our work. This will be followed by an open designed and maintained by university students, tural, working with Roma children and their fami- discussion of concerns and issues emerging from Hunt (2011) ‘National Strategy for Higher Educa- while our facebook group, “5D – Augsburg”, facili- lies in both school and community center contexts the interests of workshop participants. Participants tion in Ireland’ HEA http://www.hea.ie/files/files/ tates international communication and is especially (see www.5DBarcelona.org) Through the Barcelo- will take away a relevant set of approaches which DES_Higher_Ed_Main_Report.pdf useful in initiating and planning student exchange na, site we will also be starting up another UC Links they can try out, in their own policy contexts, to activities with the University of California. project in Sevilla in June. promote collaborative curriculum-based research Martin, E., McKenna, E. and Treasure (2011) between HEIs and communities. ‘Embedding Community and Public Engagement “University-Community Links” projects in We think that these kinds of activities are exam- Within Regional and National Policy and Higher Ed- California ples of win-win partnerships between universities, Recommendations for discussion ucation Institutions’ unpublished report for the Eu- Our projects in Augsburg are part of an internation- schools, and community centers. My students are When establishing a Higher Education Institute ropean Commission al network of projects dedicated to using educa- constantly telling me how much they appreciate (HEI) based Science Shop consider how this new tional technologies and social media for the benefit the opportunities to connect social learning theory Science Shop can connect to all existing policies NCCPE (2012) ‘Our Vision, Mission and Aims’ of youth development. Historically, the projects de- to concrete educational practices. At the schools and strategies. http://www.publicengagement.ac.uk/about/our- veloped in California, through the University of Cal- in Augsburg, we see a positive transformation of Build links both formally and informally both across vision accessed 12/1/12 ifornia system (see http://uclinks.berkeley.edu). youth motivation levels and forms of engagement the institution and with senior management. In the early 1990’s, about twenty years ago, The through authentic literacy, media competencies, 66 67

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and learning to work together. We are continually Leontiev, A. N. (1978). Activity, consciousness, (Levesque-Bristol, Knapp & Fisher, 2010; Willum- dents. However, in master programmes for health developing the projects at local, national, and inter- and personality. Englewood Cliffs, N.J.: Prentice sen & Studsrød, 2010) and thus may complement and social work professionals, where students al- national levels (e.g. www.iscar2011.org), and look Hall. each other. ready have considerable experience of community forward to your questions, comments, and also, work/practice, research mindedness is a more rel- hopefully, to some flexible, open, and sustainable Luria, A. (1979). The Making of Mind. Cambridge, Research mindedness and service learning evant concept than service learning. forms of cooperation. Mass.: Harvard University Press. According to Karvinen-Niinikoski (2005), relation- ships in the area of HE expertise, learning and The Research Marketplace – a context for References Moll, L., ed. (1993). Vygotsky and Education: In- knowledge production are undergoing change. developing research mindedness structional implications and applications of so- The result is a new understanding in the form of The Research Marketplace aims to link research, Dewey, J. (1907/1967). The School and Society. ciohistorical psychology. Cambridge: Cambridge networked expertise, which implies higher-level education and practice, thus creating meeting Chicago: Univ. of Chicago Press. University. cognitive competencies that arise from sustained places between CSOs, welfare services, academic collaborative efforts to solve problems and build staff/supervisors and students, as well as encour- Dewey, J. (1916/1966). Democracy and Educa- Nardi, B. (1996). Context and Consciousness: Ac- knowledge. Referring to social work, Karvinen-Ni- aging dialogue of mutual benefit. tion. New York, N.Y.: The Free Press. tivity Theory and Human-Computer Interactions. inikoski stated that social work expertise not only The Marketplace has been developed in collabo- Cambridge, Mass.: MIT Press. consists of cognitive elements, but includes and ration between the university, CSOs and welfare Dewey, J. (1934/1987). Art as Experience. In integrates theoretical and practical elements. This services in the region and implemented in the cur- Dewey’s Later Works, vol.10. Carbondale: South- Nardi, B. (1999). Information Ecologies. Cam- reflexive and innovative networked expertise ac- ricula of two master programmes; Master of Ap- ern Illinois University Press. bridge, Mass.: MIT Press cords with the need to cope with the ever-chang- plied Social Science and Master of Health Science. ing complexity inherent in everyday practice, not Approximately 85 students are involved. The ma- Duran, R. and Szymanski, M. (1995). Coopera- Vásquez, O. (2003). La Clase Mágica: Imagining only in the area of social work and related welfare jor objectives are to contribute to the development tive Learning Interaction and Construction of Activ- Optimal Possibilities in a Bilingual Community of areas, but in general when dealing with ‘wicked of (1) excellent master candidates who understand ity in Discourse Processes 149-164. Learners. London: Lawrence Erlbaum Associates. problems’ (Rittel & Webber 1973). This includes the complexity of health and social problems, and complex, constantly changing societal problems (2) research-based societal change. Engeström,. Y. et al, eds., (1999). Perspectives Vogt, T. (2010). Participatory Design in Action. In that have no ‘solutions’ in the sense of definitive Three strategies were applied in the implementa- on Activity Theory. Cambridge, UK: Cambridge Uni- Kreativität und Innovationskompetenz im Digital and objective answers. tion of The Research Marketplace in UiS: versity Press. Netz. Salzburg Research: St. Virgil The aim of HE is to provide research-based edu- • A website to provide information about re- cation in terms of research informed teaching. Re- search questions, ongoing and completed pro- Hull, H., and Nelson, M. (2005). Locating the Se- Vygotsky, L. (1926/1971). The Psychology of Art. garding practice, professionals are encouraged to jects, contact persons, etc. miotic Power of Multimodality. Written Communi- Cambidge, Mass.: M.I.T. Press. base their efforts on research, so-called research • An annual seminar, where representatives from cation, Vol 22, No.2, 224-261. or evidence-based practice. In other words, re- CSOs and welfare services present and dis- Vygotsky, L. (1934/1987). Thinking and Speech. search may be an activity that can be mutually cuss themes and questions they would like ex- New York, N.Y.: Plenum. developed between education and practice. How- plored. The seminar serves as a meeting place ever, studies have demonstrated that practitioners between CSO representatives, students and only apply research to a limited extent (Labonté- supervisors. No. 29-D Higher Education’s Responsibility for Developing Research Mindedness Roset 2005; Markussen 2007), although utilizing • A part time coordinator to moderate the activi- – University and Local Partner Perspectives research in everyday practice represents the core ties. of the modernization of the field (Fisher 2002). The Research Marketplace seminar is arranged in If one acknowledges reflexive and innovative net- January, when master students are in the process Authors Introduction worked expertise as a means of addressing societal of choosing topics for their theses. The seminar Associate Professor In recent years the relationship between higher ed- at the University of Stavanger (UiS), Norway, and problems, HE institutions can play an important in January 2012 had 110 participants; represent- Helene Hanssen and ucation (HE) and local actors has been in focus, addresses questions of importance for teaching role in linking research, education and practice. The atives from CSOs, Health- and Social Service in- Professor Elisabeth leading to the development of collaborative activi- and research as well as for professional practice term research mindedness may serve as a unifying stitutions, Research Centres, university research Willumsen, University of ties aimed at increasing research-based education contexts and service users. Drawing on an EU- concept implying “an ideal of a reflexive expert and programmes, academic staff and master students. Stavanger, and Monica and practice. HE authorities have an obligation to project, Public Engagement with Research and a researching-practitioner and practice research” 23 projects and project ideas were presented. Monsen, Manager, make education and research available to the gen- Research Engagement with Society (PERARES), (Karvinen-Niinikoski 2005:259). Stavanger Shelter, eral public and ensure their usefulness to society. the university’s goal has been to involve students Service learning is a teaching strategy that provides What’s in it for practice? – exemplifying Norway The World Declaration on HE for the Twenty-first and Civil Society Organizations (CSOs) in re- immediate opportunities to apply classroom learn- research mindedness Century: Vision and Action (1998) emphasises that search activities, in order to develop a so-called ing, enrich students’ outcome and enhance the Equal opportunities, equitable distribution of HE institutions should contribute to change that “research mindedness”, implying an ideal of a re- work of local agencies (Florida Department of Edu- wealth and public responsibility for those unable promotes solidarity, equality and justice. HE should flexive expert, a researching practitioner and prac- cation, https://www.fldoe.org). The National Youth to provide a decent life for themselves are impor- strengthen its “role of service to society” through tice oriented researcher. The concept of research Leadership Council defines service learning as “a tant values in the Norwegian welfare state. To en- research and dissemination of results relevant to mindedness has similarities with ‘service learning’, philosophy, pedagogy, and model for community sure the development of sustainable and flexible the needs of society, thus promoting human and which involves students in community services. development that is used as an instructional strat- communities, the government recommends close social development in the light of globalisation However, the traditional focus of service learning is egy to meet learning goals and/or content stand- collaboration between public welfare services and (The GUNI Report 2008). to improve students’ applied knowledge and prac- ards” (http://nylc.org/). CSOs. In line with the HE international guidelines, prac- tical skills in order to meet community needs. Both Service learning is thus perceived as more concrete Traditionally, CSOs provide services which are not, tice-based research has become a priority area approaches help foster civic responsibility, which and action oriented than research mindedness and or only to a limited extent, available in the public within health and social work master programmes facilitates students’ reflection on their experiences provides valuable practice and experiences for stu- sector and complement public welfare services. At 68 69

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present, 115 000 CSOs are registered in Norway, tical knowledge and skills. A master programme, Master students represent important research re- Levesque-Bristol, C., Knapp, T. D. & Fisher, B. J. and 58 % of the Norwegian population are mem- however, places greater emphasis on academic sources. Linking master theses to CSOs and public (2010): The Effectiveness of Service-Learning: It’s bers of a CSO, thus utilising services amounting to qualifications such as philosophic and theoretical welfare services has proven to be a successful way Not Always What You Think. Journal of Experiential 133,000 full-time equivalents (Norwegian White reasoning as well as questions regarding research of developing research mindedness within both ac- Education, Vol 33, No.3, pp..208 – 224. Paper no. 39, (2006-2007)). methods and academic writing. Thus it might be ademic and practice-based activities. An important reasonable to ask whether it is possible to combine side effect is the strengthening of the University’s Markussen, K. (2007): Barriers to research utiliza- Stavanger Shelter for abused people was estab- these interests for mutual benefit. service to society by means of research relevant to tion in clinical practice. Vård i Norden 27 lished in 1980 and operated as a CSO until 2010, Research collaboration between universities and societal needs. (1) 47-49. when Stavanger municipality assumed responsibil- society has the potential to address both aspects, The Research Marketplace is undoubtedly a good ity. The Shelter has two homes for women and one although it may also present some challenges. On starting point for development of research mind- Rittel, H. W. J. and Webber, M. M. (1973): Dilem- for men as well as approximately 40 employees the one hand, the university might fear reduction edness. A vital question, however, is whether it mas in a General Theory of Planning. Policy Sci- in 19 fulltime positions. A total of 122 women, 12 of academic standards and a greater work load, is sufficient, or if more effort must be invested to ences 4, 155-169. men and about 100 children stayed at the shelter whilst on the other, CSOs might be concerned achieve the stated goal. i n 2011. about losing control over information and empiri- Råkil, M. (red)(2011): Menns vold mot kvinner: Generally, the Shelter has accepted bachelor stu- cal material. Adjustments are needed in order to References behandlingserfaringer og kunnskapsstatus. Oslo: dents in social work for placement (cf. Service overcome these barriers. Universitetsforlaget. learning). In the last 2 – 3 years, the collaboration Communication is one of the key-words in this is- Fisher, M. (2002): The social care institute for ex- was extended to include master projects. To date, sue and concerns realistic expectations from both cellence: The role of a national institute in devel- Willumsen, E. & Studsrød, I. (2010). ”Høyere ut- this has led to studies on (1) how persons with parties, mutual respect for values in practice as oping knowledge and practice in social care. Social danning og praksisnær forskning i profesjonsutdan- ethnic minority backgrounds experience domes- well as for academic values, clear agreements Work and Social Sciences Review, 10/19, 36-64. ningene – et eksempel fra sosialt arbeid”. Uniped. tic violence, and what they do in order to survive about publication, etc. The GUNI-report (Global University Network for In- and escape a violent relationship and (2) violence CSOs that have experience of collaboration with Karvinen-Niinikoski, S. (2005): Research orienta- novation) (2008): Higher Education in the World during pregnancy. Both studies contributed new master students, report that it is very inspiring to tion and expertise in social work – challenges for 3. Higher Education: New Challenges and Emerg- knowledge and insight directly applicable to the have researchers working on ‘their’ questions. They social work education. European Journal of Social ing Roles for Human and Social Development, nr. shelter’s work and improved staffs’ understanding are eager to provide students with information and Work, 8/3, 259-271. 3, New York: Palgrave Macmillan. of clients. In 2011, for instance, 72 % of the clients invite them to participate in meetings and semi- had an ethnic minority background. Regarding vio- nars, as well as to discuss the study with them. Stu- Labonté-Roset, C. (2005): The European higher The World Declaration on HE for the Twenty- lence during pregnancy, it has been vital to develop dents describe this as a great advantage for their education area and research-oriented social work first Century: Vision and Action (1998). research-based knowledge, as this topic seems to work; they feel backed up by ‘experts’ as well as education. European Journal of Social Work, 8/3, be taboo among medical consultants who provide appreciated as valuable contributors to practice. 285-296. Norwegian White Paper no. 39 (2006-2007) services during pregnancy. Furthermore, it became easier to gain access to in- In The Research Marketplace seminar in January formants and, as one of them stated: “the master http://EzineArticles.com/2127870 2012, two new students were given appointments project really turned out to be more serious than http://nylc.org/ to study issues pertaining to Stavanger Shelter for envisaged”. their master theses. When health and social work practitioners experi- ence that research has a direct influence on their Exemplifying research mindedness work, it also benefits those in need of support and The role of Higher Education in creating knowledge with communities No. 30-E Public awareness of domestic violence dates from services. Stavanger Shelter reports that job satisfac- the International Tribunal on Crimes against Wom- tion has increased and, that new issues and discus- Co-creating knowledge in a Community – University partnership re- en in 1976. Domestic violence is a relatively new sions have been raised that might lead to improved search project research area and few researchers adopt it as their quality of services. In addition, understanding re- main field (Råkil, 2011). For Stavanger Shelter, col- search methods makes it easier for practitioners to The paper discusses experiences and challenges was geared towards the support of these three Author laboration with the UiS on studies relevant to eve- evaluate empirical publications, identify and reflect from a six years research project on Participatory pillars through specific research efforts, involving Jutta Gutberlet, ryday work provides an opportunity to generate on interesting questions and undertake small pro- Sustainable Waste Management (PSWM), be- undergraduate and graduate students and faculty University of Victoria, knowledge on domestic violence as well as spe- jects (http://EzineArticles.com). tween faculty and students from the University of from the two countries. The specific themes in- Canada cialised topics about which their employees have Linking research, education and practice as well as Victoria in Canada and the University of São Paulo clude responsible consumption, waste reduction little experience. developing a mutual research culture may improve in Brazil. This initiative involves recycling coopera- and resource recovery; social inclusion and gen- Contact and collaboration with master students students’ and practitioners’ research mindedness, tives and associations in the metropolitan area of der equality; occupational health risks in informal generate another positive effect; the employees making them more aware of the benefits of utiliz- São Paulo, government representatives from the recycling; co-management of resources; social/ at the Shelter began actively and with enjoyment ing research in education and practice. respective municipalities as well as other local solidarity economy; civic engagement and govern- to read research articles and reports, websites and partners. Participatory waste management means: ance; policy implications; as well as participatory scientific journals in order to explore developments Conclusion (1) putting the community in control of their urban and community-based approaches and knowledge in their field of practice. As previously mentioned, HE institutions can play environment, and strengthening their resources mobilization. This paper will tell some of the inspir- an important role in linking research, education to improve it; (2) improving waste management ing stories about the co-creation of knowledge and Research mindedness – University and local and practice. The concept of research mindedness in the hands of strengthened co-operative enter- the sharing of experiences that happened through- partner perspective may serve to unify health care professionals and prises; and (3) involving key stakeholders from out the PSWM project. The participatory learning Traditionally, CSOs and the public welfare sec- academics. the civil society in the decisions and policies that approach applied in this project includes horizontal tor stressed the importance of developing prac- affect their lives. Overall the partnership initiative learning methods, participatory video, photo voice 70 71

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Abstracts of the presenters Abstracts of the presenters

and other hands-on methods for research and em- al challenges related to improving environmental external parties. Benefits for commissioners were The sub-questions of this research project were powerment. The research activities were targeted knowledge, ensuring more responsible consump- also taken into account in this research. the following: to particularly tackle the needs of the informal and tion, and reducing waste generation. The impact of the ACT course on its student partic- organized recyclers and also to address more glob- ipants was assessed using the well-known model 1) Level 1: How do the students and the commis- 1 Associate Professor in Geography at the Univer- for evaluating learning interventions (e.g. trainings) sioners react to the experience of ACT? sity of Victoria, Canada in the field of Human Resource Development 2) Level 2: practice (HRD): Kirkpatrick’s four-level framework a) What are the learning outcomes in terms of (Kirkpatrick, 1994; Holton, 1996). According to this competencies for the students? model, learning events can be evaluated on four b) To what extent have the commissioners ac- No. 31-B Academic Consultancy Training – levels. The first level of impact concerns the par- quired knowledge and skills as a result of The experiences of Wageningen University ticipants’ reaction to ACT: was it enjoyable, was it ACT? relevant, were the facilities satisfactory? The sec- 3) Level 3: What is the added value of ACT for Authors Approximately ten years ago Wageningen Univer- goals” (Dallimore et al., 2010). According to this ap- ond level addresses learning outcomes in terms work performance according to graduates and Bas Scheepers, sity (WU) introduced the ‘Academic Consultancy proach, students learn both in the classroom and of knowledge, skills, and attitude: it measures the commissioners? Josette Jacobs, Training’ (ACT) course to suit professional work in the community. increase in knowledge or intellectual capability as Christos Kavvouris, field demands in terms of competencies. In ten The three key factors of the CBL approach are the a result of ACT. The third level assesses the appli- Seven categories out of Bartrams’ Great Eight com- Gerda Casimir, years, ACT has evolved into a six week full-time engagement of the student within the community; cation of learning in the participants’ jobs: the ex- petency set (2005) were used to categorize all Boudwijn Verkooijen, (9ECTS) obligatory master’s level course; accord- learning by doing; and guided reflection. In ACT, tent to which students applied their learning and competencies in ACT. These include: Karen Heuvelmans, ing to the ACT study guide the course “trains the the first factor is addressed on the one hand by changed their behavior. Finally, the fourth level ad- Marije Blok, application of master level academic skills in an al- the attention to the alignment between univer- dresses the effect on the business or environment 1. Analyzing and interpreting University of Wageningen, most professional setting of a small consultancy sity education and working life, and on the other as a result of the improved performance of the 2. Organizing and executing The Netherlands team working for a true client on a real work as- hand by the community-based supply of projects. learner. Due to time and resources constraints, the 3. Enterprising and performing signment”. Students work in multidisciplinary and The second key factor is reflected in the product- fourth level was omitted in this research project. 4. Creating and conceptualizing multicultural teams. Multiple stakeholders are di- focused way of working and the formal division of The research was conducted using three research 5. Supporting and cooperating rectly involved in this ‘real-life’ project: team roles (e.g. team manager, financial controller, methods: a literature review, interviews with vari- 6. Interacting and presenting • Students: the participating master level stu- secretary, etc.). The final key factor is operational- ous groups of stakeholders, and online surveys 7. Adapting and coping dents; ized by setting up learning goals and reflecting on among various stakeholder groups. • Commissioners: companies, organizations, and these (and those of other team members) during institutions providing the projects, represented the course and afterwards, supported by a process by one or two contact people; coach. Level Respondents Control group • Support staff: content coaches (also called ‘ex- perts’, belonging to university staff) who guide Research Project • 1 (Attitude) Students • Students the content side of the project; and process In order to evaluate the impact of ACT on the main • Commissioners • Commissioners coaches (both university staff and external pro- stakeholders – students on the one hand and fessional coaches) who guide the process side commissioners on the other – an ACT team was formed. The project resulted in recommendations • Students, Process and during the project for teams and individual stu- • 2 (Learning outcomes dents. to improve the course for its (future) participants. Content Coaches, Students The remainder of this article is a summary of this Commissioners • Commissioners ACT is a form of project education, that is, edu- project. Extra information considering this project • Commissioners cation about both learning and working within a will be provided during the 5th Living Knowledge project setting. ACT is in line with real life; there is Conference 2012 poster presentation (Heuvel- • 3 (Impact on work • ACT Graduates (within 2 Non-ACT Graduates a direct link between knowledge and its applica- mans et al., 2012) on Friday 11th of May 2012. performance) Students years of graduation) tion in society. University students commonly ob- Problem Statement (within 2 years of graduation) • Commissioners • Commissioners tain, develop, and apply knowledge. ACT enhances The main issue in this project is measuring the ef- this knowledge by presenting complex problems fects and the impact of ACT. that require both interdisciplinary and intercultur- The gap between competencies and professional Table 1: General overview of the study design (all stakeholders participated in the last 2 years). al collaboration (Jacobs, 2001) and self-reflection demands is a problem for students since they lack to solve them. Self-reflection provides the oppor- professional competencies required in the work- As mentioned, the research focused on the main stage. In the second stage, information about the tunity to describe and explore both personal and place. Among others, these competencies include stakeholder groups of ACT: students and com- different levels was gathered by surveys (1,028 team qualities. This approach relates to the design interdisciplinary and intercultural team working, missioners. To assess its impact on these groups, respondents). The response rate varied between of ACT, which connects competencies through sci- communication, awareness of own competencies, process coaches, content coaches, and graduates 27% (students) and 68% (process coaches) (Blok entific research, projects, and collaboration. and reflection of self and others. This gap is also a were also included in the research. et al., 2012). For most questions in the surveys a Community Based Learning problem for Wageningen University in the sense The entire research for both stakeholder groups 5-point Likert scale was used. Before distributing The ACT course is a variant of Community Based that it is held responsible for the lack of profession- contained two stages. The first stage was pre- the surveys, a pilot survey was conducted. All sta- Learning (CBL). This didactical approach encom- al competencies of its graduates. Moreover, since liminary research consisting of a literature study tistical analyses were performed in SPSS version passes “partnerships between students and com- the University is a competing institution, the more and 11 interviews. The outcomes of this prelimi- 19. Level 1 was analyzed using descriptives, Level munal organizations in order to meet community competent its graduates are the higher its competi- nary research were used to examine which factors 2 with ANOVA and Post-Hoc LSD, and Level 3 with tive advantage in market terms and contacts with should be measured with surveys in the second ANOVA and Paired-Samples T-Test. 72 73

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Results For Level 2, commissioners indicated that ACT con- References tributed to their knowledge base to a high extent and to the development of relevant professional Bartram, D. (2005), ‘The Great Eight Compe- skills to a lower extent. tencies: a criterion-centric approach to validation’, On the third level commissioners did not indicate Journal of Applied Psychology, vol. 90, no. 6, p. a change in their professional practice as a result 1185-1203 of participating in ACT. Participating in ACT main- ly provided concrete answers to specific problems Blok, M., Heuvelmans, K., Kavvouris, C., Scheep- and served as a starting point for future research. ers, S. H. and Verkooien, B. L. M. T. (2012), The The whole ACT experience, both end product and Impact of ACT. Community Based Learning at Wa- the research process, was evaluated positively geningen University, Project rapport ACT Wagenin- (4.3/5). gen University, Wageningen

Discussion Dallimore, E., Rochefort, D. A. and Simonelli, In Level 2 of this research, students’ learning out- K. (2010), ‘Community-Based Learning and Re- comes were measured using the assessment tool search’, New Directions for Teaching and Learning, of the ACT course itself. For dependency argu- vol. 124, p. 15-22 ments, it is recommended that further research revisit this strategy. Another methodological pitfall Donals Kirkpatrick’s learning evaluation theory in Level 2 was the different level of analysis be- (2009), Businessballs Leicester, viewed 16 Febru- tween students and content and process coaches: ary 2012, www.businessballs.com/kirkpatricklear- students were asked to assess themselves, where- ningevaluationmodel as coaches were asked to assess the last group they coached. Also, the use of self-assessment as a Heuvelmans, K., Blok, M., Kavvouris, C., Scheep- measurement tool can be subjective. Using a 360° ers, S. H., Verkooien, B. L. M. T., Casimir, G. J., feedback system, similar to the research design for Jacobs, J. G. M., (2012) Community Based Learn- Students operating. In this domain the control group report- Level 2, is a common approach to this problem. ing at Wageningen University: Assessing its impact For Level 1 the respondents were asked to what ed higher scores for mastery than the target group. For the same reason, future research for Level 3 on Master students, poster presentation 5th Living extent (on a 5-point Likert scale) several items Graduates in both the target and the control groups should also include colleagues and other peers of Knowledge Conference 2012, Bonn were important, present, and appreciated. The re- reported a lower actual use of the competencies the graduates. Furthermore, for both Level 2 and sults are summarized in Figure 1. All scores were in comparison to their respective mastery. This Level 3, the categorization of measured competen- Holton, E. F. (1996), ‘The flawed four-level evalua- well above average. However, students consid- might indicate that the competencies addressed in cies into seven of Bartram’s Great Eight (2005) has tion model’, Human Resource Development Quar- ered the focus on self-reflection to be less impor- the ACT course either do not fully cover the set of not been statistically tested. terly, vol. 7 no.1, p. 5-21 tant than the extent to which it is present in the competencies graduates need in their jobs, or their A final remark needs to be made about the low- course; it should henceforth be decreased, accord- jobs are not at a relevant academic level. Further er scores of the learners themselves compared to Jacobs, J. (2001), Samen werken aan duurzaam- ing to the students. A clear definition of the prob- research is needed to investigate which competen- peer scores for Level 2. The assumption is that a heid, dissertation Wageningen University, Wagen- lem by commissioners, general information prior cies are necessary for improved job performance higher awareness of competency development ingen to the start of ACT, and time available to come to among graduates. leads to a lower self-rating; this assumption could a satisfactory end product should all be more pre- also explain the lack of significant difference be- Kirkpatrick, D. L. (1994), Evaluating training pro- sent according to the students, in addition to in- Commissioners tween the target group and the control group for grams: The four levels, Berrett-Koehler, 1st edition, creased communication with content coaches and Level 1 revealed that the majority of commission- Level 3. San Francisco the commissioners. ers participate in ACT for its multidisciplinary char- For the second level the mean scores on the seven acter, its relatively cheap labor, and its quick results. Mulder, M., Lans, T., Verstegen, J., Biemans, H. competency domains were above 3.7 on a 5-point The ACT characteristics that were considered most J. A. and Meijer, Y. (2007), ‘Competence develop- Likert scale; ACT hence contributes to the develop- important (i.e., students’ motivation, students’ ment of entrepreneurs in innovative horticulture’, ment of these competencies. Furthermore, in all commitment towards the commissioner, the fo- Journal of Workplace Learning, vol. 19, no.1, p. 32- seven domains students rated themselves lower cus on the quality of the end product) were also 44 than process and content coaches and commis- present and appreciated positively. Furthermore, sioners did. These differences are in line with the the focus on self-reflection and the multicultural findings of Mulder et al. (2007), which state that character were more present than important; these employees tend to rate themselves lower than oth- items were also considered least important. More- ers (such as their colleagues) rate them. over, commissioners felt they did not have enough Graduates’ responses for Level 3 indicate that the influence on team composition. Several commis- ACT course contributes to both mastery and use of sioners indicated a need for more information and the competencies investigated. In comparison with communication. This is in line with one of Kirkpat- the control group, no significant higher grades for rick’s principles (1994): “If more attention is paid mastery of competencies were measured, with the to pre- and post- training events, the results in level exception of the fifth domain of Supporting and co- three (and four) will be amplified”. 74 75

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No. 32-B Collaborative structures: Reimagining community-university research partnerships in a democratic society

Authors Complex research projects that involve many peo- munities to not be perceived as “arrogant intellec- Joanna Ochocka, ple with different histories, cultures and relative tuals”? How to nurture a spirit of collaboration that University of Waterloo, power require organized yet flexible structures. The is so important for a partnership to be successful? Canada heart of the structure is the opportunity for mean- ingful and equitable collaboration among partners. “Enhancing community-based research in Canada: Budd Hall, When this collaboration is successful contribution A partnership to better engage communities in co- University of Victoria, to society is maximized. Research that adopts such creating knowledge” is a national partnership vision Canada collaborative structures (particularly involving com- to explore these pertinent questions. The partner- munity-university partnerships) requires a reimag- ship has both research and knowledge mobilization ining of research relationships. Community-based components. Specific objectives are: 1) to increase research is a growing orientation to research that the involvement and leadership among academic, promotes the co-creating knowledge in a demo- non-profit, government, and Indigenous sectors in cratic society. By community-based research we better engaging community partners in communi- mean research that begins with a topic of practical ty-based research; 2) to investigate how best to relevance to community members, is carried out build the capacity of community partners so they collaboratively by stakeholders, and is action-ori- are more likely to be engaged in community-based ented in solving concrete societal problems (CCBR, research; 3) to develop principles and standards of 2012; Israel et al., 1998). community-based research that seek to meaning- fully engage community partners; 4) to strengthen Figure 1 There are good reasons for the growth of the com- and formalize the operations of Community-Based munity-based research movement. From a prac- Research Canada, and 5) to incorporate youth per- Seskar-Hencic, Dildar & McFadden, in press). By so intended to provide multiple opportunities for tical perspective, a community-based research spectives into the future vision and direction of following a participatory action research approach partners to contribute their respective expertise, approach recognizes the community as knowl- community-based research. the partnership will combine academic excellence while providing strong centralized coordination edge-rich partners and does not portray knowl- with community relevance (Ochocka & Janzen, (see Figure 2). The structure mirrors the engag- edge as the sole domain of academic institutions. Proposed activities cover five years. Both Insight 2008; Stoecker, 2005). ing partnership approach used by the Centre for Rather, community engagement co-creates knowl- (i.e., research) and Connection (i.e., knowledge Community Based Research (CCBR) in its recently edge to maximize research utilization (Small & mobilization) activities are summarized in Figure Consistent with the underpinnings of community- completed and successful Community University Uttal, 2005; Wallerstein & Duran, 2003). Commu- 1. A five-year timeframe is proposed as sufficient based research, the partnership structure will be Research Alliance study involving over 40 partners nity-engaged scholarship also brings theoretical ad- time to formalize and expand a broad-based and also guided by principles of participatory and ac- (see Ochocka & Janzen, 2008). vantage by providing insider-knowledge in shaping functional partnership while achieving concrete tion research. The partnership will be participatory the research purpose and questions, and by collab- products and outcome. in that it will actively involve academics, non-profit, oratively refining theories (Cargo & Mercer, 2008). government, Indigenous groups, and students in all Finally, this shift responds to fundamental issues Research conducted by the partnership will be tasks and stages. Representatives from each sector of fairness and equity. Community-based research participatory and action-oriented (Cargo & Mer- will have opportunity to take a leadership role in advances “knowledge democracy” by recognizing cer, 2008; Wallerstein & Duran, 2003; Jacobson, the proposed insight and connection activities. It knowledge creation as a matter of cognitive justice Ochocka, Wise, & Janzen, 2007). A participatory will be an action-oriented approach because the – of finding ways for community groups, govern- action research approach will stress meaningful intent is not only to co-create knowledge, but to ment, and academics to equitably work together involvement of, and direction by stakeholders – facilitate the multi-directional flow of knowledge in solving complex social issues (de Sousa Santos, those who lives are affected by the issue under into practical application. The partnership will build 2006; Gaventa, 1993; Hall, 2011). study (Ochocka, Janzen & Nelson, 2002; Ochocka, a community of practice (Wenger, 2006) that will Moorlag & Janzen, 2010), will be utilization-focused inspire people to learn and work together toward Community-based research typically involves part- (Patton, 2008), and will move knowledge into ac- a common goal drawing from and contributing to nerships among community members, govern- tion (Jacobson et al., 2007). The approach is value- learning and collaboration theory (Bardach, 2001; ment officials and academics. Each partner brings based stressing the importance of empowerment, Stringer, 2007; Wood & Gray, 1991). their own sometimes conflicting set of assump- supportive relationships, action and social change, Figure 2: Partnership Structure tions, agendas and expectations into the research learning as an ongoing process, and respect for di- The partnership structure is intended to balance partnership. Yet if such partnerships are successful- versity (Ochocka & Janzen, 2007). These values leadership and decision-making among academic ly carried out, the synergy they create holds prom- will guide all four phases of research: 1) laying the researchers (including new scholars and students) ise in stimulating social innovation and enhancing foundation for collaborative research (negotiating and community partners (Postma, 2008). It is al- social justice. But how is this successfully done? goals and roles), 2) planning the research method- Who is driving the process and who needs to fol- ology (negotiating perspectives to illuminate), 3) low? How academics can successfully fit into the information gathering/ analysis (negotiating mean- larger community agenda? How to work with com- ing and learning), and 4) action on findings (ne- gotiating the mobilization of knowledge) (Janzen, 76 77

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No. 33-F Challenges and Opportunities in Sustaining Community-University Feminist theatre-based research in Canada No. 35-E Research Structures at the University of Victoria Although some argue art constitutes one of the of performers’ (Donmoyer and Donmoyer, 2008, Author Authors Leslie and Budd will share thoughts through a sto- practice is seen as a more value-neutral excercise oldest forms of knowledge, others contest this. pp.212-213). It draws from the work Boal (1985) Darlene Clover, Dr. Leslie Brown, ry-telling format about the challenges in creating expressed most often as a way of getting more im- New (1999) argues the arts lack any ability to sup- and/or Brecht (1992). When drawing from Brecht, University of Victoria, Interim Director, and sustaining a CBR facilitating structure at the pact for university research. Community-Based re- ply ‘real data [that can be]‘judged against any re- professional actors interview study participants, Canada Office of Community- University of Victoria. Founded in 2006, the Office search in both theory and practice is seen as being liable scientific standard’ (cited in Belifore and create the script and perform the data to the au- Based Research and of Community-Based Research found itself in late ‘engaged’, often more linked to social justice ob- Bennett 2010, p. 47). Sullivan(2005) dismisses dience-participants. When drawing from Boal, the Dr. Budd L Hall, 2011 being either forced or encouraged to restruc- jectives and is seen as a co-creation of knowledge the ‘intellectual work undertaken by artists [as] a research participants gather the data, learn thea- Founding Director of the ture itself; to make a ‘transition’ to a new type of process. This story-telling session will allow Budd form of research’, by characterising it as obscure tre techniques, develop the ‘script’ and perform Office of Community- structure. These changes were prompted by a de- and Leslie an opportunity to explore opportunities, or defying interpretation. For Perron (1998) this the data.Theatre-based research is also informed Based Research at the cision of the Vice-President Research to ‘simplify’ contradictions, challenges and successes in try- condescension applies particularly to women’s ar- by questions of fiction and non-fiction. Some re- University of Victoria the administrative arrangements between the of- ing to sustain a centrally visible CBR partnership tistic practices which ‘have been ‘treated with dis- searchers argue‘verbatim’data is more authentic, fice of Knowledge Mobilization and the Office of structure which remains true to intensions to build regard for so long, it is inconceivable [for many] to providing‘extra-realism, and a hard-edged engage- Community-Based Research. Knowledge Mobiliza- knowledge democracy and de-colonize the univer- acknowledge them as discursive formations from ment with real, usually political, issues of power tion, a concept which in both the literature and in sity. It will befun! which meaning can emerge’ (p.124). Yet wom- (e.g. Hutchinson, 2009). An alternative to factual en have for centuries used the arts to gather da- accounts is what Saldaña (2011) calls an original ta and illuminate issues. Women in Chile created approach, where data is represented through a fic- arpilleras(storied pieces of cloth) metaphorically tional story composed through extrapolating key depicting narrative themes of the atrocities com- themes. It gives voice to but is only representation- mitted under the Pinochet regime, smuggled them al of the ‘collective realities of its original sources’ No. 34-C Establishing a Science Shop in Crete, Greece: out of the country (dissemination) and alerted the (p. 17). progress, future plans and lessons learned world to the realities. I therefore concur with Eis- ner (2008) who suggests that to make the case ‘Get A Real Job’ Authors The first Science Shop in Greece has been estab- ing this development, Technical University of Crete for arts-based research, and particularly women’s ‘Get a Real Job’was a play created through a year- Vassilios C. Kelessidis lished during 2008 in Heraklion, Crete by the Sci- participated in the successful PERARES call and practices, ‘is as daunting as it is important’ (p. 19). long community theatre-based research process and Artemis Saitakhs, ence & Technology Park of Crete (STEP-C). STEP-C established a Science Shop in the city of Chania, My paper focuses on a community theatre-based aimed at exploring the daily working conditions Technical University of participated as a partner in the project TRAMS named “EPILYON” where it has been running for projectby a feminist artist-researcher and a group in a Call Centre in Sudbury, Ontario, a depressed Crete, Greece (Training and Mentoring of Science Shops) during the past two years. Starting it up was challenging of telemarketers in Sudbury, Ontario. I begin with town with a legacy of joblessness from the closure 2005-2008. One of the goals of the project was to and after significant effort CSOs of the area were a brief introduction to theatre-based research and of the mines. Asked by a local union to investigate introduce the idea of Science Shops and train new mobilized together with students and professors then describe the one-year theatre-based research the Call Centre in a more engaging, participatory Organizations to establish and run Science Shops. of the University. A methodology has been devel- project. I conclude with adiscussion of some of and creative way (no Call Centres in Canada were The main work of Science Shop of Crete was col- oped for enacting both CSOs and professors which the key elements of this research practice, arguing unionised at the time) feminist artist-researcher laboration between STEP-C and the Technical Uni- primarily involved face to face contacts and pro- the values – whilst recognising the challenges - of Laurie McGauley approached a number of women versity of Crete (TUC) to help the local community motion of the project idea supported by successful representational / performative forms of gathering telemarketers in the Centre. Many were too shy or from South of Crete to assess the social-economic examples from established Science Shops shared and sharing data, developing new knowledge and frightened for their jobs to take part but eventually impacts in relation the development and operation within PERARES project. Nineteen projects have understandings and contributing to workplace/la- discussions brought seven to the table to develop of an international container port. The project was been identified so far of which six were matched bour change. collectively the questions for the study and learn promoted by Greek Government and its aims were to interests of students and professors and started theatre methods. Once the study questions and to facilitate economic growth and social welfare in implementation. We present the type of the pro- The arts and research methods of data gathering had been developed, the region. In the framework of this collaboration, jects, the CSOs involved and the approach taken Similar to other forms of community-based re- the researcher-telemarketers spent months gath- STEP-C supported a student from TUC to prepare by the professors and students in tackling these search, arts-based research developed as a chal- ering the data/stories through interviews (face-to- his diploma thesis on this issue in collaboration projects. We evaluate the methodology followed lenge to limitations by opening spaces for creative, face or via telephone) with telemarketers in their with the local community in South Crete. The idea and suggest means of overcoming difficulties en- arts-based experimentation (Butterwick, 2002). own Centre and across the country. Their investi- was presented in a regional student conference countered and suggest new strategies for involving Ball (2002) describes arts-based research in gen- gations uncovered information on the breadth and (Annual Conference of Cretan Students Associa- more people in such activities. Finallyweshareour- eral as ‘writing outside of the lines, transgressing scope of the problematic workplace experiences of tions) and discussed with the local people. Follow- visionofthefuture EPILYON. the rules, while staying within the lines of dominant others. The research-telemarketers met at Laurie’s discursive practices’ (p.2). It makes use of ‘artistic home ever Sunday morning for one year, discuss- expressions in all the different form as a primary ing, role-playing, sharing their own stories and ana- way of understanding and examining experience lysing the data from across Canada. As the themes by both researchers and the people involved in and ideas emerged, the group began to develop their studies. Feminist arts-based researchers draw the script. The title of the theatre piece came from upon women’s artistic sensibilities to critically ex- a leitmotif in the data as this quotation illustrates: plore the complexities of oppression and use those ‘Get a real job! You hear that so often. People do new understandings to develop a greater sense of not understand it is a ‘real’ job. We’re not consid- social and political agency and control. Theatre- ered legitimate workers.’ based research refers to ‘a staged presentation of qualitative data performed by…an ensemble 78 79

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Scene one opens with the hiring/recruitment subject matter, between actor and audience and the multi-dimensionality of the human working Eisnor, E. (2008), Persistent tensions in arts-based phase. Six researcher-actors attend a community allows researchers to gather and share insights experience and a strategic/imaginative push for research, in M Cahnmann-Taylor & R Siegesmund event where they are told by the recruiter that work- that may be troubling to people who would rather change. (eds), Arts-based research in education, Rout- ing in this Centrewill mean flexible working hours, not hear or see (Besta, 2007).Fictional art,albeit ledge, London, pp.16-27. excellent pay and benefits, private lockers, child- grounded in issues and experiences of the ‘real’ References care, and even a spa. The carnivalesquesetting in- world (Brecht, 1992), makes the digestion of diffi- Hess-Bider, S. & Leavy, P. (2007), Feminist re- cludes loud music, balloons, and free frankfurters. cult issues more palatable, acceptable. O’Toole and Ball, H. K. (2002), Subversive materials: Quilts as search practice, Sage Publications, London. To make it more audience inter-active, the actor Lepp (2000) argue that an academic presenta- social text,Alberta Journal of Educational Research, ‘selling’ the Centre pulls two people from the audi- tion about findings on workplace harassment is of vol. 60, no. 3,pp. 1-27. Hutchinson, Y. (2009), ‘Verbatim theatre in South ence although they are quickly eliminated from the course totally acceptable, but drama turns this into Africa: Living history in a person’s performance’, in selection process– we are told in an aside –as in- ‘a special event that speaks personally, communal- Belifore, E. and Bennett, O. (2008), The social A Forsyth & C Megson (eds),Get real: documentary sufficiently desperate for employment. Scene two ly and viscerally. Feminist arts-based researchers impact of the arts, Palgrave MacMillan, London. theatre past and present, Palgrave Macmillan, New is a bank of telephones. Sitting side by side with an call this‘listening with the heart, an attentiveness York, pp. 209-223. incessant cacophony of ringing in the background that includes emotional responsiveness’ (Heng, Besta, B. (2007), ‘The need for critical distance’, for atmosphere, the ‘actors’ make their calls and 1996, p. 217) and this is reflected in this comment: Educational Research and Evaluation, vol. 13, no.3, Knowles, J. & Cole, A. (eds) (2008), Handbook tell stories: one woman’s eardrum was pierced by a When we did finally end up with a final product, pp. 295-301. of the arts in qualitative research, Sage Publica- disgruntled male who let off an air-horn into the re- it was something that was so amazing, so built on tions, Thousand Oaks, California. ceiver and she was fired for being ‘disabled’; other the knowledge of the telemarketers but so much Boal, A. (1985), Theatre of the oppressed,Theatre women were sexually harassed either by men who more. It gave people [the audience] the opportuni- Communications Group, New York. O’Toole, J. &Lepp, M. (2000), Drama for life: Sto- answered the phones or by Centre managers who ty to dialogue because what they had actually seen ries of adult learning and empowerment, Playlab measured the length of their skirts and height of in the play, they had experienced, they had lived! Brecht, B. (1992), Brecht on theatre: The devel- Press, Brisbane. their shoes; another spokeof the challenge of older We had one lady who spoke afterwards in tears opment of an aesthetic, Hill and Wing, New York. people: ‘You spend the first five minutes trying to saying, ‘I could see myself up on stage. I could see Perron, M. (1998), ‘Common threads: Local strat- sell them something. But they don’t need it they it and I could relate!’ (Sheryl) Chwe, M. (1998), Culture, circles and commer- egies for inappropriated artists’ inIBachmann & are just lonely and want someone to talk to so you Theatre-based research therefore has strategic cials: Publicity, common knowledge and social RScheuing (eds),Materials matters: The art and spend the rest of the time trying to talk them out of value because communications with the public coordination,Rationality and Science, vol. 10, pp. culture of contemporary textiles, YYZ Book, Toron- it. But if I get caught doing that I lose myjob.’Each around complex social issues ‘must involve more 47-75. to, pp.121-136. panel scene is followed by a soliloquy by an actor than just transferring information’ (Chwe, 1998, who stands slightly off from the group. The mon- p.48). Further, while the participant-actors were Donmoyer, R. & Donmoyer, J. (2008), ‘Readers Sullivan, G. (2005), Art practice as research: In- ologues are their actual stories. They begin with highly visible, this representative or fictional form theatre as a data display strategy’, in J Knowles &A quiry in the visual arts, Sage Publications, London. hopes and dreams but end with humiliations and provided others with total anonymity, a form of Cole, A (eds), Handbook of the arts in qualitative truths such as no lockers or flexible hours. In a ethical community practice. People in the Call Cen- research, Sage Publications, Thousand Oaks Cali- Saldana, J. (2008) ‘Ethnodrama and ethono­ third scene, the actors debatethe pros and cons of tres across Canada were at first quite fearful about fornia, pp. 209-224. theatre’, in Knowles, J., Cole, A. (eds), Handbook of unionising. At the play’s conclusion we learn they what the theatre-based research and the very pub- the arts in qualitative research, Sage Publications, have successfully unionised and the changesas a lic performance would reveal and the negative ef- Thousand Oaks California, pp. 185-194. result. The play was performed for unions, at aca- fect it could have on their jobs. Fictionalising the demic conferences and in a number of Call Cen- data meant all the important stories and experi- tres across Canada for two years. ences were heard but in ways that could not reveal A learning framework for public engagement No. 42-C specific identities. The non-fictional aspects – the Discussion: Values and challenges monologues – were also critical to the success of There are ever-growing dynamics which encour- Public Engagement have developed a draft frame- Authors Arts/theatre-based practices pay attention to rig- the study. This allowed the researcher-actors to ac- age Universities to enrich their connection with work for supporting universities in thinking about David Owen our and systematic enquiry but privilege the role of tually speak through a creative formof their own wider society, and to enhance the impact of their how learning outcomes from public engagement and Paul Manners, cognitive and embodied creativity in constructing stories of pain but more importantly, triumph. The research and of their teaching. Developing an out- could be further supported and assessed within Nactional co-ordinating knowledge and transforming human understand- aim was to use ‘real’ experiences to encourage oth- ward-facing, dynamic and two-way exchange with the formal curriculum. This framework consists of centre for public ings for social or workplace, change. The women ers to speak out, be heard and work to unionise the world beyond the academy is being encour- five key learning areas that are crucial to all forms of engagement (NCCPE), participants involved in Get a Real Joblearned tra- their own workplaces. As feminists argue, women’s aged by a host of external policy drivers, but also engagement, and provides assessment criteria for UK ditional qualitative methods of gathering and ana- concrete experiences provide the ultimate criterion by the values of many in the sector, both staff and each of these areas: lysing data such as interviewing and coding. But for credibility around knowledge claim in research. students, who believe that universities are there to they also learned artistic skills such as role-playing But research must also help to advance some kind ‘make a difference’ and to transform individuals’ • Co-creation of knowledge and scriptwriting. Moreover, they were engaged in of agenda for change(Hess-Bider and Levy, 2007). lives. There is a growing emphasis on producing • Managing complexity ‘art-making’ that meant being open to the journey graduates with capacities in knowledge co-creation, • Awareness of self and others of research: ‘The play took on a life of its own; I Knowles and Cole (2006) argue that our contem- in collaborative learning and engagement with oth- • Communication don’t think any of us really realised where we were porary society requires more holistic, dynamic and ers. Whilst there are many who use ‘live projects’ • Reflective practice going with this play in the beginning’ (Lorna).The creative approaches to gathering mobilising and or ‘real-world’ learning as a means for developing women also received standing ovations in all sec- disseminating knowledge. In this aesthetic com- these capacities, there is often little creative work In this workshop we will present and invite critical tors for their polished, professional work. The playis ing together of an artist and a group of telemar- that goes into developing curricular that further ex- reflection from participants on this framework and both fictional and non-fictional. The fictional aspect keters we see an alternative, creative capturing of ploits the learning that arises from engagement work to explore potential projects through which it creates‘critical distance’ between researchers and with others. The National Coordinating Centre for can be applied, researched and evaluated. 80 81

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No. 43-B Dress for success! Fitting CBR-projects in the curriculum: 1. What is the influence of acceptance on the desk and experts on file analyses. The whole pro- Interdisciplinary approaches and looking for excellence quality of life of patients with Menière’s dis- ject will be supervised by a multidisciplinary team. ease? In my story I will use this and other examples to Authors At the Science Shops of the University of Gronin- lands, a group of Dutch and German students in 2. What medical perspectives do patients have discuss how we are linking questions to various dis- Rachel van der Kaaij, gen, we receive questions of very diverse size and biology and management picked up the problems about their disease? ciplines. How do we organize the cooperation be- Karin Ree, type. A lot of questions are very well suited to be of ecological damage in the Ems-Dollart estuary 3. Can acceptance and social support mitigate the tween the questioner, the student(s), the science Jolanda Tuinstra answered during a master thesis period. But there and performed an actor analysis. Results are pre- negative influence of higher emotional prob- shop and the examiner? What are our success sto- and Saskia Visser are also cases in which the questions are too small, sented in the poster session at the Living Knowl- lems on relationship satisfaction of patients ries and what are their characteristics? And, on the Science Shops, University too broad, or it can be difficult to match the content edge conference. and partners? other hand, what are the characteristics of failed of Groningen, with the requirements for a master thesis. In those Traditionally, the Beta Science Shop often receives projects, or unanswered questions? The Netherlands cases we aim to find other opportunities to place questions from people inconvenienced by noise All three topics were highly relevant both scien- the question in the curriculum. Here are three sto- or smell pollution. In most cases, these individual tific and social. Each separate question asked for Looking for excellence: how participation in ries from different fields of research to show how troubles cannot be solved by us, although they give another discipline to be studied. Maaike de Vries, CBR becomes something to aim for society can be brought into academic studies. us valuable insight in the problems experienced by master student clinical psychology wrote her thesis Science Shop Language, Culture and Commu- large groups of people, who have very little organi- about “Coping with Meniere’s disease. A study of nication Groningen, Saskia Visser From technical design to policy decisions: zational support. We aim to cluster these topics in- Quality of life and its influencing factors”. A total of We all want to offer civil society the best quality in CBR within the Science curricula to multidisciplinary projects, for example with local 305 patients participated in her study. MartijnMars- research and based on that, practical solutions for BetaScienceShop Groningen, Rachel van der authorities, in order to bring such topics on the po- man, medical student, performed a small bachelor the questions they ask. Therefore Science Shops Kaaij and Karin Ree litical agenda and provide a basis for policymaking. project in which he answered the second research look for motivated and talented students to per- At the Beta Science Shop of the University of Gron- Such projects may e.g. be performed by students question. He analysed the medical information form research and offer them guidance and sup- ingen, our challenge is to fit the research questions in the Master course ‘Science, Business and Policy’, collected from the same 305 patients. Finally, port during the process. Many times this results in from civil society organizations into the curriculum. intended for Science students who wish to develop MariseKaper, master student social psychology, reports of good quality and satisfied organisations, This is necessary to serve both the students and their skills as a science advisor. The student’s as- wrote her thesis about “Stable love. Stable life?The students and Science Shop employees. But unfor- CSO’s. For students, we need to offer research top- signment is to produce a policy advise for a non- role of support and acceptance in relationship sat- tunately not all projects lead to success. We proba- ics of an adequate level and ample opportunities profit organization or local authority. This course isfaction of couples living with Meniere’s disease.” bly all have experienced disappointments in poorly for their own learning and development process. offers strong opportunities for Science Shop ques- A total of 142 couples (patients and partners) par- written reports, students who give up or dissatis- On the other hand, CSO’s demand high quality and tions to be reviewed in a broader context than nat- ticipated in her study. fied organisations. How can we lower the risk of applicable answers to their questions. Here we will ural sciences alone. In the field of odour nuisance, During all three projects, we closely cooperated unsuccessful projects?The Science Shop LCC has discuss three examples of bridging CSO’s ques- pharmacy student Kim van den Berg evaluated lo- with the chair of the committee Meniere, who is recently worked with various forms of offering a tions and the students’ curriculum within the Fac- cal and national odourpolicy; the analysis was sup- a medical doctor herself. She was also important CBR-project as something extra to a selection of ulty of Mathematics and Natural Sciences. ported by a questionnaire among a large number in the process of communicating the results to the students. I will offer you two examples. Users of medical devices can be socially imped- of actors, revitalizing a national expert network. In Association and her members. Summaries of the The Language Center of the University of Gronin- ed by their need for home care. A user of support the field of noise nuisance, a group of students ex- projects were published on the website of the NV- gen offers courses in languages, not only to our stockings wondered whether these could be im- plored the discrepancy between objective sound VS. Furthermore, both psychology students were own students and staff, but to a broader pub- proved with regard to user-friendliness, especially levels and subjective nuisance, putting the science invited to present their results at a weekend organ- lic. There are many languages possible, but most the putting on and taking off. A typical question to approach in perspective. ized for patients and partners. And finally, a joint courses are in English and in Dutch. The Dutch start with an inventory bachelor course: 4 groups group of representatives of the NVVS and the stu- courses are attended by many migrants who want of students in biomedical technology used the An interdisciplinary approach can answer dents will attend this summer the IFHOH (Interna- to socialize and integrate in Dutch society. The case in their design course. It led to several inven- more research questions tional Federation of Hard of Hearing People) World Language Center wants to raise awareness on how tive ideas for improvements of both the stockings The Science Shop Health Care Groningen, Jo- Congress to present their results. adults learn new languages. Scientific research and the compression aids, which may be further landa Tuinstra Another example is a question of the Association shows that it has many benefits being aware of developed within an advanced course. The Science Shop Health Care works with students of Renal Patients (NVN in Dutch). The question the personal process, how it varies between peo- A more straightforward question came from the from various disciplines, such as psychology, so- concerned the employment participation of renal ple and which factors may influence it.Benefits for Dutch Mountaineering Club: how about all those ciology, health science and medicine. Each study patients. More detailed, the patient association has the language learner, the teacher and the social en- different water purification systems for travelers, curriculum calls for its own approach and casts a a patient desk to which patients can address their vironment. The Language Center and the Science do they work as well as suggested? Two bachelor different light on research questions. It’s a process questions on employment participation. Profes- Shop decided that written Language Portraits of students tested the efficiency of removing bacteria of consultation, consideration and coordination to sionals of this patient desk can provide informa- people who are taking a course would serve this and viruses from water with 7 different systems, as match questions, courses and students. But the tion, but can also intervene in order to facilitate the goal.We asked the teachers of the course Applied part of a practical course in microbiology skills. The interdisciplinary approach can also lead to unex- participation. Closed patient files are available to be Linguistics; multilingualism and language learning results will be presented in the club’s own maga- pected results and new collaborations. I will dis- studied in order to answer the main research ques- for help. They fitted the assignment to write a Lan- zine, making them directly available to all 55.000 cuss two examples. tion: What are the outcomes of re-integration inter- guage Portrait in their course. All 55 students were members. The committee Menière of the NVVS (Dutch Hear- ventions of the NVN on employment participation linked to a Language Center course, observed a ing Loss Association) asked the Science Shop to of renal patients? lesson, interviewed language learners and linked Science shop questions often ask for an interdisci- examine the influence of Menière’s disease on the Twenty bachelor students from the disciplines the information to scientific literature. All assign- plinary approach. Therefor the Beta Science Shop lives of patients and their partners. Three topics medical sociology and organizational sociology ments were graded and the Language Center got is involved in the interdisciplinary minor People, were formulated focusing on three research ques- will explore this question in 2012. Before starting to pick a selection of diverse and qualitatively good Planet, Profit. Inspired by environmental organi- tions. the file-analyses several lectures will be given by a Language Portraits. These were rewarded by pub- zations in the North of Germany and the Nether- nephrologist, a patient, a professional of the patient lication in a book. 82 83

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The disadvantage of this approach is that working In another case we selected the students at the Partnership Development. Developing partner- ties of the systems in which they are functioning, with 55 students costs a lot of effort. All students start of the project. In this case it was an organi- ships must focus on building trust and mutual political and financial dynamics (e.g., competing have to be connected to a course and the selection sation of elderly volunteers that assists reading benefit, and focus on addressing short- and longer- agencies, relationships among administrators), and process is not easy as well. But the positive feeling groups. The literature teachers selected their best term needs for all partners. This requires a person- the other broader issues at play, as well as partners’ prevails. Through this approach we could confront students to construct reading guides for books that al relationship between faculty and key members perspectives and needs. In working in these ap- all students with the practical use of scientific the- the reading groups were discussing. The students of community organizations. Partners need to be plied community contexts, students also have the ory and they could all participate in CBR on a small worked for a volunteer allowance and they were honest with one another about what the respective experience of others depending on them and their scale. Many of these students are language learn- all very pleased to be able to make practical use parties, particularly students, can do and what they expertise; this can bring with it feelings of compe- ers themselves and many will become language of their study subject. There was contact between cannot. While regular communication via email is tence and accomplishment, as well as tension and teachers in the future. Moreover the Language the students and the elderly readers and volun- important, meeting in person periodically is criti- worry tied to the ambiguities inherent in commu- Center obtained Language Portraits of good quality teers which everybody enjoyed and together they cal, particularly around solving problems, ensur- nity settings and processes. However, it provides and the students and language learners who got worked on reading guides of good quality. ing shared goals and objectives, and addressing important ‘real world’ experience that can inform selected were very proud. These two and more examples I will use to show issues related to the ‘front-end’ costs of develop- meaningfully their professional development. how CBR canbecome something to aim for and ing the partnership and getting started. Attending what the pros and cons for this approach are. conferences together can also be particularly use- Moreover, as they develop ideas, plans, and re- ful, allowing informal interactions over dinner, after ports, students gain insight into how to commu- sessions, or while traveling together. In these set- nicate in a way that addresses partners’ interests tings, the parties can better get to know one anoth- and needs. We have students regularly report to No. 44-B Creating successful partnerships and effecting community change us- er, and discuss ways to advance the partnership. partners, but only after we have provided feed- ing applied community psychology research Taking the time to informally meet can also provide back about clarity and usefulness of findings and opportunities for relationship building, discussion recommendations. This often takes multiple itera- Authors Creating successful partnerships with local organizations, to help both students and of roles that students might play, and consideration tions, until the student can translate findings into a James R. Cook and agencies develop greater capacity to effect change. of the possibilities for future initiatives and projects. form that partners can use. Ryan P. Kilmer Students and communities can both learn through Current projects include: Psychology Department community-university research partnerships. Dur- • helping plan and evaluate a school–multi-agen- Community Learning. Fostering a sense of “shared We have also found considerable value in having University of North ing 10 years of partnerships with community cy partnership to address the needs of children learning” is essential in conducting community- students assume managerial roles, helping them Carolina at Charlotte, groups, the Community Psychology Research Lab and families in an impoverished neighborhood; based participatory research. Partners can benefit develop or enhance their personnel skills (e.g., USA has engaged students in projects that build their • evaluating the impact of “family partners” who from applied research only when they are open to heading a diverse team, interacting with those skills while increasing the research competence of provide support for families involved with child learning from and using data, even when results from other disciplines) in a manner that will benefit the agencies. Faculty roles are critical in maintain- protective services within the United States’ are not expected or do not “look good” for the or- them as they progress on their professional trajec- ing the relationships, mentoring students, resolving child welfare system; ganization. A strong partnership that emphasizes tories. conflicts, and fostering mutual learning. • developing and evaluating supportive “wrapa- mutual learning to enhance the common good is round” processes for families living in public essential, and university members (including stu- Faculty Roles. With little university infrastructure Introduction housing developments; dents) must be sensitive to the public relations to support faculty or students in the development Central to community-based participatory research • developing research capacity within and evalu- needs of community organizations, but never at and maintenance of community-university partner- (CBPR) is the creation of partnerships that en- ating the impact of a family advocacy organ- the expense of research integrity. We try to keep ships, faculty must provide continuity through their hance mutual learning among all partners. Indeed, ization that serves families engaged with the the focus on using data to guide decision making ongoing relationships with community partners. in addition to shared decision making and mutual mental health system. and resource allocation, and to improve practice. In many cases, faculty also provide the funding to ownership of processes and products, core ele- Because our university has little structural support Students use their skills to help community organi- support these experiences for students and work ments of the collaborative CBPR approach include to foster partnerships, we have developed strate- zations build capacity for applied research, while with students who then become their “junior col- co-learning and the reciprocal transfer of expertise gies to create and sustain partnerships that actively they build their research skills. Community partner leagues” who can gain knowledge and skills and and knowledge (Balcazar et al., 1998; Viswana- involve university students at all levels. Students staff benefit as well. For example, through these effect community change through these relation- than et al., 2004). Involving students as partners gain experience and develop skills through differ- partnerships, staff and organizations can learn how ships. Faculty serve as (a) matchmakers” between in CBPR provides multiple benefits, as students ent means: volunteering, courses that include ser- to track indicators and outcomes efficiently and students and agencies, connecting student interest learn about community processes and systems vice-learning projects, independent study courses, how to use data (including enhancing their report- and ability with community needs;(b) supervisors/ from community members, and community mem- practicum courses in which the primary task is ser- ing capabilities, with funders and other stakehold- mentors for the students, increasing the demands bers and organizations learn, develop, or enhance vice-learning, paid staff positions on applied re- ers). on students as they become more capable, assist- their research competencies via their work with search projects, or Master’s theses and doctoral ing them in understanding and responding to com- students. This paper draws on the experiences dissertations. Student Skill Development. Many students have lit- plex situations, and helping students continue to of a community psychology training program that tle interest in research for the sake of advancing gain competencies; and (c) advocates for the stu- focuses on community change, using an ongoing Fostering Mutual Learning generalizable knowledge, but readily become en- dents and their learning, while helping ensure that team of faculty and students working with multiple To maximize the mutual benefits to the students gaged in research that can improve practice and the community partners have their needs met. Fac- community partners. and community agencies in a team-based, project- outcomes. Yet, traditional research methods cours- ulty often need to help students understand the driven partnership, attention must be paid to sev- es often fail to train students to translate research complex relationships among community organi- History of Partnerships eral key issues, framed briefly in the paragraphs into usable community knowledge. Students can zations, and to help them maximize their ability to For each of the past 10 years, the Community Psy- that follow. gain such skills via experiential learning. For exam- effect change. Over time, students develop greater chology Research Lab has engaged up to 30 un- ple, through meetings with partners, students can leadership roles, and learn skills for adapting to the dergraduate and graduate students in partnerships develop a clearer understanding of the complexi- ambiguities of community work. We have found 84 85

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that taking students to community meetings, in other students, faculty need to provide support to • Science Shop Brussels, Belgium sation, othersare able to work very independently. which faculty can role model interactions for en- help ensure that student managers can deal effec- • University of Groningen Science Shops, The When students work at the office of a civil society gagement and partnering, helps students under- tively with their peers. Netherlands organisation,they contribute to the organization in stand partners’ concerns (with debriefing to help • Wageningen University, Science Shop, The other aspects that fall outside of the scope of the them process what they saw and heard). Faculty Summary Netherlands research. By participating in such an activity stu- can also identify resources (grants or contractual Community-university research partnerships pro- dents relationships) that support students’ roles in the vide opportunities for students and communi- Relevance of Science Shops • Learn about the practical work; partnerships. And, occasionally, faculty need to as- ty agencies to learn about community processes Science Shops are deeply rooted in their social • Learn how to communicate knowledge to pro- sume a primary role in meeting the needs of com- and applied research. Faculty serve in key roles context and are able to provide authentic learn- fessionals; munity partners when students’ skills, motivation as mentors for students, assume responsibility for ing places for students. Participatory science shop • Gain access to a broader network; or circumstances make it impossible for the stu- developing and maintaining the relationships with projects offer students the possibility to improve • Have the opportunity to present their research dents to meet reasonable expectations of the part- community groups that can be central to develop- their competence to relate and communicate their results to a broader public. ners. ing a shared “learning community”, and use their theoretical knowledge with specialists and non- skills and social capital to resolve conflict as it aris- specialists, which is one of the descriptors of the > Incorporating the projects in existing courses or Conflict Resolution. Conflicts inevitably arise in es. qualifications framework for Higher Education In- practicals (such as a case study). community-university research partnerships, and stitutes in Europe. As such they support higher This strategy is more used nowadays, because of mechanisms for their successful resolution must References education institutes in the development of com- the shift to more project-based education. Science be developed. Conflict can occur between com- petences students need in a globalized and rapidly shop staff can offer their cases to those teachers, munity agencies, between universities and the Balcazar, F. E., Keys, C. B., Kaplan, D. L., & Su- changing world. Competences, likequickly under- who use these types of teaching methods.Using community agencies, or among students working arez-Balcazar, Y. (1998). Participatory action re- standing different knowledge, cultural and social this strategy, Science Shops are able to work with on teams. Some issues can also arise when try- search and people with disabilities: Principles and systems, are getting more important(Martens et al. larger numbers of students and are able to support ing to balance shorter-term student perspectives challenges. Canadian Journal of Rehabilitation Re- 2010). Furthermore,learning transferable profes- more civil society organizations. Dublin Institute of (including the time-limited commitment often ne- adaptation, 12, 1-11. sional skills (i.e. communication, negotiation skills) Technology (DIT) gained a lot of experiences with cessitated by academic term schedules) and com- are essential in order to deal with these changes incorporating projects in existing courses. By in- munity partners’ longer-term needs.Overall, we Viswanathan, M., Ammerman, A., Eng, E., in society. The education systems that are respon- corporating new modules in existing courses, they have found that conflicts between our university Gartlehner, G., Lohr, K.N., Griffith, D., Rhodes, sive to those changes in society should offer learn- experience the importance of discussing with and or our staff/students and community agencies can S., Samuel-Hodge, C., Maty, S., Lux, L., Webb, ing methods that aremore authentic in nature, inspiring interested lecturerson how science shop often be resolved by using our relationships and L., Sutton, S.F., Swinson, T., Jackman, A., & Whit- demand-driven and exploratory. They should of- projects can be incorporated in existing modules. ‘capital’ to help find the common middle ground. ener, L. (2004). Community-based participatory fer students the possibilities to work ininter- and/ More challenging have been student-student con- research: Assessing the evidence. Evidence Re- or transdisciplinary groups (Wals, 2010). In inter- > Creating a novel ‘course’ or practical period and flicts, as interpersonal style, different work habits, port/Technology Assessment No. 99 (Prepared by disciplinary research, researchers from different awarding credits for this course. and poor communication can result in inequitable RTI–University of North Carolina Evidence-based disciplines work together. In transdisciplinary re- The science shop in Groningen has experience distribution of work loads, and potentially poor fol- Practice Center under Contract No. 290-02-0016). search, researchers from different disciplines work implementing this strategy. They offer an optional low-through with community partners. Particular- AHRQ Publication 04-E022-2. Rockville, MD: Agen- together with the problem owners, professionals course to final years BSc and MSc students. In the ly when students serve in supervisory roles over cy for Healthcare Research and Quality. and other relevant stakeholders in all phases of the course the work of the science shop is explained, research process (Scott and Wals, in press). and students work in groups on a participatory research project. Introducing a new mandatory Different strategies of embedding science course implies that something else in the curricula shop activities in curricula has to be removed or reduced. When using exist- No. 45-C Embedding science shop activities into curricula In this paragraph we explain the different strate- ing courses or practicals, or modifying the subject gies Science Shops are using for embedding their of a thesis no extra task is involved; the students Authors Introduction to the study can be seen as mediators between civil society or- activities in the curricula of higher education insti- and researchers do what they are doing anyway Hansje Eppink This is a summary outlining the results of a study ganisations and research institutes. Science Shops tutes. Most of science shop work is done in the (Mulder et al., 2006). and Arjen Wals, aboutembedding science shopactivities in the cur- can be i) independent organizations (non-gov- later years of the study, when the student already Education and ricula of higher education institutes. It builds on the ernmental institutions) or ii) part of a higher ed- has good knowledge of his or her discipline (Fok- Recommendations Competence Studies, experience of people that have worked in Science ucation institute. This study focusses on Science kink et al., 2004). These are the strategies widely In this paragraph we provide recommendations Wageningen UR, Shops for a prolonged period of time and is writ- Shops that are part of higher education institutes. used by Science Shops to embed their activities for science shop staff for embedding science shop The Netherlands ten with the aim of supporting staff of newly estab- Information was collected througha desk study and into the curricula: activities in the curricula of higher education insti- lished Science Shops. As such, it aims to contribute interviewing science shop staff. The study is part tutes. to the development and/or improvement of insti- of the PERARES project (Public Engagement with > Using the science shop research projects as a tutional practices. Research And Research Engagement with Society) thesis topic (BSc, MSc and PhD). 1. Adjust to the structure of the institutions The first science shop was established in the Neth- that is about strengthening public engagement in Students work individually on the research topic How Science Shops canembed their activi- erlands in the 1970s. Nowadays, Science Shops research.The six Science Shops that were involved and are often highly motivated because the re- ties in the curricula is influenced by the exist- can be found all over Europe and beyond. Science in this study are; search results are directly used by civil society ing structure of the institute.For example some Shops support socially relevant science by con- • Science Shop, Queen’s University Belfast, Ire- organizations. The nature of the relationship be- structures do not support inter- or transdisci- ducting independent and participatory research land tween the students and the civil society organi- plinary courses. Furthermore, the best positive support in response to concerns experienced by • Dublin Institute for Technology, Ireland sation depends on the research project. Some results are when students receive academic civil society (Mulder et al., 2006). Science Shops • University College Cork Science Shop, Ireland students work closely with the civil society organi- credits for their work on science shop activi- 86 87

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No. 47-C ties; when the credits are part of their required 5. Keep up the good work. It is important! Community and Green Mapping as a Tool and Movement number of credits to obtain their degree; and Higher education institutes are pushed towards for Local and Global Sustainability supervision and or teaching by researchers is increasing efficiency, which sometimes make done as standard supervision/teaching time. them to decide to focus only on its two core Community and Green Mapping is a power- adapatable tools and award-winning icons. Green Authors businesses; education and research. Commu- ful research, learning and engagement tool used Map features 775 locally-designed maps (many Maeve Lydon and 2. Explain the added value to students nity outreach is not always seen as a core role worldwide by communities, academics, students, from Europe!) and includes thousands of mapmak- Wendy Brawer, In a participatory research process the end goal of a higher education institute. Consequently, designers, planners and many kinds of social in- ers and education-research projects from around University of Victoria, is not known at the start. Planning activities in the work of Science Shops is very often not novators. This workshop will include Maeve Lydon the world. The Canadian CMC is focused on com- Canada such a process depends on its participants. perceived as its core business.The challenge for representing the work of the Canadian-based Com- munity-driven development for neighborhood and Due to the increasing demands on students science shop employees is to convince univer- mon Ground Mapping Network and Wendy Brawer, local sustainability planning and supporting indig- to finish their studies, students are not always sities that community outreach is one of their Founder-Director of the Global Green Map System. enous communities. The workshop will present ex- willing to participate in science shop activities. core businesses. Common Ground is part of the University of Victo- amples and approaches from the CMC and Green Most students after participating in science ria-supported Community Mapping Collaboratory Map work and involve participants in skill-building shop activities are very enthusiastic about the References (CMC) and Green Map is a globally networked sys- to help them create their own mapping, education work of Science Shops. For science shop staff tem based in New York that has engaged hundreds or planning projects. it is important to explain the work of Science Fokkink A., H. Mulder (2004) Curriculum Devel- of communities in over 60 countries mapping sus- Shops to students. opment through Science Shops tainable living, nature, culture and economcy with

3. Look for dedicated individuals Martens P., N. Roorda, R. Cörvers, (2010) Sus- Although the push to more social relevant re- tainability, Science and Higher Education, The need search can be noticed, there are also forces for new paradigms Developing Multidisciplinary Course-based Action Research Projects No. 48-E that are less supportive to this type of research. The first challenge is that many perceive knowl- Peters, S. and Wals, A. E. J. (in press) Learning Recent literature suggests that community-based course or discipline to develop multi-disciplinary Authors edgeas a commodity instead of a product free and Knowing in Pursuit of Sustainability: Concepts research (CbR) is a beneficial teaching methodol- CBAR projects. Efforts to connect faculty and stu- Howard Rosing and of charge, to improve our living environment. and Tools for Trans-Disciplinary Environmental Re- ogy in higher education courses (Hofman and Ros- dents from multiple disciplines to long-term CBAR Nila Ginger Hofman The second challenge is that some research- search. In: Krasny, M. and Dillon, J. (Eds.) Trans- ing 2007; Stocking and Cutforth 2006; Strand et initiatives offer numerous challenges (Rosing and Irwin W. Steans Center ers mainly focus on academic research and disciplinary environmental education research. al 2003; Stoecker 2003). The proposed workshop Hofman 2010; Weinberg, 2003). Not the least of for Community-based publications without paying attention to social London: Taylor and Francis. illustrates how multidisciplinary, multi-year CbR ini- these challenges involves the logistics of coordi- Service Learning relevance. In those cases it is best to look for tiatives embedded in curriculum can be important nating a research agenda across multiple courses & Community Service individual research support. In most universi- Wals A. E. J. (2010) Mirroring, Gestaltswitching vehicles for furthering university-community part- with diverse learning goals over multiple academic Studies DePaul ties there are researchers with relevant exper- and transformative social learning. Stepping stones nerships and promoting rigorous student learning. terms. The case study therefore illustrates how sig- University, USA tise and interest in social relevant science. It for developing sustainability competence. Interna- By directly engaging with community organizations nificant investments are necessary on the part of is a task of the science shop to identify and tional Journal of Sustainability in Higher Education and each other, students from a variety of majors higher education institutions in order to produce motivate those researchers. Gaining support Vol. 11 No. 4, 2010 pp. 380-390 learn disciplinary skills and participate in research impactful multidisc! iplinary CBAR projects. Follow- on individual bases helps to create visibili- that promotes positive social change. As part of ing the case study, an outline highlighting benefits ty and demonstrates the added value of au- Wals, A. E. J. and Corcoran, P. B., (2004) The an interactive workshop, the facilitators will pro- and challenges of conducting this type of teach- thentic, demand-driven and exploratory cases promise of sustainability in higher education: a vide resources for university researchers who are ing and research will be presented for discussion. for students. It should be noted that there are synthesis, in: Corcoran, P.B. and A.E.J. Wals, Eds. considering working together to integrate commu- Participants will be asked a set of guided ques- examples of academics joining science shop Higher education and the challenge of sustain- nity-based research projects with teaching from a tions in order to illustrate how multidisciplinary, research and guiding students participating in ability. Dordrecht, Kluwer Academic Publishers, p. variety of fields, but with the shared goal of ad- multi-year CBAR initiatives might be implemented such research, who have successfully convert- 223–225. dressing critical social issues. Following a presen- within their own institutions. This workshop is spe- ed the research process and outcomes inrefer- tation of the theoretical frameworks informing the cifically geared toward teacher-scholars who seek eed peer reviewed publication. workshop and CbR as pedagogy, we introduce the to develop action research agendas that incorpo- concept of course-based action research (CBAR) rate service learning and community-based schol- 4. Look for new assessment methods developed by Hofman and Rosing (2007) as an arship. We place a special focus on maneuvering Science Shops can offer authentic cases but umbrella term that incorporates elements of com- through power relations within institutions of high- how they are assessed and rewarded is in- munity-based research (CbR), service-learning and er education and community partners. Participants fluencing the learning of the students. In sci- participatory action research (PAR). This discussion will leave this session with a set of tools and ap- ence shop activities, students not only gain will be followed by presentation of a case study proaches for designing multidisciplinary CBAR pro- knowledge, but also skills.In the more tradi- from Chicago that builds on CBAR within a single jects within changing sociopolitical contexts. tional assessment methods, like written exams and multiple-choice exams, only the acquired knowledge is tested and rewarded. This need to be replaced by or supplemented with as- sessment methods which also assess and reward the acquired skills (like writing of reflec- tion papers and assessments done by supervi- sors in the ‘real’ world). 88 89

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No. 49-C GreenSummer in Freiburg lish business partnerships for their Green Business my professionals for a documentary. The service Cluster with Madison-based stakeholders; and as a opportunities became a research platform for in- Author Home to the third largest research portfolio in the partners, and that, in addition to attention to dis- globally recognized leader in sustainability, a com- terviews of residents about integration of sustain- Elizabeth Tryon, country and funded partially by public resources, covery of new solutions, WWB efforts will follow mitment to help their sister-cities move from incre- ability into the fabric of daily life. They also posted University of the University of Wisconsin-Madison has a respon- through to discern policy implications and encour- mental to transformational change. blog updates for students in Wisconsin to read. Wisconsin-Madison, sibility to enhance quality of life at the local, state, age scale-up of successful efforts. The global focus USA national and global level. Education at UW is al- operates within a framework of environmental sus- Students lived for the summer in the sustainable In fulfillment of the goal of reciprocation, this inte- so informed by the special mandate of land grant tainability, equitable distribution of resources, and neighborhood of Vauban, experiencing firsthand grated knowledge is currently being disseminated universities, making possible a broad multi-sector inter-generational justice. the efficiencies of the multi-modal transport sys- to the City of Madison’s Sustainable Engineering initiative for health and well-being that embraces tem, sophisticated biowaste collection, and car- Department, the Gaylord Nelson Institute, and oth- food security, access to water, energy solutions, International sites where faculty and students free living amidst green space and passive housing, er local groups and businesses. For the Summer preventive and curative health research and servic- have already begin to explore or implement excit- while meeting and living with German and other of 2012, a course will be taught in Madison uti- es, and environmental care. Further, UW’s tradition ing interdisciplinary partnerships include Rwanda, international students. This allowed a cultural ex- lizing visiting lecturers from Freiburg who are ex- of public service, for the last 100 years expressed Uganda, Kenya, Malawi, Senegal, Tanzania, Zambia, change on a new level. The Madison students re- perts in the renewable energy and sustainability as “the Wisconsin Idea” – a call to ensure that the Ecuador, Mexico, Brazil, Colombia, El Salvador, Hai- alized that they were able to act as ambassadors field. The goal of the exchange will be implement- resources of our public university are extended to ti, Nicaragua, India, China, Sri Lanka, and Thailand. for the sustainable movement in the US and dispel ing Freiburg ideas ranging from a passive house the boundaries of the state – points toward an im- These projects address needs ranging from water myths of American ignorance of anything Green. apartment building in a low-income neighborhood, pact orientation that emphasizes putting discovery and sanitation to health care services to educa- In interactions with their roommates, the European to campus strategies to lesson environmental im- into practice to benefit society (McCarthy, 1912). tion to environmental care. Interdisciplinary teams students expressed shock that the Madison con- pact of the university’s footprint. This expansion are supported with mentoring and financing to do tingent was knowledgeable about composting and of the WWB pilot may have long-reaching effects In the 21st century, the UW finds itself in an in- research or service learning, usually in develop- recycling. By the same token, UW students were on student career goals and has already been tre- creasingly interconnected world, positioned to ad- ing countries, and faculty and staff share experi- able to converse with their European counterparts mendously impactful on student awareness and dress many challenges and opportunities related to ence as a joint learning community to collaborate about how Green policies and behavior have been learning. The hope at the UW-Madison is that new human flourishing and care of the earth. Therefore on projects including water filtration, reproductive embedded in Freiburg and beyond for many years educational and business partnerships will arise to the new “Wisconsin without Borders” (WWB) Initia- health, malaria prevention, women’s microfinance and strategies for bringing Madison forward in the complement the established ties between the two tive draws on the history and values of the Wiscon- and even a “homegrown school lunch” program – same manner. cities and deepen the quality of the relationship sin Idea and expands it to catalyze campus-wide a new kitchen, garden and a piggery. in ways that are mutually beneficial. As part of the research and action to effectively address complex Activities of this student cohort ranged far and Wisconsin Without Borders Initiative, GreenSum- global challenges to the health and wellbeing of In a reversal of that dynamic of distributing U.S. wide. The City of Freiburg generously funded and mer Freiburg is showing great promise as a model, humans, animals and the environment. The effort expertise, one team of 15 UW students participat- coordinated visits to solar factories and settle- presenting information at the WWB seminars and builds on and complements existing institutional ed in the summer of 2011 in a pilot program that ments, passive-house high-rises and complexes, showcasing project findings for other scholars to strengths, fostering an organizational culture that explored a creative new angle to an old sister-city and educational facilities. Part of the summer ex- study. encourages faculty and students to traverse disci- relationship with Madison’s “GreenCity” sister, Frei- change included completion of an Environmental plinary and geographic boundaries. burg, Germany. For over 45 years, UW-Madison Economics class at University of Freiburg where References has had an academic exchange with Albert Ludwig students learned how feed-in tariffs and other WWB is a conceptual framework that works syner- University in Freiburg. Normally, students exchange government policies have incentivized renewa- Freiburg Green City Cluster Office, viewed gistically with a number of programs already under- there for a full academic year, with the emphasis ble energy investment in Freiburg and the rest of 3/1/12 at http://www.fwtm.freiburg.de way at our institution. WWB realizes coordination, on immersion in German language, history and Germany. As a service-learning project, students synergies, community building, and campus-wide culture. Knowing that Freiburg has been called the volunteered with the city parks department in a GreenSummer Freiburg Facebook page: viewed engagement through the following activities, and “Solar Capital of the EU” (Freiburg FWTM) and that program bringing citizens together to plant trees, 3/2/12 at: http://www.facebook.com/pages/Frei- managed by a partnership between the Morgridge nearly 40% of its power needs are furnished by clean streambeds, and maintain park equipment. burg-Green-Summer/113413925416800 Center for Public Service and the UW Global Health renewable sources, it seemed that UW students Engineering students shadowed a passiv-haus ar- Institute: 1) innovative classroom instruction, 2) could learn much by studying the example of how chitect and participated on a solar research team McCarthy, C. R. (1912). The Wisconsin Idea. New seminars and colloquia that champion, explore Freiburg leaped ahead in the global arena of sus- at the Fraunhofer ISE. Others inventoried greens- York: Macmillan. and critique cutting-edge ideas, 3) small grants for tainability. By allowing students access to govern- paces, provided English website translations, and credit-based service learning, 4) research across ment and business partners in Freiburg cultivated videotaped interviews with various Green econo- Wisconsin Idea Fellowship project descriptions, disciplines and at all levels from undergraduates over many years by the author and a communi- viewed 3/2/12 at: www.morgridge.wisc.edu/pro- through dissertators, and including support for fac- ty partner in Madison with family ties there, Ted grams/wif/index.html ulty research, and 5) rigorous evaluation and out- Petith, this pilot program increased co-production come assessment. of knowledge on both sides of the Atlantic while Wisconsin Without Borders, UW-Madison Glob- immersing students in an intensive Green learn- al Health Institute website, viewed 3/1/12 at: Overall, WWB projects are grounded in rigorous ing environment. In order to achieve reciprocity as http://ghi.wisc.edu/uw-partners/wisconsin-with- academic preparation, and carried out with an em- sister-cities, Freiburg leaders charged students with out-borders/ phasis on mutually beneficial partnerships. Special bringing back knowledge of their advanced tech- attention is given to ensure that activities are co- nologies to inform decisions about sustainability ordinated well with government and civil society initiatives in Madison, for two reasons: to estab-

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No. 50-C Expedition Münsterland – a community outreach project initiated by visible. Thus, the X marks the locations that are not itself as part of WWU’s moving towards the region the Westfälische Wilhems-Universität (WWU) visible due to intention or because they have been within its new strategic process of community out- forgotten. The X, a mathematical symbol for the reach for and with the region. According to the prin- Author One should think that people from the Münster- “App” created for the Münsterland Expedition for unknown, refers to the project’s scientific claim. ciple: Using the region and creating use for it. The Katharina Kähler, land know their region. Surprisingly, this is not the this purpose only. Via GPS you can then navigate Following December 2011 various X-Locations Expedition Münsterland is a project of the WWU. Westfalian Wilhelms- case. The actual knowledge of students and sci- also to the surrounding places in order to find the have been visited, marked with a 1.80 m big, black As do other projects of the WWU, it takes over the University of Münster, entist concerning the region, its quality of life and shortest way to the next thrilling location of the Ex- X and photographed. Finally, the photographed X- task of intensifying the networking of the univer- Germany the existing opportunities seems to be declining. pedition Münsterland. Locations are to be presented in an exhibition. The sity with the region and aims at establishing new This is no surprise: processes of internationaliza- In October of 2011 the water body “Bever” running idea for this project was developed in the seminar networks. tion, admittance restrictions and increasing chang- through the municipality of Ostbevern, became “mobile exhibition” offered at the design faculty of The Expedition Münsterland is realized by WWU’s es in the structure of studies are impeding the look one of the Expedition Münsterland’s scientific loca- the University of Applied Science in the summer AFO. It functions as an interdisciplinary innova- into the neighborhood, not only at the Westfälische tions. The “Day at the Bever” was organized by sci- semester 2011. A design student constructed the tion office and promotes the transfer of research, Wilhelms-Universität (WWU). entists and students of the WWU, by teachers and marking for the area and worked out the concept knowledge and technology to the industry and The question of anchorage and networking of the pupils of the Ostbeverner schools, many organiza- for the Expedition Münsterland. With the help of a economy, the public sector, governmental and WWU in the region is accompanied by the growing tions and associations from Ostbevern, by the Na- common dialog, X-Locations situated in the Müns- non-governmental organizations and to individuals. importance regarding its own identity - and profile tur- und Umweltschutzakademie NRW (Academy terland shall be tracked down and uncovered. formation. The knowledge potential of a region is of Natural and Environmental Protection NRW), by Experienceable science in the Münsterland means Further information: a substantial factor influencing its role in regional the Landschaftsverband WestfalenLippe (Regional thrilling discoveries in the neighborhood. This is www.expedition-muensterland.de competition. The question is what role does WWU Authority of Westphalia-Lippe, LWL) as well as by what the Expedition Münsterland stands for. It sees have now and what role will it have in the future? the local district of Warendorf. Presentations intro- In this context it is important to be aware of how ducing the birdlife and flora, information on the actors in the region as well as the WWU perceive water quality and bionics as well as guides along themselves and how they view each other. At this the river and through the near sewage plant built a stage, synergy effects are a result of mutual trans- bridge between the university and region. Idea-Mining as an effective outreach strategy of the Innovation Office No. 51-C fer performances between science and practice. of the Westfalian Wilhelms-University Münster Know how, business start ups and sponsoring The changing locations of the Expedition Mün- are only a few examples here. In contrast to the sterland are accompanied by the science box, The expansion of outreach activities is a main task pants from method to method. The intersections Author general positioning of universities in the interna- a converted sea container. It serves as a mobile of WWU’s Innovation Office. In this respect, the are subtle in order to prevent any perceptible dis- Marc Oliver Stallony, tional context, the focus point has shifted back to showroom which aims at giving the population a Idea-Mining presents a cornerstone in the out- ruption of the workflow. Established rules help the Innovation Office, the home region. But how can WWU motivate stu- better understanding of WWU’s research and sci- reach strategy. During a one day workshop, the moderators to create a free collaborative atmos- Westfalian Wilhelms- dents to take a closer look at the surrounding area? ence. scientific community and civil society get together phere. In this regard, the abandonment of all kinds University of Münster, How can the region come closer to the university? to work intensively on a given subject. Both sides of titles or social hierarchy in general is as essential Germany That is exactly where the Expedition Münsterland Besides numerous single projects, the Expedition share experiences and knowledge in the matter in as the ban on any criticism on the evolved ideas. takes the lead. The approach is two-dimensional: Münsterland also deals with university teaching. order to learn from each other as well as to devel- In the long run, the Idea-Mining process consecu- It makes unique science scenes in the Münster- For this purpose, professors and students from the op innovative visions. tively narrows down from a wide open situation to land experienceable and university research in the design faculty of the University of Applied Scienc- The general structure of Idea-Mining workshops a sharp problem focused work phase. At the be- region visible. Locations, that themselves or their es, professors from WWU’s faculty of geo scienc- The Idea-Mining is a specially designed creative ginning there are no theoretical limitations due to meaning have been forgotten, that are unique in es and experts from the Innovation Office (AFO) workshop. During the workshop all participants free thinking. In contrast, there are strong theoreti- the region and locations where current research have developed a cooperation seminar for science work together on a given question. This question cal limitations due to intensive and analytical think- takes place are made a part of the Expedition Mün- communication. Students deal with a predefined is usually based on a real existing problem of civil ing at the end. This procedural method makes sure sterland. The Expedition invites you to visit these scientific topic within the framework of the gen- society and puts this problem to the point. In the that usable and even realistic solutions arise from scientific locations together with students, scien- eral studies and convert this into an overall plan. As course of the workshop students and scientists are the base of novel visions to meet up with the un- tists and citizens and thus, offers a better under- a result, at concrete places of the region scientific encouraged to interact with participants from civil derlying question. standing of regional science. The spillover effects contents are target-specifically communicated. society. The workshop itself is divided into differ- of the own research also affect regional enterpris- In the summer semester 2011 students and senior ent proceeding steps. All in all, in most proceeding The impact on students’ learning es as well as municipalities and activate exchange students dealt with the topic “growing up in West- steps participants are separated into small teams The learning process is separated into two paral- processes between the protagonists involved. phalia” in the post-war period. Own research, con- with a continuously changing composition intend- lel sections. One section contains activity-oriented Within the next years different scientific locations tacting contemporary witnesses from the region ing to mix all participants up successively. contents. It extends the knowledge of procedur- based in the Münsterland will be made tactile, au- as well converting the results into a presentation Well-trained moderators accompany the partici- al methods and group-leading abilities. The other dible or walkable. Scientists of the WWU will take were part of the seminar. During the three-day in- pants throughout the workshop. They arrange the section contains knowledge-oriented contents. It students, scientists and citizens with them on their teractive exhibition approx. 2000 interested visi- succeeding methods to foster the creative work extends the knowledge of problem-solving strate- search for traces. In order to present these unique tors dealt with this regional topic which otherwise and select promising cues to blast the chains of gies and knowledge transfer. Both sections are not scientific locations, the Expedition also makes use would have been communicated only within the expertise. Thinking outside the box is the central exclusive and can be passed through one after an- of modern instruments and techniques: A multi- university. approach on innovative visions. Therefore, nesci- other. touch table invites participants to literally experi- The so-called x_Orte (X-Locations) are another ence is very important. During the first proceeding The activity-oriented section is linked to the mod- ence science with their hands. Soon it will also be project in the context of the Expedition Münster- steps the participants will not know anything about erators. Students in this section have to complete possible to retrieve information on the specific fea- land. A big black X as a temporary marking in the the concrete question. In this respect they will be intensive job training before performing any mod- tures of the scientific locations with the help of an landscape aims at making inconspicuous places in the dark. The moderators also guide the partici- eration practice. Next to basic soft skills – com- 92 93

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No. 53-D munication as well as conversation techniques, just simply solving problems people from civil so- PUBLIC SCIENTISTS/STUDENTS CONTENT FOCUS moderation skills and creative methods – they ciety broaden their repertoire of problem solving develop expertise in group dynamics and collabo- strategies. This may also influence coping with dai- Degree of participation in Science Shops1 other study to distinguish between levels of public Author ration. In the end, they also get lessons on the se- ly life challenges or occupational obstacles. Science Shops are facilities that “provide independ- engagement using an intensity scale was conduct- Francesco Rodriguez, lection of promising methods, the development of Moreover, a tangible knowledge-transfer takes ent, participatory research support in response to ed by Mc Callie (et al. 2009) in order to investi- Institute for Science efficient schedules and the elaboration of concrete place. People from civil society get connected to concerns experienced by the civil society” (Liv- gate fourteen participatory activities in the United and Technology Studies, project plans. During their training the students are scientific knowledge and actual research results. ing Knowledge 2011). Science Shops are, never- States. York University, Canada accompanied to guarantee mentorship if neces- Also the reduction of existing clichés towards dif- theless, far from being homogeneous entities. sary. In a terminal simulation session they internal- ferent parts of scientific society is another worth- The way that Science Shops provide research to Public participation in Science Shops ize the lesson contents. while benefit. citizens, and the way Science Shops help citizens The accepted definition of Science Shops includes The knowledge-oriented section is linked to the participate in the process of research, differs from both the ideas that citizens consult scientific institu- participants. Students in this section learn to apply Curriculum-Implementation science shop to science shop. In this paper, I will tions about their concerns, and also, the possibility their individual perspectives, knowledge and expe- To maximize the impact of outreach activities all explore these differences by showing the extent for them to play an active role in the process. Con- rience in creative collaboration. They open up to lessons are part of the general studies. The general of several forms of public participation in Science sequently, rather than a unique model of science the development of new visions on given ques- studies stand next to in-depth knowledge of the Shops. communication, Science Shops appear to incorpo- tions, the further development of promising ap- different study courses and envelop lessons which rate different models like consultation and partici- proaches, the evolution of tangible solutions and link theoretical and practical skills. All lessons fol- Exploring the models of pation. Due to this apparent complexity, I found last but not least the elaboration of project plans. low an interdisciplinary approach and are open to public participation in science necessary to examine the intensity of public en- Moreover, also a concrete transfer of scientific all kinds of students. Prior to be accepted each les- To situate this research within the larger discus- gagement in Science Shops acknowledging that knowledge and actual research results takes place. son is reviewed by a committee and featured with sion about science communication, I need to men- different models may co-exist at different degrees. Benefits for students and scientists credit points. The marks present a part of the over- tion the different classifications of participatory I thus employed a method based on a scale from The practical oriented approach as well as the col- all mark of the final degree. mechanisms. In this regard, there is no a generally less to more engagement at different levels of Sci- laboration of participants from science and civil so- accepted theory about models of science commu- ence Shops. In particular, I adopted the above- ciety allows a high learning progress. On the basis Conclusion nication that uses the same conceptual framework mentioned approach by McCallie (et al. 2009). of realistic problems the students connect theoreti- As seen, the Idea-Mining reveals a high impact on and works on the same assumptions. Rowe (et The method involves three dimensions that have cal knowledge and practical experience. This com- learning progression on top of the basic function as al. 2005) distinguished between communication, been adapted in this research to fit the definitions bination speeds up the learning process, deepens a well-proven problem solving tool. The interaction consultation, and participation models of science specifically related to Science Shops (see Mulder the understanding of the subject and results in a between students and civil society will enrich the communication. In the first model, the host (in our et al. 2006). The dimensions to explore the in- long-lasting learning effect. discussion on given problems and demonstrate case the hosts would be Science Shops) provides tensity of engagement are the way that the pub- As another great advantage students realize the the power of problem solving methods. In addition, citizens with information. In the second, the host lic (so-called clients) participate in Science Shops; concrete situation and problems of civil society. the application of theoretical knowledge in practi- addresses questions to the public about techno- the involvement of scientists with the process (or This enables students to plan their research on civ- cal situations makes the learning effect for the stu- scientific issues in order to get feedback. Lastly, students in case of the Science Shops related to il society more precise and target group-specific. dents experienceable. the participatory model engages actively citizens universities); and the content focus of the activ- Additionally, the Idea-Mining also fosters the in- During this process both sides learn from each oth- with the process of research and decision-making. ity in terms of participation. Each of these three teraction of both “worlds”. Existing clichés towards er. On one hand there is a flow of knowledge to Other similar but not equal classifications are def- dimensions includes a scale that goes from less different parts of civil society are reduced and pro- civil society and on the other hand a flow of ex- icit, dissemination, duty, dialogue, and deference involvement (A) to more involvement (E) with sci- cesses to find a common language are activated. perience the other way around. Both sides accept (Trench et al. 2001); deficit, dialogue, and partici- ence (see table 1). It also increases the reciprocal understanding of each other as equal partners. Further research or pation (Trench 2008); first, second, and third order needs and intentions. scientific projects in general can be based on this (Irwin 2009); and deficit, contextual, lay expertise, In February 2011, I sent out an online questionnaire fundamental cornerstone. and public participation model (Lewenstein 2003). with the items of table 1 to the (potential) Science Benefits for civil society Another way to look into participatory mechanisms Shops in the large database of the Living Knowl- Idea-Mining open the university to civil society. is by exploring the intensity levels of these activities edge network of Science Shops2. These included People from both “sides” get in touch to share vi- as they move along a continuum from less to more all the partners participating in PERARES (Public sions, knowledge and experiences. It is also a good engagement. This framework is flexible in the way Engagement with Research and Research Engage- opportunity to solve persistent problems in a crea- that it represents different models of science com- ment with Society), the four years project funded tive and comfortable manner. Scientific expertise munication not as mutually exclusive, but rather as by the European Commission’s Seventh Frame- establishes new approaches on problems. Next to mutually complementary. For instance, Bucchi (et work Programme, and other entities which have al. 2008) measured different participatory mecha- collaborated with other projects related to Science nisms along two axes according to the intensity of Shops in the last years. In total, I drew a potential sponsoring and public participation in science. An- sample of 113 Science Shops. While it was easy

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SCIENTISTS/ PUBLIC CONTENT FOCUS STUDENTS

Clients make demands They conduct the research The production or release of scientific A on research into their in order to provide input reports on behalf of clients. concerns. to the clients.

Clients and those who The openness of the research process conduct the research They actively present their to the clients and the description of B share views about the findings to the public inter- how scientists generate new knowl- topic generating together acting directly with them. edge. the research questions.

Clients deliberate with each other and engage The identification of values and ethical They welcome and value in group problem solving issues raised by clients related to sci- clients' input and direction C organized by the science ence, technology, and science policy seeking actively knowl- shop with the aim of leads to make an inventory of follow-up edge from them. influencing in the process research. of the research.

They act on participants' Clients produce practical input and directions work- The public engagement with the re- recommendations and ing together with them to search process as a crucial aspect of the participate closely with D solve their problems and science shop in order to generate new the staff members or reach conclusions giving knowledge or to change the institutional researchers in the process the public a voice in their priority and public policy. of research. own work.

Table 1. Three dimensions of this study with the scale from less engagement (A) to more engagement Figure 1. 3-D Scatter Plot from less (1) to more engagement (5). Top-right represents the highest point (E). and the bottom-left the lowest one in terms of engagement.

to find the data and information of the twenty- lated to universities, where a half of this group con- almost all the possible varieties in the scale, be- rather they are multidimensional platforms that six partners participating in PERARES, for some of stitute a centralized part of the university and the ing difficult to draw rigid distinctions, except for the contribute to the development of several models the rest of the entities in the full list it is unknown other half are decentralized units. While most of mentioned tendency to offer a relative high degree of science communication involving citizens, sci- whether they are Science Shops due the lack of the Science Shops of this study deal with social of involvement at least in one of the three dimen- ence, and the educational system. In other words, common nomenclature, and the fact that they may sciences (74%), almost a half of them conduct sions. More specifically, there is a group of Science Science Shops do more than providing feedback do other activities related to science communica- research on natural and environmental sciences Shops (n=6) which reach the maximum level of on behalf of citizens. Their adaptation to several tion but not specifically to Science Shops. (46%). Almost a third of them work on the both engagement (CAN1, CAN2, CAN3, CAN4, ITA2, circumstances also means to adopt different mod- The surveyed Science Shops rated the frequency fields of knowledge. and LAT) along the axes of the three dimensions. els of science communication in order to engage of events taking place in their facilities according to Figure 1 shows the degree of engagement of each After this group, a gradual progression from more citizens. the range of items from less involvement to more science shop according to the way they involve the to less engagement can be identified. No doubt, we can look at the Science Shops from involvement in the table 1. In order to identify the general public (known as clients), scientists/stu- Another way to look at the engagement of Science another perspective than the one that this research most relevant activity performed in Science Shops, dents, and the content focus. The diagram shows Shops is focusing on the item which represents the has given. However, it is important for this study to I identified the peak of the highest rated activity. that the surveyed Science Shops are facilities richly highest level of engagement (see table 1, item E). turn synonymous concepts like public “participa- When two activities were equally rated, the one diverse in the way they deal with the public. While About 40% of Science Shops responded that they tion”, “involvement”, or “engagement” into terms with the highest degree of engagement was select- some Science Shops are more focused on provid- “almost always”3 were involved in such activities at that are more recognizable and easier to deal with ed and represented in a 3-D scatter plot. ing scientific information on behalf of citizens, oth- least for one of the three dimensions. There are like the ones that this research shows in the table ers have developed higher degrees of participation other relevant aspects that can be discussed from 1. Due to the dramatic increase in activities that Results in the process. this research and differences between groups of engage citizens with science and the lack of a gen- A total of 40 entities, established from 1970 to Science Shops will be explored in a future paper. eral theory, “engagement”, for instance, is still an 2010, responded the online questionnaire. Three On average, Science Shops offer a relatively high umbrella concept that includes dozens of different out of every four of these Science Shops are lo- degree of engagement with science, 11 in a scale Discussion ways of participation. The translation from models cated in Europe and almost all the rest are com- from 3 to 15 according to our model. The central Considering these findings, it reinforces the con- of communication to events and activities and the munity-based research centers in Canada and the core of Science Shops is located between the val- sideration that Science Shops do not represent a other way around may be a useful tool for Science United States. 63% of the Science Shops are re- ue 8 and 14 (?=3). Science Shops, however, offer particular mechanism of science participation, but Shops to identify the way they are engaging the 96 97

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No. 55-D public. Placing participatory activities in the broader Living Knowledge, the International Science New approaches to evaluating Science Shop projects context of science communication makes possible Shops Network, viewed 6 February 2011, www.liv- to map the different functions they can provide for ingknowledge.org This roundtable will include the following contribu- The operational criteria selected for evaluation of Authors citizens in terms of engagement. tions. The proposers are open to suggestions of PER activities of Science Shops will be presented Brian Trench, Though exploratory, the main conclusion in this re- McCallie, E., Bell, L., Lohwater, T., Falk, J. H., adding related individual contributions. MODELS for discussion. THE SOCIAL VALUE OF Science Diana Kaiser, search is that Science Shops offer a relatively high Lehr, J. L., Lewenstein, B. V., Needham, C., and OF EVALUATION AND SELF-EVALUATION (Diana Shops: A COST-BENEFIT ANALYSIS (Esther Boere Dublin City University, degree of involvement in science, but as impor- Wiehe, B. (2009), Many Experts, Many Audienc- Kaiser, Dublin City University, Ireland) This pres- and WimHeijman, Wageningen University, Neth- tant as this is that they combine different models es: Public Engagement with Science and Informal entation introduces the need to apply an appro- erlands) We outline a study to evaluate the eco- Andrea Vargiu, of science communication. Another point worth Science Education. A CAISE Inquiry Group Report. priate framework for the success of an evaluation. nomic efficiency of Science Shops with the help of University of Sassari, mentioning is that even the lowest possible form Washington, D.C.: Center for Advancement of Infor- It outlines factors to consider when assessing and a cost-benefit analysis. Three cases are analyzed; Sardinia, of engagement here presented, it is actually a sub- mal Science Education. (CAISE). http://caise.insci. applying an evaluation model for public engage- the Science Shops of Wageningen, Brussels and stantial form of engagement because, unlike other org/uploads/docs/public_engagement_with_sci- ment projects. It presents different models of Eindhoven. We compared the Science Shops ac- Esther Boere, less interactive initiatives, at least in the particular ence.pdf project evaluation and their basic characteristics, cording to two views on their next-best alternative; Wim Heijmann case of Science Shops it enables the public to set strengths and weaknesses. The main differences firstly professional consultancy bureaus; secondly, Wageningen University, the agenda, asking questions that shift the focus Mulder H., A., J., and Caspar, F., M., De Bok of self-evaluation, internal, independent and exter- assuming that without Science Shops, students The Netherlands; of science on priorities of the local communities. (2006). Science Shops as university-community nal evaluation are examined. The conditions for ef- and clients would find each other via market de- Although the ample evidence that the active en- interfaces: an interactive approach in science com- fective self-evaluation, its potential drawbacks and mand and supply. After investigation it appears that Henny van der Windt, gagement of citizens in decision-making at the munication, in Cheng, D, Metcalfe, J, and B, Schiele its influence on ethics and standards are all dis- under the normal assumptions for applying cost- University of Groningen, highest levels is socially and epistemologically ben- (eds.) At the human scale: international practices cussed. DEVELOPING INDICATORS FOR EVALUA- benefit analysis the Science Shops showed posi- The Netherlands eficial, it is not automatically the case that activi- in science communication. Science Press Beijing. TION OF PUBLIC ENGAGED RESEARCH (Andrea tive net social benefits. TESTING TEMPLATES FOR ties with the lesser degree of engagement should ISBN 7-03-017069-5. pp. 285-304. Vargiu, UniversitàdegliStudi di Sassari, Italy) This SELF-EVALUATION (Henny van der Windt, Universi- be abandoned or that they are simply qualitatively presentation will deal with evaluation of Public En- ty of Groningen, Netherlands) Four templates have “worst”. I want to make clear that this research is Rowe, G. and Frewer, L. (2005), A Typology of gaged Research by reference to work in the PER- been prepared in the PERARES project for self- not an evaluation, but rather an effort to foster the Public Engagement Mechanisms. Science, Technol- ARES project (Public Engagement of Research and evaluation of science shop initiatives at early, mid- awareness of the context in which each participa- ogy & Human Values: 30, pp. 251-290. Research Engagement with Society), funded under point, end-point and post-project stages. These tory activity is conducted in Science Shops. In this the 7th European Framework Programme. A short have been revised through consultation and pilot- regard, forty years after their emergence, Science Trench, B. and Junker, K. (2001), How scientists introduction on the aims of such work will be fol- ing with Science Shops and similar organisations. Shops, are in the perfect position to continue to view their public communication. Science Commu- lowed by the discussion of the main objectives of This presentation will report on the process of de- bridge the still existing gaps between science and nication Today. Geneva, Switzerland, January 2001. evaluation of PER in given time-frames. The PER- velopment and testing and outline the templates the rest of society, due to the way they incorporate ARES study identified a possible set of indicators for discussion. community values into science and the variety of Trench, B. (2008), Towards an Analytical Frame- and properties that could be empirically observed. models used for that purpose. work of Science Communication Models. Commu- nicating Science in Social Context. 1, pp. 119-135. References Through a glass darkly: assessing the impact of public engagement No. 56-D Bucchi, M. (2008), Of deficits, deviations, and 1 This paper derives from the Master thesis “De- dialogues: Theories of public communication of gree of Public Participation in Science Shops” No-one doubts that public engagement generates the emerging assessment framework, and current Author science. In M. Bucchi & B. Trench (Eds.), Hand- completed in 2011 at Bielefeld University (Ger- impact – but how is that impact to be described? thinking about how best to describe the value of Paul Manners, book of Public Communication of Science and many). As public engagement has become an increasingly engagement. In parallel, there is increasing scru- National co-ordinating Technology. London: Routledge, pp. 57-76. important priority for funders of research and high- tiny of the wider benefits that universities gener- centre for public 2 Living Knowledge, the International Network of er education in the UK, so the pressure to find ways ate, and pressure to make the case for their value engagement (NCCPE), Irwin, A. (2009), Moving towards or in circle? Sci- Science Shops. Retrieved on 20 February 2011, of accounting for its impact has increased. This to society. The NCCPE have recently published a UK ence Communication and Scientific Governance http://www.bio.uu.nl/sspid/ workshop will provide delegates with an overview review of the literature in this area, which describes in an Age of Innovation. In Richard Holliman (Edi- of current developments in the UK. It will explain the various methodologies which have been used tor), Elizabeth Whitelegg (Editor), Eileen Scanlon 3 The scale anchors were never, rarely, every the new focus on ‘impact’ in the assessment of re- in higher education and other sectors to pin down (Editor), Sam Smidt (Editor), Jeff Thomas (Editor). once in a while, sometimes, and almost always. search excellence, and the opportunity this creates the slippery concept of ‘social value’. A summary of Investigating Science Communication in the Infor- for researchers to articulate the value that engaging the findings and conclusions of this report will be mation Age: Implications for Public Engagement with the public brings to the research. It will explain given, followed by discussion. and Popular Media. Oxford University Press, USA.

Lewenstein, B. (2003), Models of public com- munication of science and technology. Version: 16 June 2003. Cornell University.

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No. 57-D The shaping and impacts of network alliances This paper reflects on the theoretical framework Our interest in activity theory is based on the po- between Science Shops and civil society for this study and explores some of the conceptual tential usefulness of this set of perspectives i.e. to tools we have begun to draw on. It concludes with delineate a social practice and the factors that con- Authors The paper presents the results of a PhD project cause two types of effects: effects on the CSOs’ dicussion of how the work completed in 2011 in- stitute it. Following Engeström (1996), there are Søsser Brodersen entitled The Making of Citizen Science – Network original problems, and/or other forms of effects. forms a ‘theory evaluation’ of the Co-op. ‘three generations’ of activity theory. In first gen- and Michael Søgaard Alliances between Science Shops and CSOs En- It is interesting to note that these other forms of eration activity theory there are three essential ele- Jørgensen, gaging in Science and Air Pollution carried out at effects can result in both cases that affected the University-community partnerships: ‘bound- ments: subject/s, object/s and tools. The subjects Department of Department of Management Engineering at the CSOs’ original problems as well as cases that failed ary work’ in higher education are individuals or subgroups engaged in an activity Management Technical University of Denmark. The project’s aim to do so. It can be concluded that CSOs can influ- In order to make sense of university-community (in our case, the broker). The object is the ‘raw ma- Engeneering, Technical is to understand how Civil Society Organizations ence such actors as industry and local authorities partnerships, we argue one needs to shift the unit terial’ on which the subject brings to bear various University of Denmark (CSOs), through alliance building and network con- and their practices through alliances with Science of analysis from individualised practices towards tools, e.g. the ‘object of study’ (e.g. collaborative structions with Science Shops and similar commu- Shops and scientists. It is further concluded that the transaction or boundary zone and develop research, doing community service). In any activity nity-based research units, engage with scientists in the Science Shops’ role can have decisive impact conceptual tools to illuminate the complex prac- system, the motive is linked to ‘object’ as it shapes order to impact air pollution problems. The analyti- on whether networks succeed in influencing the tices that occur in the relationship and during the the outcome of the activity’s overall e.g. student cal approach is inspired by Science and Technology problems experienced by the CSOs. When the Sci- engagement. In developing our conceptual frame- learning, community needs met. Tools, both ma- Studies (STS) in general, more specifically by Ir- ence Shops apply an impact-seeking approach, the work, we draw on the concepts from the work of terial and/or conceptual (Cole 1996), are under- win & Michael’s (2003) concept of Ethno-Epistem- networks are more likely to succeed in affecting Michael Gibbons (2005) on ‘transaction spaces’, stood as things that mediate subjects’ action upon ic Assemblages, and by the Actor-Network Theory the CSOs’ original problems than when the Sci- ‘boundary zones’ and ‘boundary work’. As Gibbons objects, i.e. they mediate or facilitate subjects do- and Callon’s (1986a) sociology of translations. A ence Shops apply the mediation approach. It is al- notes: ing things (e.g. a concept, a computer, or a text). version of these approaches is used to study nine so concluded that scientific documentation in itself cases of network alliances between Science Shops is not sufficient to solve a problem but can be used Boundary work needs to be facilitated and man- For the second generation, Engeström expands and similar organizations and CSOs. The applica- to open discussions related to the problem. What is aged and to do this specific knowledge and skills the framework to examine systems of activity at tion of Callon’s sociology of translation to the case important is that the scientists in the Science Shop, are required … engagement as a core value will the macro level. The importance of this shift is that studies contributes to understanding why and how or at a university department co-operating with a be evident in the extent to which universities do it foregrounds interrelations between the individ- the actors sought to stabilize controversies, as well Science Shop, are willing to assume other roles actually develop the skills, create the organisation- ual subject and his/her community of which he/ as the mechanisms contributing to the networks’ than just being producers of knowledge without al forms and manage tensions that will inevitably she was a member. The community is the broad- success in affecting the problems experienced by any obligation to bring the produced knowledge arise when different social worlds interact (Gib- er or larger group interacting in the activity and of the CSOs. It is concluded that network alliances into a context, and without being willing to discuss bons 2005:11-12). which the subject/s is a part (e.g. students, edu- between CSOs, Science Shops and scientists can the premises for the produced knowledge. cators and community members). The division of Supporting Gibbons, Winberg (2006) talks about labour refers to the power relations and different the usefulness of understanding transaction spac- roles that are evident in an activity, often causing es in the South African higher education context. contradictions in the system. The rules operating in She argues that they are key to understanding the any activity are broadly understood as not only for- No. 58-D ‘Researching practice’: a first step in evaluating the complex practices ‘articulations between higher education and its mal and explicit rules governing behaviour, but also in a university-community ‘Knowledge Co-op’ contexts in the South African situation’ and ‘emer- those that are ‘unwritten and tacit’, often referred gent transaction spaces’ are important sites for to as norms, routines, habits, values and conven- Authors 18 months ago the University of Cape Town (UCT) in its widest sense and society (Gibbons 2005). negotiation between participants from a range of tions (Russell 2002; Engeström 1996). Barbara Schmid, established the UCT Knowledge Co-op Project to Such university-community partnerships are com- academic and non-academic contexts: Janice McMillan, make the knowledge, skills and professional exper- plex as they involve different constituencies with Finally, third generation activity theory is aimed at Suki Goodman, tise within the university more accessible to ex- specific interests: ‘transaction spaces’ provide the means and pro- providing tools and concepts that can enable us to Buhle Mpofu-Makamanzi ternal constituencies. The facility is based on the cesses by which macro, meso and micro concerns understand and explore multiple viewpoints, value University of Cape Town, model of Science Shops which has been in use for On the outside, HE-community partnerships [may] can ’speak’ to higher education – as well as the systems and ‘networks of interacting activity sys- South Africa decades in Europe and other Northern contexts. appear simply to involve multiple members with a means by which educators can ‘talk back’ to other tems’ (Daniels 2001, 91; emphasis added) where Various aspects of the model have been evaluated common goal. But each member enters the part- contexts (Winberg 2006: 164). contradictions highlighted by contested activity in this context (See e.g. Hende & Jorgensen 2001; nerships with individual interests that are specific system objects emerge. Zaal & Leydesdorff 1987); yet the literature is and more important to itself than to others… (Cox, With its focus on complex joint activities activity scant on its implementation in more resource con- 2000:9). theory (Engeström 1996; Russell 2002;) provides Drawing on the tools of activity theory outlined, strained contexts like South Africa where few com- a very useful starting point in defining a unit of two features of university-community partnerships munity groups are aware of a need for research or It is important to make visible the elements of analysis (the activity system) for exploring and un- are made visible - what we call in the first instance benefits it might have to them. Because of this a this ‘dynamic’ in order to better understand how derstanding what are often very complex interac- an expanded community and in the second, a dual research project was set up (with funding from the to improve practice in order to engage in ethical tions and relationships: (but interrelated) object (McMillan 2008). These National Research Foundation in South Africa) in and authentic ways in the future (part of our goal features that can impact the overall system, caus- the first year of operating the UCT Knowledge Co- for Year 2 of the project). In the first year a liter- AT provides a basis to understand how the activi- ing the contradictions that are often an inherent op to evaluate the facility as it develops. The study ature review was compiled (Penfold & Goodman ties in which humans engage shape their thinking part of such activity systems (Engeström 1993). aims to develop new knowledge about the factors 2011) and stakeholder interviews conducted at 5 and acting…. [S]ome AT perspectives focus ..... on that need to be taken into account to transform research sites. how situational factors shape human actions (e.g. University-community partnerships like those bro- the way the university engages with the commu- Engestrom 1993). (Billett, 2002:85). kered by the Co-op involve an expanded, more nity and develop a ‘new contract’ between science diverse community than the traditional university- 100 101

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based one of students and educators. The ‘com- However, because brokers often need to address We end by providing a brief overview in the form Gibbons, M. (2005). Engagement with the com- munity’ in university-community partnerships also conflicting interests of more than one constituen- of questions of some of the key themes emerg- munity: the emergence of a new social contract includes an outside community. Communities, and cy, they need to carefully manage the ‘co-existence ing about the role of the broker. These reflect the between society and science. Paper presented at the respective activity systems of which they are of membership and non-membership’ of particu- emergence of our guidelines for ethical practice the Griffith University Community Engagement a part, represent different ways of engaging in the lar communities of practice (Wenger 1998: 110). (focus on Year 2 of our project 2012): workshop, March 4, South Bank campus Queens- world, different histories with specific tools of me- These issues are key to understand going forward. land. diation, and different kinds of knowledge and ways • Where does the role of the broker begin and of knowing, all of which can challenge the more Conclusion: theory evaluation and broker where does it end? Hende, M. & Jorgensen, M. (2001). The impact of traditional university activity system in significant roles • Whose role is it to ensure quality assurance - Science Shops on university curricula and research. ways. The NRF study team is still in the process of work- the broker or the academic? SCIPAS Report ing through the findings from the 5 pilot sites in • What level of brokering is the focus – between The dual (but interrelated) object refers to the fact 2011 and finalising its conclusions, in particular university and community or between student McMillan, J. (2008). What happens when the that there are both learning and service goals to be with regard to the role of the broker. Some point- and informants? university meets the community? An analysis of achieved through university-community partner- ers as to how the theoretical framework is applied • What kinds of skills, knowledge and values are service learning as ‘boundary work’ in higher edu- ships. Third generation activity theory talks of the to one research site will be given in the conference required to be a successful broker? cation. PhD dissertation, University of Cape Town. possibility of a ‘contested object’ across two activi- presentation. • Where is the most suitable location for a bro- ty systems when they interact with each other. This kering facility – university-wide or in specific McMillan, J. (2011a) What happens when the uni- is because such partnerships are inherently not on- We conclude with dicussion of how the work com- faculties? versity meets the community? Service learning, ly about student learning but about some form of pleted in 2011 informs a ‘theory evaluation’ of the boundary work and boundary workers. Teaching in community service as well. Due to different mo- Co-op and some of the questions about the role of Higher Education Special Issue: Leaving the Acad- tives, this inherent tension in university-commu- the broker that will inform the study going forward. References emy, Vol. 16, No. 5, 553-564. nity partnerships can impact on the outcomes of the partnership overall, challenging notions of what In year one of the NRF project (2011) we concen- Billett, S. (2002). Workplaces, communities and McMillan, J. (2011b) Identities at the boundary: counts as ‘success’. trated on conducting a theory evaluation on the pedagogies: an activity theory view. In Distributed ‘boundary workers’ and service learning partner- basis of the stakeholder interviews. Theory eval- learning: social and cultural approaches to practice, ships in higher education. Metropolitan Universi- The features discussed above, and the tensions uations attempt to unpack the logic behind the ed M. Lea and K. Nicholl, 83-97. London, New York: ties, Vol. 22, No. 2 106-120. and contradictions that result from these, are key to service utilisation and delivery systems of a given Routledge and Open University Press. understand in complex partnerships such as those intervention. This evaluation aims to assess if the Penfold, E. & Goodman, S. (2011) An evaluation between university and community. underlying theory of change is viable. The evalu- Cole, M. (1996). Cultural psychology: a once and of a knowledge partnership – a review of the litera- ation questions ask what are the Co-op’s goals future discipline. Cambridge, Massachusetts: Har- ture. Report for the UCT Knowledge Co-op – NRF Brokers and ‘boundary workers’: mediating and objectives, are these well defined and feasi- vard University Press. study. contradictions in the system? ble? The evaluation focused on understanding the In developing this frame we focused on the pri- Co-op’s role in the engagement, including assump- Cox, D (2000) Developing a framework for un- Russell, D. 2002. Looking beyond the interface: mary ‘broker’ (Wenger 1998) or ‘boundary work- tions and expectations regarding the engagement derstanding university-community partnerships. activity theory and distributed learning. In Distribut- er’ (McMillan 2008) mediating these partnerships. with the target population and whether these are Cityscape: A Journal of Policy Development and ed learning: social and cultural approaches to prac- According to Wenger, ‘boundary work’ is complex aligned with those of all parties (academic, student Research, Vol. 5(1), 9-26. tice, ed. M. Lea and K. Nicoll, 64-82. London, NY: as it involves ‘processes of translation, co-ordina- and community). It also sought to develop an un- Routledge Falmer and Open University Press. tion and alignment between perspectives’. In order derstanding of the pilot project interactions so as to Daniels, H. (2001). Vygotsky and pedagogy. Lon- to influence the development of a practice, to mo- document lessons learnt in order to inform future don, New York: Routledge/Falmer. Wenger, E. (1998) Communities of practice: learn- bilise attention and to address conflicting interests practice. The provisional theory evaluation results ing, meaning and identity. Cambridge: Cambridge – in other words, to assist with learning by intro- suggest that while the Co-op’s goals and objec- Engeström, Y. (1993). Development studies of University Press. ducing elements of one activity system into an- tives are clearly defined and the service delivery work as a testbench of activity theory: the case of other – requires legitimation on both sides of the system is highly efficient the nature and flavour of primary care medical practice. In Understanding Winberg, C. (2006) Undisciplining knowledge boundary i.e. within the university and the commu- the actual engagement between the stakeholders practice: perspectives on activity and context, ed., production: development driven higher education nity. The experience of the UCT Knowledge Co-op varies from case-to-case. The variance is directly S. Chaiklin and J. Lave, 64-103. Cambridge: Cam- in South Africa. Higher Education 51: 159-172. broker supports this: related to diversity of constituencies and their con- bridge University Press. texts. The theory evaluation has elicited a num- Zaal, R & Leydesdorff, L. (1987) Amsterdam Experience in both worlds is crucial because if I had ber of key questions that need to be researched Engeström, Y. (1996). Perspectives on activity Science Shop and its influence on university re- not had the involvement in both research work [in in the second and third year of the project. These theory. Cambridge: Cambridge University Press. search: the effects of ten year of dealing with a] university setup, as well as working in the NGO, I questions are related to unpacking some of the ac- non-academic questions. Science and Public Pol- think it would be quite difficult to do this… and it’s tivities and interactions that form the core of the Engeström, Y., and Miettinen, R. (1999). Intro- icy 14 (6): 310-316. important [to help] two partners understand the Co-op’s functioning. The purpose of this is to use duction. In Perspectives on activity theory, ed., Y. respective contexts… (Interview 16.08.11) these to formalise and institutionalise broad best Engeström, R. Miettinen,and R.L. Punamaki, 1-16. practice guidelines for the effective management Cambridge: Cambridge University Press. and utilisation of the Co-op’s services for all parties into the future.

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No. 61-E When one plus one makes more than two: findings from another zero-waste project,kubus is tion of intermediary institutions like Science Shops impacts from partnership research actually involved in, focussing on wood off-cuts. In is one excellent precondition to this task. The need conclusion it can be stated, that waste production for solutions for an economy adapted to climate Author Collaborative approaches to conducting research ensured continued relevance of emerging results. and other climate relevant operations of business- change and the need to respond to the manyfold Sarah Morton, are often cited as a way of increasing impact {Mar- A joint strategy of user engagement led to a high es are fields of action that Science Shops should crises with sustainable economic practices is an- Centre for Research tin 2010}. But how much is known about the level of immediate uptake of the research findings tackle more intensively. The given moderator func- other one. on Families and processes through which collaboration increas- by a wider group of policy-makers and practition- Relationships, es research impact? What is it about partnership ers. Many of these subsequently used the research University of working that leads to impact? This paper draws to influence policy or practice as the combination Edinburgh, UK on a case study of a long-term research partner- of the academic and third sector agency gave the ship between an academic research centre focus- research high credibility. The non-academic part- No. 64-E ing on families and relationships, and a third-sector ners’ activity in networks drew the research into Study of the Scenario Workshop Methodology to organisation running a helpline for children and relevant sectors. The third sector agency continued Develop Partnerships in Participatory Research young people. The partnership produced two main to use the research to influence policy and prac- research studies. The impacts from the research tice in the five years following publication. The role Participatory research is a complex and challeng- with researchers and representatives of the CSOs Author were traced using both forward-tracking (from re- of collaboration can be seen to increase research ing approach to research since it consists in under- on different themes (health education and promo- Glen Millot, search to impact) and backward-tracking (from impact in a number of ways. Taking a complex sys- taking projects co-developed by researchers and tion, social function of History, etc.) using Scenario- Fondation Science policy to research) approaches. Methods includ- tems approach brings attention to the role of net- civil society organizations (CSO). But both types Workshops (SW). This participative methodology is Citoyennes, France ed documentary analysis, interviews and surveys. works of researchers and research users discussing of stakeholders even when they work in the same derived from the “European Awareness scenario- Specific uses and impacts of the research from the and developing ideas in which research might find discipline (environment, health, history, etc.) are workshops” developed in 1994 in a pilot action on partnership were identified and processes leading a place. The ways in which research might have not necessarily aware that a common work could dialogue between residents, policy makers, busi- to impact mapped onto pathways. Different time- an impact therefore emerges through interaction be useful for their respective activities. Knowl- nesses and the technology experts funded by the scales between research publication and subse- and cannot be anticipated at the start. By work- edge is often produced in a stakeholder specific European Commission (EC). It was conceived as quent impact were included in the analysis. The ing closely with research users the timeliness and environment and manner with very few explora- “a tool to support and facilitate the active participa- collaborative nature of the research facilitated im- relevance of research can be increased, and it is tion of the possibilities of dialogue or common tion of people from across society, in discussions pact in many ways. The issues researched had a more likely to be taken up through networks where research. Moreover, in France, the concept of the surrounding the sustainable development of cities strong resonance with policy and practice issues partners are active and become champions of the “scientific and technological culture” as promoted and possible technological solutions”. The scenar- due to the non-academic’s deep understanding of research findings. since the 80ties and which is close to the “Public io workshops were taken over and refined by the policy and practice. Joint working on analysing data understanding of science” approach, is the dom- FBI Center (InstitutfürForschunggesellschaftswis- inant mode of scientific knowledge dissemina- senschaftliche, Bildung und Information) in INTER- tion. Knowledge diffusion is thus only one-way: ACTS (EC, DG12, 2002-2004) and TRAMS (EC, No. 62-E Initiating and Moderating Zero-waste Initiatives in Regional Enterprise scientists and “experts” offering knowledge to FP5, 2005-2008) european projects, respectively Networks – Experiences from a Science Shop´s Perspective form the citizens. In this context, the concept of precursor and contributing to the development of participatory research and a scientific third sector the Living Knowledge network. Given the diversity gains slowly ground. In order to foster this devel- of themes, participants and their objectives, and Author The foreseen presentation deals with regional ze- can be supported by the activity of Science Shops. opment, a (permanent and constructed) dialogue benefiting from the experience feedback of these Johannes Dietrich, ro-waste network initiatives and the role of Science According to the experiences made it can be de- between scientists and civil society organisations meetings, we developed further this methodology TU Berlin, Shops as facilitators of sustainable waste solutions. duced that Science Shops can contribute substan- is a key prerequisite. This dialogue is about mu- and adapted it to our cases. The present work is a ZEWK/Kubus, The work that is presented bases on experiences tially to implement sustainable business practices. tual learning, creating trust and comprehension for study of these adapted scenario workshops, in or- Germany of Berlin Science shop kubus at TechnischeUni- This becomes comprehensible when considering the constraints, objectives and methodologies of der to promote and facilitate the dialogue between versität Berlin with the ZeroWIN project, which is that small and micro-scale companies often don´t the other, for defining common fields of interests. researchers and civil society organizations to de- at the moment the largest European waste avoid- have the personal, temporal and/or financial re- We organized several meetings in 2011 and 2012 velop participatory research projects. ance project funded under the 7th Framework Pro- sources to carry out those networking activities by gramme. ZeroWIN is running from 2009 to 2014. themselves. Further the presentation will exemplify 30 industrial and academic partners from 10 Euro- that economic, ecological and social benefits are all pean countries meet the challenge to develop and targeted by this practical approach. Given that busi- implement networks of organisational and industri- ness models for sustainability can grow from their al networks to exchange waste fractions with each niches in this regard, the support of Science Shops other, making them secondary raw material. The for these small and micro-scale companies is im- presentation covers the activities within ZeroWIN´s portant because large-scale companies often suf- “Case study 3: Regional ReUse Networks”, which fer from inflexibilty of their organsisation/business deals with the initiation and moderation of regional models, although their undoubted ability to estab- simbiotic material and service exchange networks. lish networks. Thereby Science Shops help to ex- The focus is thereby on the question, HOW sustain- ploit the potential in industry for sustainability. The able economic network structures and processes presentation will include a comparison with the

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No. 65-E “Transition from Sanitary City to the Sustainable city: Transition, Resilience And The Economy No. 66-E Lessons Learned from Across the Atlantic” The Role To Be Of Science Shops

Authors There is ample evidence that the transition in Nature-driven services infrastructure, in the current Well-Known – Suddenly Pressing Going back to the roots of Economics adjusted to Authors Stephanie Pincetl, evolving the sanitary city to the sustainable city is context, depends on a different set of political and Climate change is drastically noticeable and it is sustainable development, we may start with Ar- Frank Becker, PhD, complex, multi-layered and contradictory process. economic shifts towards governance, caught within worsening. Depletion of fossil fuels and the expo- istotle (Barker 1995): He defines economics as scientific staff, Institute of the While the environmental benefits of nature- driven the paradoxical alignment of state-market-society nential economic growth have been identified as the art of gaining a livelihood. (Marx1887, p. 107) Technische Environment and services in cities have started to be quantified by relations that imply that important new economic the cause of this tragedy. There is still a lack of In contrast he described chrematistics as the art Universität Berlin, Sustainability, UCLA; biophysical scientists, little critical attention is paid conditions and civic engagements are complex and sustainable solutions that can combine economic of making money and it seems as if this is what Science Shop kubus, to implementation of this new urban landscape not easily unfolding without the corresponding in- and personal life to a successful model. The com- “Economy” is about today. Khan Rahi, and type of infrastructure and the concomitant stitutional context (Jessop 1998, p. 32). plex causes of climate change require relatively Karin Zacharias-Langhans, Loka & Canadian governance structures that may require a different direct, practical, applicable and easily transferable Asking for the sources of economics adjusted to owner of inligna, Community-Based civic code of conduct from its residents and trans- Applying a“lessons-learned” framework, the follow- solutions and paradigms. According to WBGU, it is sustainable development, of course we have to re- Germany Research Network, fer responsibilities and burdens. ing guiding questions would help focus the discus- about creating a new basis for economic processes fer to K. Boulding (1966): In what he described as Canada sion: concerning production, infrastructure, lifestyle, reg- “spaceship economy”, the aim is to minimise rath- The sustainable city reflects a growing momentum ulatory systems and the interaction of politics, so- er than maximise the consumption of energy and that acknowledges that nature exists in cities and What are the actual biophysical effects of im- ciety, science and economy (WBGU 2011, p. 26). materials. It is concerned primarily with the care creates the potential for naturalisation of the ur- plementing ecological services (tree planting, Going this way, “[w]e must lay hold of the fact that and maintenance of its stocks, so that every tech- ban fabric for multiple benefits and raises difficult watershed restoration, bioswales, infiltration economic laws are not made by nature. They are nological change which leads to less production governance issues about responsibilities, costs and trenches and so forth) and; what science is made by human beings.” (Roosevelt 1932) and consumption is a definite gain. Joanna Macy management. At the same time, it is imperative to necessary to understand the actual biophysical (1991) drew’s our attention to another founder of understand the origins of this shift and its assump- effects of these services? Civil society and NGO have drawn our attention to sustainable economy: Gregory Bateson (2000). tions about the benefits of nature in order to be this context. We like to point out that this complex He analyzed the “Roots of Ecological Crisis” by 7 able to successfully cultivate the sustainable city. What are the new forms of municipal govern- topic is on the agenda of several spheres of soci- terms, e.g. “We live within an infinitely expand- ment and civic engagement necessary to im- ety, e.g. economy, science and politics and field of ing ‘frontier’”, “Economic determinism is common This session focuses on the application of spe- plement the sustainable city? interest not even since the last decades. It was, e.g. sense.” and “Technology will do it for us.” cific examples –e.g. tree planting initiatives, recy- Robert F. Kennedy (GUTHMAN, ALLEN 1993) who cling, composting, gardening and all other forms How do we advance learning and facilitate pointed out: “Too much and too long, we seemed Nowadays we refer to N.Paech (2009); he propos- of greening and mobility measures of the current knowledge transfer relevant to local govern- to have surrendered … community values in the es a “post-growth economy”. A. Biesecker (2010) modern city– to raise questions about the imple- ment policy makers, research institutes and mere accumulation of material things. Our Gross proposes the reformulation of (re)productivity with mentation and challenges in the transition from civic society? National Product … counts air pollution and ciga- respect to sustainable relations both between soci- previous mode of urban landscape to the current rette advertising … . Yet the gross national prod- ety and nature and between the genders. sustainable cities in North America and Europe. Are partnerships necessary, on whose terms uct does not allow for the health of our children. It and what kinds? does not include the beauty of our poetry or the Transition to Spaceship Earth: Further, we will debate sustainability and govern- strength of our marriages …” Steps to local Resilience ance approaches to the environment, and the ten- What are the impacts on land use in the city, The grassroots network of communities called sions they create with current city organisational public and private spaces? Among politicians and citizen awareness is arising, Transition Movement is working to build resilience structures for democratic accountability and par- that our planet Earth can’t bear unlimited growth. in response to climate change, peak oil, and eco- ticipation, and for equity. Should we be concerned about the source and In France President Sarkozy set up the „Commis- nomic instability; it is partly based on the principles costs of ecosystem services infrastructure? sion on the Measurement of Economic Perfor- of permaculture and tied up to urban agriculture. We believe that the emergence of sustainability mance and Social Progress“, led by Joseph Stiglitz (Hopkins 2008) We like to propose Transition as and governance are the outcomes of processes How does an ecosystem service-based infra- and Amartya Sen (www.stiglitz-sen-fitoussi.fr). In signpost onto this required survivable model of that have occurred over time: sustainability comes structure interface with the post-modernist Great Britain Tim Jackson (2009), a declared critic society. Transition and Resilience appear as soci- as a response to the perceived degradation of the splintering city? Does it contribute to exacer- of growth was appointed chair of the Sustainable etal alternative draft, becoming mission statement environment by human action, and governance as bating inequalities and creating marginalized Development Commission. adaptable to activities aligned towards sustainable an approach to managing human affairs comes out places? ways of being in the world. Central idea of Transi- of complex changes in the economy, attitudes to- Last the German Bundestag set up a respective tion concepts is to make aliment goods available wards the state, and global geopolitical shifts (Jor- What are the artistic/creative image implica- study commission: “Because of facing uncertain- decentralized in local economic cycles. We pro- don 2008). tions of moving from invisible and technical ties about developments in the economy … are pose to strengthen aspects of reuse and further landscape systems to nature-driven and earth- causing people anxiety, as are the dangers of cli- use of goods in this concept. Therefore we like to based systems in the urban environment? mate change, the loss of biodiversity, … and social give insight in detail to the project hikk - holz im inequality, the German Bundestag set up a Study kreativkreislauf (Wood in CreativeCycles). Commission on ‘Growth, Wellbeing and Quality of Reflecting Peak-Oil or better Peak-Everything, local Life’.” (German Bundestag 2010) The key question (economic) cycles are (re)arising in many places: is how economy should shift within the natural energy supply is organized by local coops, Civil So- boundaries of planet Earth. ciety coops are running village shops, successful executives drop out and build up alternative pro- duction plants. (Jensen 2011). 106 107

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BAUFACHFRAU e.V. an association of craftswomen, bicycles. Based on these experiences kubus de- and can be considered as preparative. Once en- Even in micro-enterprises burden has to be carried in the Berlin district Pankow enquired kubus for sci- veloped a so-called value conservation concept ergy, shipping and resources in the course of Peak by the owner – by private capital, other sources or entific monitoring and evaluating of the transdisci- (Becker 2008). Oil are going to be dear priced, a feasible concept by precarious living conditions. Supplementary in- plinary project .hikk. This local network is focused will be economically advantageous. come sources are often normally - by partner for on the use of rest wood from carpentry workshops Approximately 440 m3/month of useable rest wood life, additional businesses, part-time work. and other woodworking businesses. accumulate in 125 carpentries located in Pankow, The ZeroWIN-project (http://www.zerowin.eu/) In contrast EC declares to assist sustainable busi- currently used for thermal utilisation. Assumed an develops an innovative ZeroWASTE business model nesses by funds. The WGBU advises local mate- 3 equivalent of 245 kg CO2 per m chipboard the based on industrial symbiosis and is testing it in re- rial cycles to carry out industrial symbiosis (WGBU

possible savings of GHG are about 107.000 kg CO2 al cases of sustainable industrial networks. Results 2011, pp. 136). Unfortunately available funds are / month! Based on our mainstream economics the will translate the vision of sustainable development insufficient to micro-enterprises, the declared reuse of this rest wood is uneconomic to the car- into elements of sustainable entrepreneurship, fo- baseline of future decentralised, local economy. pentry shops: new professional chipboard costs cusing at enhancing business opportunities. about 7,- Euro / m3. Finally there are many questions related to sustain- From this point of departure .hikk outlined a pilot: The short-term project „Waste Bourse“ was a Ze- able businesses, and it is easy to get lost in them for cost-efficient collection, storage and re-utilisa- roWIN case study demonstrating a process and for these micro-enterprise businessmen. Provid- Figure 1 tion of leftover wood. It is used cooperatively for a structure for resource recovery strategies in re- ing orientation concerning what the story really is creatively designed products from leftover wood gional industrial networks, thus enforcing industrial about and asking the relevant questions is part of for batch productions. Corner stone is “Lotta Rest” ecology and symbiosis. the role to be of Science Shops as well: The network is built up by 6 carpentries, the Berlin (Figure 2), a modular multifunction cube, useable Basically the „Waste Bourse“ is set up as a co- based Kunsthochschule Berlin-Weissensee (Col- as stool, rack or table. operation between kubus and a regional enter- • Is solid wood from Eastern Europe more sus- lege of Art) and Oberstufenzentrum Holztechnik prise network „Großbeerenstraße“ (http://www. tainable than coated chipboard from Austrian (Vocational Training School on Woodworking) as Even though the material is free of cost, Lotta Rest netzwerk-gross­beerenstrasse.de). The core activity FSC-forest? (e.g. Bachelor Thesis?) well as furniture dealer inligna. .hikk illustrates how is non-competitive compared to staple article, has been to identify waste- and obsolete materials • How dangerous is waste-to-energy of the re- Science Shops can assist sustainable entrepreneur- e.g. by Ikea. Because local wages are higher and and (by-)products among the network members newable residual product chipboard? ship. Between 2001 and 2005 kubus carried out worldwide shipping is excessive low-cost a desir- in order to enable re-use and recycling of the indi- • How to develop my company towards sustain- a cooperation project and established a regionally- able concept – preservation and local further use vidual fractions like metals, paper/cardboard, used ability? focused, decentralised network of companies for of valuable semi-finished goods is under economic ICT appliances and wood off-cuts. Enabling further sustainability in ICT: the ReUse-Computer asso- pressure. use phases means hereby to foster industrial sym- Resilience, Reuse, and where are ciation (www.reuse-computer.de). Besides other On these terms the experiments of .hikk, establish- biosis (Dietrich 2011). the required Concepts? kubus was working to establish the network Re- ing the pilot shown as scenario 1 (Figure 1) above Our thesis is that in a decentralised, local econo- UseVelo, dealing with the refurbishment of used are running in a transdisciplinary research project Entrepreneurs on the Way to my reuse and repair will become more significant local Resilience – A Rocky Road than today. Everybody might do more repair work As shown in different research projects, the main by oneself. Accordingly the selling of new products Figure 2 risks in establishing sustainable and reuse busi- will decrease. Maybe we need a new definition of nesses lies in the economic aspects (Becker our “basket of goods”? What in fact is indispensa- 2009). In terms of Peak Oil, dump shipping and ble to life? global price competition of labour (assembling a Will we need rather favourable assembly kits made brand notebook in Asia costs about 2,- €!) it is „un- of Brandenburgian pine than luxuriousness furni- economical“ to handle local resources locally and ture made of from European deciduous trees? to sell respective products. Enterprises, trying to do so, deal with higher manufacturing costs, purchase Tackling those challenges in a collaborative way is pricey semi-finished goods and can’t assert mark- field-tested in many places in cooperatives, funded up on the market, because prices are defined by projects, even in stock corporations. But who gets global players. these necessary feasible concepts started; we can switch over to seamless – when they will be eco- If there is any marketable business model, com- nomically advantageous, but not today? Communi- panies are dealing with much less margin in com- ty based research and service learning are adjusted parison to competitors. inligna, e.g. deals with 20% approaches and can contribute to that. instead of 40 % minimum, normal in furniture re- tail sector. If in future everyone will do repair work and pos- Sustainable business concepts generate (or better sibly self producing: is the conventional, business- internalize) several additional costs, borne in gen- management organized enterprise adjusted to eral by the entrepreneur. Time-consuming search provide us with aliment goods? Do we need new concerning materials, certificates and sources of pattern like Prosumenten- (agglutination term of supply has to be done anew by each entrepreneur. producer and consumer by Peach) Gemeinschaft As inligna started up in 2004 no FSC (www.fsc. (community)? org) certificated sawnwood was available in Berlin.

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Science Shop Kubus Contributing Transition labs. „Thinkfarm“ is a concept developed by young Dietrich, J. (2012), Null-Abfall Konzept: Ressour- Jensen, A. (2001): Wir steigern das Bruttosozial- To Resilient Berlin scientists of Netzwerk Wachstumswende (network censchutz als Ergebnis erfolgreicher Kooperation glück. Verlag Herda GmbH: Freiburg in Breisgau kubus, as an intermediary provides “socio-cultural aftermath of growth). The idea is, to interlink theo- zwischen Universität und KMU. Angenommen translation” between different societal actors. This retical work and practical activities in terms of after- zur Veröffentlichung in: 2. Wissenschaftskongress Macy, J. (1991), World As Lover, World As Self. Par- holistic approach with respect to cultural transla- math of growth. http://wachstumswende.de/ der Deutschen Gesellschaft für Abfallwirtschaft allax Press: Berkely, Carlofornia tion implies a cross-thematic background, e.g. to (DGAW), Tagungsband, Berlin/Rostock/Straubing: open up methodology and know-how of defence Web Links pp. 193-196. Marx, K. (1887), Capital – A Critique of Political conversion (COOLEY 1991 / WAINWRIGHT, ELLI- • List of initiatives in D/A/CH: http://www.transi- Economy, Volume I, p. 107 - Source: First English OTT 1982) for a conversion towards sustainable tion-initiativen.de/page/aktuelle-transition-inis German Bundestag, (2010), Setting up of a Study edition of 1887 development. Based on the vision of establishing • Transition Berlin: http://www.transitiontown- Commission on “Growth, Wellbeing and Quality of open source field laboratories for Transition and friedrichshain-kreuzberg.de/TransitionBerlin/ Life, printed paper 17/3853 Paech, N. (2009), THE ECONOMY IN THE AFTER- Resilience constituted as local cooperatives and transitionberlin-map.html MATH OF GROWTH, Carl von Ossietzky Universität, accessible to start ups and entrepreneurs con- • Rob Hopkins, founder of Transition Movement, Guthmann, E. O.; Allen, C. R. (1993), RFK: Col- Oldenburg, pp. 24-30 vinced to sustainable development the following on Peak Oil and dynamics of Transition-Town- lected Speeches. Viking Adult, Penguin Group: elements might be stepping stones to renew the Projects: http://www.kontext-tv.de/node/21 New York, Robert F. Kennedy, University of Kansas, Roosevelt, F.D., July 2 (1932), “I pledge You – I role of Science Shops: • „Voices of Transition” trailer: http://vimeo. March 18, 1968: p. 329 pledge Myself to a New Deal for the American Peo- com/12325469 ple” in: Rosenman, S.I. (1938): The Public Papers ReUse-Logistics Hopkins, R. (2008), The Transition Handbook: and Addresses of Franklin D. Roosevelt, S. 647, Based on the .hikk project BAUFACHFRAU e.V. and References From Oil Dependency to Local Resilience. Green Random House, New York. kubus developed the “One Stepp Beyond”-con- Books, Totnes, Devon. cept note (business model, focused on sustainable Barker, Sir E. (1995). The Politics of Aristotle. Ox- Wainwright, H., Elliot, D. (1982), The Lucas Plan. development) Using different sales channels, e.g. ford: Oxford University Innovationsnetzwerk Berliner Metall- und Elek­ Allison and Busby Limited: London, New York a showroom and online store the Lotta-Rest con- troindustrie, Industriegespräche (2006-2011): cept (scenario 1) will be reviewed and improved Bateson, G. (2000), The Roots of Ecological Crisis, http://www.innonetz-berlin.de/31.0.html - visited: WGBU (2011), World in Transition – A Social Con- hands-on. Experiences/results can be compared in: Steps to an Ecology of Mind, pp. 498-501, The 28.02.2012 tract for Sustainability, Flagship Report. with similar projects. Experiences and results will University of Chicago Press, Chicago/London be used for imperative policy briefing concerning Jackson, T. (2009), Prosperity without growth? legal, economic and fiscal aspects of sustainable Becker. F. (2009), ReUse-Networks – a contribu- The transition to a sustainable economy. Sustain- entrepreneurship on national and European level. tion to a zero waste strategy, in: Prosperity Waste able Development Commission and Waste Resources – 3rd BOKU Waste Confer- Exposition „Local Sustainable Economy“ ence 2009, facultas.wuv Universitätsverlag, Wien Science Shop kubus intends to organize an expo- sition; local businessmen and scientists acting in Becker. F. (2008), The value conservation concept Voices of Transition No. 67-E areas of sustainable development will be invited. – What is Green on ReUse-economy?, in: Proceed- Interlinking activists of sustainability of different so- ings of the 1. World ReUse Forum, Berlin Climate change is a sad fact. Peak oil is another. nity level. Part III – In Cuba in the 1990’s an en- Authors cietal areas is scheduled. Fostering fruitful coop- Add economic instability to the picture and we tire nation suffered from the bitter consequences Nils Aguilar, eration for mutual benefit is the commitment of Biesecker, A./Hofmeister, S. (2010), Focus: (Re) are faced with food insecurity, probably the single of an early “Peak Oil”. Thanks to their inventive- Transition Activist, kubus. Productivity. Sustainable relations both between most important threat to our civilization. “Voices of ness and political openness to non-capitalist so- Frank Becker, It is intended to initiate forums and workshops for society and nature and between the genders. In: the Transition” is a film about how to take on these lutions, Cuba has now become the precursor in Science Shop kubus, hands-on project development. This concept is Ecological Economics Vol. 69 (2010) Nr.8, pp. challenges... positively! The issue is not only mere agro-ecology and urban agriculture. “Voices of the TU Berlin, Germany based on the design of Industriegesprächen (In- 1703 - 1711. survival, but rather the possibility of thriving and Transition” is an entirely self-produced, politically dustrial dialogues) of the innonetz Berlin project improving our quality of life! These “Voices of the independent, non-commercial film. Using this film (www.innonetz-berlin.de). Boulding, K. E. (1966), The Economics of the Transition” tell us of a future society where our de- as an impulse we like to initiate a lively discussion Coming Spaceship Earth, in: H. Jarrett (ed.), Envi- serts will once again be living soil, where fields will about the questions Work Shops Of Self-help ronmental Quality in a Growing Economy, pp. 3-14. be introduced into our cities, and where independ- • What need is in Transition Movement for Sci- Related to Transition initiatives in Berlin kubus in- Baltimore, MD: Resources for the Future/Johns ence from oil will help us to live a richer, more ful- ence Shops? tends to support the development of civil society Hopkins University Press filling life. Synopsis Part I - France is at the forefront • What contribution to Transition Town move- oriented work shops of self-help. of research in agroforestry: Agronomists and peas- ment Science Shops can provide? Elements of interlinking science and society might Commission on the Measurement of Economic ants tell us of the return of the trees into our life- • Can we establish co-operation right on the 5th be the Project Laboratories of Technische Univer- Performance and Social Progress www.stiglitz-sen- less monoculture deserts, and about the immense Living Knowledge conference? sität Berlin and Thinkfarm concept. „Project Labo- fitoussi.fr advantages of a diverse farming system. Part II - The results will be traced back to the Living Knowl- ratories for socially and ecologically useful thinking The English “Transition Town Initiatives“ represent edge network to facilitate a broader activity in the und acting“ give students the opportunity to self Cooley, M. (1991), Architect or Bee? The Human a whole new way of generating new visions of a identified directions including funding perspec- dependently work on practical and innovative pro- Price of Technology. The Hogarth Press: London more liveable future and of acquiring the collective tives. jects. The general orientation for the projects is a means to make them become reality at a commu- socially useful, environment-friendly science and technology. Any students who can find enough in- terested other students can realize these project 110 111

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No. 68-B Working with scholars to increase impact and global reach lective action, it was argued, in the pursuit of the active citizenship is question civil society are part of values of equalities and social justice (Mayo, 2010) this paper. It also presents research finding of some Author Changes are underway regarding how scholarly in- practices, and consulting about data reposito- How effective have community based approaches of the current challenges and dilemmas that third K. Jane Burpee formation is produced and communicated. There ries. We assist research teams in developing a been in engaging people as active citizens, includ- sector organisations are facing, in particular we il- University of Guelph, is a growing understanding in the library commu- full data management strategy for a research ing the most excluded people? And to what extent lustrate manifestations of their resilience to survive Canada nity that it possess stewardship responsibilities and project. University – Community Learning Partnership have and develop strategically for the future (Buzzanell, expertise towards open access and the materials • Consultations on issues researchers may have actually been prepared to facilitate this learning for P. 2010) that are generated on campus —particularly those as authors, educators, and researchers with re- of researchers, including community engaged re- spect to copyright law, rights as an author, and searchers. Community engaged scholars are ben- the various options available to publishing work No. 70-E efiting when they seek the support systems that (both traditional academic publishing and alter- Co-creation of solutions by generating partnerships between civil are being offered in their academic libraries. The native formats. society organisations and knowledge institutions. Examples from the presentation will focus on how researchers seek- • Support by offering an online presence de- Wageningen UR Science Shop ing to deepen their effectiveness, global impact signed specifically for multi institutional re- and reach are being supported by librarians at the search teams enabling better communications 1. Introduction: working in a governance 2.1 The interactive model: the case of design- Authors University of Guelph in Canada. The Research En- between team members and a place to store situation ing a new future for empty sand pits Stobbelaar, D. J. terprise and Scholarly Communication Team was data with security and backup mechanisms in In the last 20 years policy has shifted from a gov- In the case Spaubeek (province of Limburg, the University of Applied established at the beginning of 2010. From the place. ernment situation – more or less top down – into a Netherlands), the interactive model was chosen. Science Van Hall time a researcher conceives of a research project • Assistance in using our institutional repository. governance situation where policy is made in coa- Here, sand mining in two quarries had come to an Larenstein (part of until after the research is complete, the RE&SC We accept scholarly resources, in virtually all litions in society (e.g. Ayre & Callway, 2005). This end and the local environmental group asked the Wageningen University team will work with scholars in the areas of infor- formats and media, that are created by, pub- is also effecting the problem statements; many vi- Science Shop to prove that an ecological redevel- and Research Centre) mation management, data curation, dissemination, lished by, or sponsored by the University of sions on cause and effect co-exist, which make opment of the exhausted sand pits would be bet- publication, collaboration and long-term preserva- Guelph, its faculty, its staff, its students and se- the decision-making process difficult (Bressers & ter than just the standard lay out that is required Hugo Hoofwijk tion. For those involved in community research our lected other affiliated scholars. Priority is given Kuks, 2011; Vreke et al., 2009). However, making legally (Stobbelaar&Hoofwijk, 2009). The Science De Groene Link, team will provide: to fully open access collections. Items in repos- use of the potentials of the different stakeholders, Shop rephrased this question into: which lay-out bureau for civic • Consultations to discuss in-depth information itories are retrievable by web search engines their money, knowledge, power and labour, also in- would fit best the needs of the region. A survey participation, needs related to research projects. like Google. This significantly increases the vis- creases the problem solving capacity of the region. among the stakeholders learnt that landscape, The Netherlands • Assistance with the data management needs ibility of an author’s work. Unleashing this potential requires a transdicipli- ecology, environment, economy, recreation, live- of research teams by identifying secure stor- • An open access platform for the publishing of nary method, that takes into account not only new ability and cultural historical elements all had to be age, recommending appropriate metadata academic, peer-reviewed journals and an on- sources of knowledge (as transdisciplinary nor- taken into account. Hence, the scale of the solution line platform for conference hosting. mally is defined, Tress et al., 2005) but also other could no longer be the sand pits only, but also the resources: successful participation in governance surrounding areas had to be included. situations is an equal exchange of money, power, In several rounds, alternatives for the redevelop- No. 69-B Learning from University-Community Partnership: time, consent and support (Stobbelaar, 2012). The ment of the sandpits plus the surroundings were UK Research Findings legitimacy of claims is also at stake here. This of discussed with the local and regional stakeholders. course also holds true for green claims: is this pure- In every round the most suitable directions of de- Author This paper presents findings from a Research Pathfinders and Champions, and to enable them ly self-interest, or do other parties also gain from velopment could be detected, which were used to Zoraida Mendiwelso- Cluster in UK in line with other researchers un- to run Take Part activities too. There were eight- the green project (Leistra, in prep.)? improve our plans – more in line with the wishes Bendek, derstanding concepts and practices of the partner- een Pathfinders and nine Champions bringing in All these issues lead us to the main question of this of the stakeholders – in the next round (using stu- University of ship learning between University and civil society. several local authorities as well as Third Sector or- paper: how can a broad range of different stake- dents and planners). In the end, the local environ- Lincoln, UK. It reflects upon programmes to promote commu- ganisations and universities. Learning Partnership holders work together on civil society issues? We mental group could present a broadly supported nity-based learning for active citizenship in UK to support learning to take part in civil society as will discuss this matter in two ways. Firstly, we give plan for integrated redevelopment of the pits plus (2004-2011) and the lessons emerging from re- an active citizen has been a topical policy commit- three models of cooperation we use when running their surroundings. This, in combination with the searching these at the Cluster. The previous New ment. And Community-based learning is a key is- projects for the Science Shop of Wageningen Uni- interactive procedure followed, changed the status Labour government launched two consecutive ini- sue to enable a transformative space for citizenship versity. Secondly, we describe the roles that the of the environmental group from ‘always oppos- tiatives first: ‘Active Learning for Active Citizenship’ engagement in democratic processes for active stakeholders can play in the different stages of the ing against’ into taking the lead in finding solutions. (2004-2006) Learning programmes delivered via citizenship(Mayo and Annette, 2010).Education Science Shop projects. The environmental group became an equal part- Third Sector organisations based in seven region- for more fully empowering forms of civic activism ner in regional discussions, which – as it seems al hubs working in partnership with voluntary and would include learning how to challenge unequal 2. Models of cooperation now – are also more integral than before. community sector organisations and with academ- power relations working collectively to promote When a Science Shop project starts, it intervenes ic partners with relevant experience of community- agendas of social justice (Westheimer and Kahne, in an existing stakeholder arena. Depending on the 2.2 The representation model: the case of de- based learning in their regions. Second: Take Part 2004, Mayo and Rooke, 2006). The emphases of situation different approaches can be taken. Here signing an integral solution for mountain Programe consisted of two components, the ‘Path- these programmes were upon learning collectively, we highlight three models, namely the interactive bike annoyance finders’, which were to take the learning from ALAC as well as individually, and learning experientially model, the representation model and the ‘taking National Park Utrechtse Heuvelrug (NPUH) is an forward more widely improving knowledge, skills through engaging as volunteers and participants in the lead’ model, on basis of three cases. important area for Dutch mountain bikers. Local and confidence of citizens and Take Part Champi- structures of governance. Through increasing their terrain bikers, but also large groups from other ons supported by ‘National Support’ programme knowledge and their critical understanding, learn- parts of the country, come to the vicinity of Am- which was to engage organisations beyond the ers could in addition be empowered to take col- 112 113

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erongen, Leersum to Veenendaal to ride the trails 2.3 The ‘taking the lead’ model: the case of stakeholders. Each group has its own share and its 4. Stages in the process (Hoofwijk&Stobbelaar, 2012). However, the cur- finding solutions for local traffic problems own role. In the representation model, the repre- In this section, we will elaborate on the four differ- rent four mountain bike trails fail because they are The village of Erp, a small village in the municipality sentatives of the stakeholders are included in the ent phases of a typical Science Shop project: start- too busy, too short and not challenging enough. of Veghel (North Brabant, the Netherlands), suf- steering committee. In the ‘taking the lead’ model, up, research, design, and dissemination. Moreover, there are no trails in the western part fered from high traffic intensity in its village centre. the ‘external’ stakeholders are only asked for in- In the start-up phase, the client organisation ob- of the NPUH. Therefore, some mountain bikers The construction of a ring road was propagated for formation, not for feedback on research or design. viously has its own perception of the problem at choose to ride (partly) their own routes. Most land many years already. However, this proposal divided When it comes to the stakeholders’ ownership of hand. However, it is the researcher’s responsibility owners do not like this unregulated presence of the community already for a very long time. Half the process, and to the co-creation of knowledge, to check whether this problem definition is broad mountain bikers on their property at all. They are of the village wanted the ring road, the other half the interactive model is the scenario of choice. The enough to be recognised by the other stakeholders afraid of disturbance of nature (mainly game and absolutely not. The situation was very polarised: or- active involvement of the stakeholders enables involved (see the case of the ring road, or the case birds), of violation of privacy and property rights ganisations pro and contra the ring road were not checking and adjusting the proposed solutions. of the sand pits, for example). The project steering and of additional conflicts with other recreationists. on speaking terms. Due to these circumstances, it Moreover, it also gives exposure to the client organ- committee can be instrumental by putting forward Over the last years the number of mountain bikers was not possible to start an interactive model or isation. This exposure has an empowering effect; valuable information from other, similar, cases. has been growing very quickly and still continues representation model. A local pressure group ‘Erp the client organisation will be seen as leader in the In the subsequent research phase, the client organ- to do so - as do the subsequent conflicts between Alert’ asked the science shop to prove that the ring process and discussion instead of a ‘mere’follower. isation can be of value in mapping the stakehold- land owners, recreationists and nature on one side road was a bad solution for the traffic problems Not every situation, however, allows for the inter- ers and the local experts. Sometimes, the client and mountain bikers on the other side. in Erp. The science shop rephrased this question active model to be employed. This is the case, for organisation can even be of help in the actual re- With this in mind the researchers of the Science into: what is the best solution to the traffic prob- example, when there are too many stakeholders to search. In the case of the ring road, the client or- shop worked with representatives of organisations lem taking into account the wishes of all stakehold- take into account or when the situation is too tense ganisation conducted a survey to find out which for nature conservation, private landowners, moun- ers in the area. A stakeholder analysis showed that, for interaction. Then the representation model or subareas were highly valued by the inhabitants of tain bike clubs and municipalities on an integrat- notwithstanding the differences, there was a great ‘taking the lead’ model are second best. the region (in terms of landscape) and which were ed solution of the problem. Core of the proposed deal of consensus: everybody wanted a safe situ- less valued. Of course, this survey was conducted solution was the creation of a consistent network ation, no traffic nuisance, fast traffic flow, and no under strict supervision of the researchers. of mountain bike tracks, complemented by a cor- decline of landscape and nature qualities. The re- In the design phase, it is the client organisation that rect managerial, financial and legal integration. This searchers used these criteria to test eleven traffic should take the lead in critically reviewing the re- consistent network of mountain bike trails was to options which they collected from the stakeholders searchers’ plans – and in stimulating other stake- cover the entire National Park (and to be expanded themselves, and found out that one of the solu- to the entire Utrechtse Heuvelrug region in a later tions – which was not the ring road - was by far the stage). After all: a continuous and challenging route best. This option consisted of guiding the through- Roles structure will ensure that the terrain bikers less of- traffic away from the village onto the main roads, Products Client Researchers/ Other Steering ten leave the tracks. combined with a dead-end access road to the in- organisation Students stakeholders committee The advantage of the model used was that all dustrial area. This option was later on incorporated Local input for External input Start-up Project pro- Phrasing Rephrasing types of stakeholders were equally present. Also, in municipal policy. rephrasing the for rephrasing phase posal the problem the problem always the same persons were available to discuss This solution could only be found by looking at a problem the problem the new proposals. This meant that these peo- higher spatial level and a higher social level, the Network analy- Defining the ple could really attach to the process and deepen latter meaning not discussing the different solu- Being the ses (interests) network tions per se, but first the criteria on which a solu- Research Researching network Providing their understanding of it. In several interactive ses- Geographical (+surveys) phase the network Local feedback sions, solutions were formulated that – according tion should be based. values, political Local knowl- knowledge to the representatives - would stand the chance boundaries edge of being accepted by the organisations they were The advantage of the ‘taking the lead’ model was representing and their respective grass root level. that progress could still be made, despite of the Producing strong polarisation. We did so by matching the cri- the vision Another expected advantage was that these rep- Organising Bringing the resentatives could more easily reach these organi- teria for solutions that the stakeholders brought up critics on Criticising problem to a sations than we could. However nice in theory, with their proposed solutions. By using scientific Vision the vision the vision higher Design Detailed Criticising practise showed that knowledge and insights did techniques it was possible to define the solution (geographical) phase designs Checking the vision not always flow neatly from the representatives to that matched best. Disadvantage of this way of level Checking feasibility working was that stakeholders were only used as a the represented organisations nor further on to the feasibility grass roots: although our plans were supported by source of reference, they were not involved in co- Clarifying the effect of the representatives, this did not mean that they creating knowledge. This made the outcomes for the vision were automatically supported by the represented some of them being a bit of a surprise. Although organisations or by their grass roots. And without this caused new roaring in the village, at the end it Taking the consent of those grass roots (e.g. the landowners) proved to be helpful. Informing lead, using New networks, the scientific the proposed solutions cannot be put into practice Dissemination the product as Informing new knowl- community New coalitions Yet another disadvantage is that the process was 3. Choosing a model of cooperation phase an entrance peersc edge and society by in regional not visible for the stakeholders on grass root level, In the projects of the Science Shop of Wageningen writing papers so they were wondering what was happening and UR, the following stakeholders usually are includ- processes some were overwhelmed and even felt betrayed ed: client organisation, project leader, researcher, when we presented our solutions. students, project steering committee, and other Table 1: roles of the project participants in the Science shop project phases. 114 115

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No. 72-E holders to do so as well. This will fortify the client References Engaging stakeholders in science and technology: Adapted European organisation’s role in the upcoming developments, Awareness Scenario Workshops in the INPROFOOD project thus empowering the client organisation. As an Ayre, G., R. Callway (2005). Governance for sus- added bonus, this process can already bring along tainable development: a foundation for the future. The authors present a concept for adapted and re- EASW – three series of 13 workshops each – are Authors approximation between the stakeholders involved. Earthscan, London. fined European Awareness Scenario Workshops conducted in 13 European countries. Among oth- Christine Urban, (EASW), a method they apply in the FP7 project ers, participants include policy makers, health and Michael Strähle, The latter is fortified still further in the dissemina- Bressers, H., S. Kuks (2011). Governance pa- INPROFOOD. Since about 20 years EASW have food professionals, representatives of consumer Science Shop Vienna, tion phase, during which the client once again can tronen als verbreding van het beleidsbegrip. been conducted in many countries. Usually this associations, trade unions, industrialist associa- Austria show it is able to critically review the products de- Beleidswetenschap, vol. 15 (1), 76-103. method is applied in urban planning in local con- tions, organisations in public health, and self-help veloped. And since a locally defined problem hard- texts to create balanced participation of stakehold- groups, and, of course, scientists. Connecting food ly ever is truly unique, the researchers on their part Hoofwijk, H., D .J. Stobbelaar (2012). Mountain- ers in developing sustainable solutions. In general technology with health is a constant task, irrespec- should endeavour to disseminate their findings – bikers op de Utrechtse Heuvelrug. Een voorstel EASW are geared at reaching a shared vision on a tive of different views, because there are many both those related to content as well as those re- voor een uitdagende en financieel haalbare rout- given topic among different actors and to gather varying needs in populations, and conflicts are lated to the process. In table 1 the roles of the estructuur waarbij beheer en aansprakelijkheid ger- their knowledge about barriers, experiences, and inevitable. In such a conflict area, stakeholder in- different project participants are detailed out. egeld zijn. Wetenschapswinkel Wageningen UR, 84 needs. Furthermore, EASW participants propose volvement has to be as credible as possible and pg. steps to make these visions come true. It is a pre- methods have to be optimised for and tailored to 5. Conclusions condition for EASW that they are on topics where sensitive issues. The authors present the set of Several models can be used to involve stakehold- Leistra, G. in prep. Different shades of green. Re- decisions still can be made. That way, they aim at rules of EASW, the adaptations and refinements ers in research projects. A truly interactive model is flections on the legitimacy of Dutch nature con- promoting debate and democratic participation in they made for making it more effective on nation- to be preferred, since it allows all stakeholders to servation. Dissertation Wageningen University, decision making and form a basis for further dis- al and European levels, their efforts to make this contribute - thus maximising the stakeholders’ po- Wageningen. cussions and assessments among policy makers, approach credible and transparent, the pitfalls to tential in coming to the best solution. The choice of and, with outcomes being communicated widely, avoid in organising such participative processes, which model to use, however, depends on several Stobbelaar, D. J. (2012). Bewoners maken het a broad range of stakeholders and society at large. how the workshops fit into the framework of the factors such as the number of stakeholders, the groen. Uitgeverij Landwerk, Wageningen. In INPROFOOD the EASW approach is applied on INPROFOOD project and relate to other project ac- degree of polarisation and the number of possi- national and European levels for developing shared tivities, and discuss the limits of this method and ble solutions that have been explored at an earlier Stobbelaar, D. J., G. Leistra (2010). Upscaling lo- visions of how to reconcile health concerns and what can be expected from the workshops. stage. The cases also make clear that – as written cal environmental problems to create governance innovations in food technology. In this project 39 in the introduction – different perceptions of real- solutions. In: B. Kolijn e.a. (eds). Book of abstracts ity are present, which makes it necessary to design Scaling and Governance conference 2010. “To- a suitable process with the proper role for every wards a new knowledge for Scale Sensitive Gov- stakeholder. The roles the different stakeholders ernance of Complex Systems”. Pp 34-35. can play in the project, depend on the phase the Knowledge Mobilization through a No. 73-C project is in and on the position of the stakeholder. Stobbelaar, D. J., H. Hoofwijk (2009). Integraal Community-University Broker Model Understanding the different roles the stakeholders plannen. Voorbeeld Zuid-Limburgse groeven. can play is a crucial success factor for Science Shop Ruimtelijke Ordening Magazine 2009-12, 32-34. York University’s Knowledge Mobilization (KMb) munity priorities and works with partners to take Authors projects, as is shown (albeit negatively) by the case Unit has worked to connect faculty members and action, supporting a network of 100 critical pro- Krista Jensen, of the mountain bikers: the insufficient flow of in- Stobbelaar, D.J., R. Jaarsma, H. Hoofwijk, R. Si- graduate students with external community mem- grams across the region’s nine municipalities. As Jane Wedlock, formation in the representation model seriously mons (2008). Verkeer is als water. Verkeersover- bers since 2006. Using a knowledge broker model, part of this funded initiative, the United Way York York University, hampered the acceptance of the final outcome. last te lijf met opschaling. RO Magazine, januari/ the Unit supports community-university research Region now employs a community knowledge bro- Canada Legitimacy for the solutions of the Science shop februari 2008. partnerships so that research can inform pub- ker who works to make university research and re- client was gained by improving the dialog during lic policy and professional practice. In June 2011, searchers more accessible to the community. In the science shop process, by making use of the Tress, B., G. Tress, G. Fry (2003). Potential and the KMb Unit and their community partner, United this storytelling session, York University and United strongpoints of the different stakeholders (see ta- limitations of interdisciplinary and transdisciplinary Way York Region, were awarded a CDN $93,000 Way York Region Knowledge Mobilization Officers ble 1) and structuring the process in the best pos- landscape studies. In: Tress, B., G. Tress, A. Van der grant from the Canadian Institutes of Health Re- Krista Jensen and Jane Wedlock will discuss civil sible way, as shown in section 2. Valk (eds). Interdisciplinarity and transdisciplinari- search (CIHR) to develop research initiatives look- society engagement through research partnership ty in landscape studies: potential and limitations. ing at the social determinants of health. Established building using a community-university knowledge Delta Program, Wageningen, 182-192. Delta Series in 1976, United Way York Region is a registered broker model. This session will focus on the de- no. 2. charity uniting people and resources to improve velopment of knowledge mobilization activities at quality of life in York Region, a regional municipal- York University and the United Way York Region; Vreke, J., A.L. Gerritsen, R.P. Kranendonk, M. ity north of Toronto, Ontario which is experienc- the development of the York University-United Way Pleijte, P.H. Kersten, F.J.P. van den Bosch (2009). ing one of the fastest rates of population growth in York Region relationship; our community-university Maatlat government – governance. Wettelijke Canada. A large percentage of this growth comes knowledge broker model; benefits and challenges onderzoekstaken Natuur en Milieu, werkdocument from immigration and settlement (Regional Munic- of this model and next steps for our work together. 142, Alterra Wageningen. ipality of York, 2009). United Way identifies com-

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No. 74-E Creating Open Space for Arts and Science Interface Capacity Building in a Periurban Area of Casablanca No. 75-E Solidarity Farm and School Garden: Author Recently various forms of art and creative com- In examining both aspects together, the session Growing Capacities in the Informal Settlement Ouled Ahmed Khan Rahi, munication productions have become an integral would unfold the interface between arts and sci- Loka & Canadian part of civic engagement and participatory research ence and demonstrate how open spaces for Morocco is affected by intensive streams of migra- Author Community-Based practices across disciplines. The linkage is making creative expressions could enhance knowledge tion. Poverty and hopelessness force the people to Ahmed Amine Chahed, Research Network, a significant difference particularly in community dissemination and increase our understanding of leave their homes and migrate into large cities such ZEWK/Kubus TU-Berlin, Canada building efforts. the imperatives of the integration of these two do- as Casablanca. Some years ago a lot of these per- Germany At the previous Living Knowledge Conference in mains. sons lived and worked as fellahs or small farmers Belfast (2009), we featured Workshop, Poster and The session will encourage presenters from differ- somewhere on the countryside in Morocco. Their Live presentations to explore the multifaceted di- ent European and North American regions to share urban experience and socialisation is still evolving mensions and the linkages between Communi- their research and practice outcomes. and often coined by the idea and expectation to ty-based Research through the arts and cultural leave agriculture behind and to find a better way of productions. Practice format: life in the big city (Helten 2010). This segment involves exhibitions or poster pres- Others leave the city because they can not com- We are extending the previous in-depth discus- entation of different art productions, short per- pete financially and cannot afford housing in the sions, presentations and expressions of live events formances in the form of story-telling, poetry, city quarters. They settle close to the city in areas in this session using two formats: Workshop and photo-voice, video, musical or satirical performanc- like Ouled Ahmed, currently subject to a consider- Picture 1: Women at field work Exhibition and Poster Presentations. es featuring one or more of aspects of the Com- able pressure of transformation. Both aspects taken together intend to provide the munity Building and the conference themes. This conference participants a great opportunity to un- part could take as an Open Space format. Through this process periurban villages like Ouled The trainer, a sociologist experienced in biological derstand how art and, as well as spaces for exhi- Guiding questions for the session include: Ahmed become semi-informal settlements. farming taught the women two times a week about bition and knowledge dissemination enhance the Often social networks are rare because most of the basic details of plant growing and how to take care complex community building narrative. How arts-inspired communication form could pro- inhabitants make their living resources in and from of them. Between the lectures the women are vide effective community access points to facilitate Casablanca and many of them derive from differ- working and learning on their own. The focus of the workshop is twofold: knowledge transfer and researchers with no expo- ent areas of Morocco. sure to the community knowledge of the arts to Our project “Urban Agriculture as an Integrative On a 1.600 qm piece of land which was lend for 1) Creating space for dialogue to assess the cur- engage with local community building initiatives? Factor of Climate-Optimised Urban Development, use by the owner of the nearby Hammam the rent conceptual frameworks, methods of in- Casablanca” deals with the potentials of Urban Ag- women got the chance to produce their own veg- quiry and practice challenges to help identify How can we generate a process by which art-in- riculture (UA) in future Megacities. The goal of the etables and herbs. The irrigation water, pumped the critical role of art inspired and cultural pro- spired productions could contribute to knowledge pilot project 2 (Ouled Ahmed) is a dovetailing of from a well in the neighbourhood, was free of ductions in fostering community building, transfer in building and organizing community sys- agriculture with informal settlement. Particularly in charge for the first year. For the future, irrigation through creative work within the scientific mi- tems for civic engagement and social action to ef- peri-urban informal settlement the generation of water has to be produced on the ground. There- lieu. Reflections on land use and the social def- fect change, improve the quality of life and health productive, green and attractive spatial structures fore a wastewater treatment plant (constructed inition of space, providing empowerment tools and safety of communities? through Urban Agriculture offers possibilities to wetland) is designed to treat the wastewater of the for marginalized communities and discourse counteract urban sprawl and surface sealing in the Hamman. This plant is under construction and has into how art interfaces with the core infrastruc- How do we evaluate popular cultural production region, and can support a better life for the peo- been inaugerated in April 2012. ture designs, could increase our understanding methods and arts to assess their ple in informal settlements. UA can alleviate pov- of the challenges involved ; contributions to support sustainable environment? erty, helps to cope with the challenges of everyday Under practical conditions they learned how to irri- life and can provide an alternative for a better and gate the plants, and how to grow them without us- 2) Examining the critical role partnership plays How do we advance scientific learning (e.g. land healthier life. ing pesticides and use biological methods instead. in enhancing community building narrative by use) to facilitate capacity building through the arts Trough cooperation with the local Stakeholders They learned to distinguish between beetles and reducing the gap in communication between marginalized communities, recognition for com- and citizens in the course of the transdisciplinary insects which are useful for the plants and others arts and science and creating sustainable ac- munity-based research initiatives and effective role research project a capacity building process in which should be removed, and that the neighbour- cess points and resources to remove institu- for civic society organizations? many levels was launched. hood of other plants can support a healthy growing tional and financial barriers. I want to report about this experience in the form of crops. Further they learned to harvest the plants of storytelling. at the right moment and how to take care of the We found people in Ouled Ahmed to know very seeds for the next vegetation period. little about agriculture in general. Women normally don’t go to Casablanca but stay in the settlement. Healthy nutrition through selection and Since they are poor they look for income generat- preparation of food and herbs ing activities. That’s why the Moroccan Pilot-Pro- Two times a week the women gathered on the ject-Committee chose twelve women and trained farm for theoretical training and gardening. them in the field of biological agriculture on the After 4 month of training not only their knowledge “ferme solidaire”. about urban agriculture, healthy nutrition and pro- cessing of food increased a lot, but we discovered further unexpected social results:

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A small plant for urban agriculture and wastewa- Exploring Everyday Life in Oulad Ahmed & Douar ter management started growing. Next year it will Lehrach/ Ras Al Ali, Technical University Berlin. show it’s sustainability. Urban Agriculture as an Integrative Factor of References Climate-Optimised Urban Development, Pro- ject website. Available from: . [5 March 2012]. in Peri-Urban Casablanca,

Region in Balance – Development and shaping of a sustainable land- No. 76-E use management system through participation of different actors Picture 2: Trainees receiving their certificates Picture 3: Process of founding a women associa- tion With the increased demands for land use for food region and its communities will work together to Author production set against the demand for a reduction realize this program. They do it together with differ- Anke Valentin, Growing self-confidence of the women and a rein- The example of Ouled Ahmed illustrates to what of land use to protect the environment, climate pro- ent actors and go new ways for a regional thinking. Bonn Science Shop, forcement of the social network among them noticeable exceed transdisciplinary research can tection and climatic adjustment are challenges for As project leader the science shop Bonn creates Germany • The women became friends and built new re- induce social interaction in a community. all municipalities and local communities. A sustain- all included activities and moderates the entire lationships. able future for European rests on good and effec- agenda. With future-related workshops, simulation • The number of women taking part in the train- Participation during the treatment plant tive development practice in the regions, particular games and PR-activities the Bonn Science Shop ing increased. building process on handling with agricultural and forest-econom- brings new ideas and discussion topics into differ- First it was planned to subcontract the construction ical areas. Such areas are the basis for food pro- ent levels of society. As acknowledgement we handed out certificates of the wastewater treatment plant to a professional duction, for future energy supply of regenerating The overall objective of the project is to develop to the trainees at the end of the 4month train- company, but after we saw some creative potential raw materials, as CO2-storrage units for climatic ad- – by co-operation with local municipalities, stake- ing session, which seem to be very important to among the inhabitants as well as the high rate of justment, for the protection of biodiversity, urban holders and citizens – a sustainable regional land them because they put it in a frame and fixed it workless men, it was decided to integrate them as settlements or as recreation areas. These various use management system as a model from the re- very proudly on the wall. The women seemed to much as possible. The planning process started in exploitation conflicts will be even more intensified gions for the regions to solve old and new user become hungrier for information and knowledge September 2011 with a meeting where the pro- by the development of wind power, biogas plants conflicts. Such a system would contribute to the and they want to spread it to other women in a ject-engineer presented different options of waste- and housing, which have increased the pressure preservation of valuable land resources. The co- similar situation like they had been month before. water treatment for reuse in crop-production to the on rural areas. operation with municipalities will unite different They started asking the trainer about other topics women and the land owner. There was easily an Since 2008, a Region of 370.000 inhabitants in planning levels pro-actively; local planning compe- and they found other ways to get information (e.g. agreement settled about the feasible system and the north-west of Germany work together for be- tence and regional planning together with the in- about health security, insurance, children educa- where it should be placed on the ground. coming a “Region in Balance”. In 2010 the co-op- terests’ relevant spatial questions of stakeholders, tion, learning French etc.) In opposite to the women, most of the men did eration becomes more intensive for developing a NGOs and individual citizens at can be balanced. For example three out of the twelve women start- not show much interest in education but they were land-use management action plan. Until 2013, the ed to study French; three others expanded their willing to work for a reasonable salary. Our project knowledge in marketing of vegetables. Moreover team was happy to find one among them, who was the women report that their lives now have a struc- very interested in all details and who had the po- A New Infrastructure Model to Build Capacity in Socio-Health Re- No. 77-E tured daily routine, which they can follow. Through tential to lead and control the work of the others. search: Opportunities for Inclusive Cross-Disciplinary and Cross-Sec- this process they discovered that they can accom- The engagement of this leading person Said is gen- tor Community and Stakeholder Partnerships plish more than they ever thought they could. erating curiosity among the other men and we had There even was a woman that managed to over- a lot of visitors during the building period, asking Introduction Author come psychological problems through this train- about the possibilities to install such a plant in their We are not students of some subject matter, but approach to looking at health research is identified Katharina Kovacs Burns, ing or rather the social effects that were created. own neighbourhood. students of problems. And problems may cut right as interdisciplinary health research (Aboelela et. al. MSc, MHSA, PhD, Whereas before she felt unmoored and isolated, Since the beginning of our project urbanisation ap- across the borders of any subject matter or disci- 2006). On the one hand, it ispromoted and sup- Director Interdisciplinary she now finds herself integrated and welcome. proaches Ouled Ahmed rapidly. Everywhere mul- pline (Popper 1963,p.88). ported by funders such as the Canadian Institutes Health Research Through this development the landowner’s inter- ti-storey buildings are mushrooming around the Health research which is closely aligned with the of Health Research (Hall et al. 2006); but on the Academy, University ests in the farming was awoken. settlement, planned and constructed without par- social determinants of population health and well- other hand, it is a struggle for many researchers of Alberta, The women became multiplicators and other wom- ticipation of the native inhabitant. It seems that our being (identified here as socio-health research) is and research teams, as the dynamics of interdisci- USA en now attend these trainings as well. They have trainees have to fight for their small pieces of land complex and challenging to do effectively, compre- plinarity is not easily understood or implementable begun to separate waste in order to get high quality to continue their successful work in urban agricul- hensively or with rigour. It has increasingly been (Nair et al. 2008). compost. They also ask their neighbours to sepa- ture. scrutinized from all angles including whether the For the converted, the frustration that comes with rate and give their organic waste. They get to know In the frame of the UA Casablanca project we in- most appropriate research team members, part- building interdisciplinary cross-sector health re- their neighbors and help them install micro home tend to integrate it as a light house project into a ners and collaborators are in place for the targeted search teams is eventually over-ruled by the many gardens for herbs. Due to their constant demand, green belt system around Casablanca which we research, both in terms of diverse and critical skills benefits and rewards, including the critically impor- a training centre is built in Ouled Ahmed. Mean- proposed to the Regional Planning Administration to design, conduct and analyze the research,and tant mobilization and uptake of research evidence- while the women establish an association and in- for adaptation within the Regional Development content expertise or experiences from different by targeted or diverse knowledge users. This latter tend to market their products. Plan. disciplines and sectors. This team relationship and is increased when knowledge users are on the re- 120 121

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search team or partners directly involved (Mitch- IHRA is supported through the Health Sciences tives on socio-health issues and research areas and Hall, J., Bainbridge, L., Buchan, A., Cribb, A., ell et al. 2009). How can health research teamsbe Council (made up of the eight Health Sciences have diverse research teams collaborate to investi- Drummond, J., Gyles, C., et. al. (2006), ‘A meet- assisted or mentored in their transformation into Faculties and an administrative secretariat) situated gate answers to those complex issues or problems ing of minds: Interdisciplinary research in the health interdisciplinary and cross-sector teams including within a new open concept building called the Ed- is what IHRA facilitates and supports. The goal is to sciences in Canada’, Canadian Medical Association community, government, public and other relevant monton Clinic Health Academy (ECHA). As a in- encourage the development and growth of appro- Journal, vol. 175, no. 7, pp.763-771. knowledge users?What environmental and other tegral part of ECHA, IHRA will play a key role in priateinterdisciplinary cross-sector health research supports need to be in place to assist teams with governance, administration and support for health teams to do the right kinds of health research for Mitchell, P., Pirkis, J., Hall, J., & Haas, M. (2009), the transitioning and capacity building they need? research teams which occupy about 2500 square the right reasons and outcomes. ‘Partnerships for knowledge exchange in health How can we enhance their capacity and success meters of space, of which about 800 will be dedi- services research, policy and practice’, Journal of indesigning, conducting, analyzing and mobilizing- cated to ‘incubation’ of new research questions and References Health Services Research Policy, vol. 14, no. 2, pp. complex ‘real world’ socio-health research ques- study designs by interdisciplinary and cross-sector 10 4 -111. tions and evidence? teams of academics, community stakeholders and Aboelela, S., Larson, E., Bakken, S., Carrasquillo, students. This space is called the ‘Research Dis- O., Formicola, A., Glied, S., Haas, J., & Gebbie, K. Nair, K., Dolovich, L., Brazil, K., & Raina, P. (2008), Confronting the Challenge covery Mall’ and includes not only space for these (2006),‘Defining interdisciplinary research: Conclu- ‘It’s all about relationships: A qualitative study of The challenge and the goal is to provide an op- diverse health research teams to come together to sions from a critical review of the literature’, Health health researchers’ perspectives of conducting in- timal setting with supports for socio-health or ‘incubate’ their research questions and approach- Research and Educational Trust, vol. 42, no. 1,pp. terdisciplinary health research’, BMC Health Servic- health research teams to develop their interdiscipli- es, but also access to research brokers, expert stat- 329-346. es Research, vol. 8, no. 110. nary capacity and optimal interaction for effective isticians and other needed services, some funding performance. Having research networking space, resources, data bases and capacity building sup- Gebbie, K., Meier, B., Bakken, S., Carraquillo, Popper, K. (1963), Conjectures and refutations: services and supports for cross-disciplinary and ports, as needed. O., Formicola, A., Aboelela, S., Glied, S. & Lar- the growth of scientific knowledge. New York: cross-sector community and academic health re- son, E. (2007), ‘Training for interdisciplinary health Routledge and Kegan Paul, p.88. search teams is critical for meaningful and useful Health/Socio-health Research Partnerships research – Defining the required competencies’, research to be developed, funded, and appropri- and Opportunities Journal of Allied Health, vol.37, no. 2, pp. 65-70. ately mobilized and implemented bythe targeted Through IHRA, the community stakeholders (com- knowledge users. Having opportunities for interdis- munity non-profit organizations, government, in- ciplinarycross-sector health research teams to en- dustry, health organizations, patient/consumer gage meaningfully to ‘incubate’ relevant research groups, funders and others) and academics have Introducing HEROES – A European project aimed to exchange of best- No. 79-A questions based on ‘real-world’ health and social been made aware of what facilitation, supports practice examples around Europe in the field of Health and Road issues and policy questions, can have better results and capacity-building opportunities they could ac- Safety and to develop cross-fertilised campaigns by connecting both for funding and impacting health and social prac- cess toenhance their chances of being successful fields tices and outcomes. interdisciplinary health research teams. Essentially, it is interdisciplinary health research team training Road traffic injuries are one of the leading caus- driving, unsafe sex) are taken or intitiated by young Author Putting Suggestions into Action and competency development which is provided es for disability adjusted life-years, especially for men or the broadening of the alcohol and road Thomas Stegelitz Based on the above premise and goals, as well as (Gebbie et. al. 2007). Individually and as a team, young people and adolescents. Alcohol and drug safety subject into a general discussion about „re- An-Insitut MISTEL first-hand community-based health research expe- they are encouraged to engage to foster research consumption and sexual transmitted infections spect“. In order to use the peer-to-peer approach der HS Magdeburg- riences of academic and community stakeholders, questions and develop purposeful proposals for are also leading risk factors for the health of young for the cross-fertilised campaigns, the most impor- Stendal, the University of Alberta piloted a new and unique planning relevant studies, research grants or knowl- people. HEROES – Health and Road Safety – vol- tant factor for a successful implementation was to Germany entity to support interdisciplinary health research edge mobilization with targeted or broad knowl- unteering HEROES aimed to bring together 13 in- win young people to be engaged as volunteering named the Interdisciplinary Health Research Acad- edge users.IHRA and its members have recently stitutions active in the domains of road safety and/ HEROES. Therefore the evaluation of the project emy (IHRA). Its membershipis inclusive of all re- put this research readiness to the test by launch- or preventive health care/promotion from 11 Eu- aimed to ask for contact strategies and routes of searchers in health within eight Health Sciences ing a ‘request for statements of health research in- ropean countries in order to exchange and share recruitment to attract young people for voluntary and 10 non-health Faculties and Schools at the terests’ to the broad community of stakeholders. good practice examples around Europe in the do- work as well as for the quality of training and the University of Alberta, as well as of a broad exter- This resulted in numerous responses by commu- mains prevention of alcohol consumption, preven- satisfaction of the volunteers. The results of the nal community of public and private cross-sector nity leads developing their statements of health tion of drug consumption, prevention of STI and evalution show that young people are highly mo- and government stakeholders. IHRA has a dynamic research interests with diverse team members in- road safety awareness raising with special focus on tivated to do voluntary work in health promotion, strategic plan developed by a Community-Univer- cluding academics in some cases. Follow up with young people and adolescents. 47 best practice even if the motives to do voluntary work can be sity Steering Committee (balance of communi- these responses is in progress, and will be ongoing examples have been chosen by the partners. In varying. An absolutely majority of the volunteers ty stakeholders and academics) with an invested as teams build capacity, access space and resourc- a second step, each partner was commisioned to was satisfied (89,6%) with the implementation interest in being part of and aligning interdiscipli- es, refine their research questions, proposals and cross-fertilise an own campaign with another pre- of cross-fertilised campaigns, linking at least two nary and cross-sector socio-health research inter- grants are developed, studies are conducted and vention domain, e.g. road safety with alcohol pre- health promotion domains. The project HEROES ests. Research partnerships will be matched based results are mobilized for dissemination, implemen- vention, road safety with prevention of HIV/AIDS, – Health and Road Safety – volunteering HEROES on needs for research priorities that fit with IHRA’s tation and evaluated. with the aim to survey, whether synergies from one (2008-2011) was funded by the Euorpean Com- mandate to “advance, facilitate and support cross- domain may be useful for other health domains. mission, Executive Agency for Health and Consum- faculty and multi-stakeholder interdisciplinary … Conclusion A great variety of ideas and unexpected actions ers. Responsible Young Drivers, Belgium was the research to better understand and resolve health To provide spaces, opportunities and resources for have had a home in the HEROES framework, e.g. main partner, MISTEL/SPI Forschung as an associ- issues and challenges facing individuals, communi- diverse stakeholders to connect and interact on the focus on girls and young women and their re- ated partner was repsonsible for the evaluation of ties, … governments”. common health research interests is what IHRA’s sponsibility and lead in risk reduction with regard the project. infrastructure does; to bridge different perspec- to the fact that most of the risks (drug use, risky 122 123

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No. 82-B Knowledge, Democracy and Action: Forgotten citizens of Europe? Participatory research with or for Roma No. 83-A Community University Research Partnerships in Global Perspectives Traveller and other communities and communities with nomadic life style Authors Global Alliance on Community Engaged Research 3. Participatory methods are at the core of suc- Budd Hall, This round table is an opportunity to share some cessful community-university research partner- Participatory research is carried out both for bet- communities living a nomadic lifestyle, Authors University of Victoria, of the findings of the GACER comparative interna- ships. ter understanding the needs of different (margin- • proposals critically dealing with planning and Bálint Balázs, Canada; tional study on the role of Community-University 4. Government matters a great deal, both in alized) groups of society and also for carrying out carrying out participatory research with/for ESSRG, Hungary research partnerships in the context of sustainabil- terms of the engagement of policymakers as research which is useful for the local communities, groups identified above Rajesh Tandon, ity, poverty alleviation and local governance. In put- partners, and also in terms of implementing particularly the marginalised groups themselves. • empirical approaches which connect participa- Peter Herrmann, RRIA, India; ting this book together, we were informed by the and scaling up the knowledge that is co-pro- This way the agenda, research outcomes, and ac- tory fieldwork and groups identified above. University College Cork, rich experiences of a group of diverse case stud- duced by the partnerships. tions are all produced together with local commu- Ireland; Norbert Steinhaus, Bonn ies of community-university partnerships, diverse 5. These partnerships can be operationalized nities and in favour of them. Thus, participatory By creating a space for (1) researchers dealing with Science Shop, Germany in terms of their context, form and substance. They through a variety of vehicles, such as projects research is regarded as a potential tool for empow- research on the aforementioned societal groups Aitor Gómez González, take place in both urban and rural settings in Cana- and centres, though institutionalizing their ering marginalised groups of society. using conventional research methods and (2) re- Universitat Rovira i Virgil, Ching Mey See, da, the United Kingdom, Europe, India, Philippines, functions and funding can be challenging. searchers with participatory orientation in their re- Spain; University Sains Bolivia, Brazil and Senegal. Some take the form of 6. Coordination of research partnerships can be However, very few publications report on participa- search we hope to better understand: Malaysia projects, others are programmes, and still others achieved through multi-stakeholder working tory research projects carried out together with Ro- • the role of participatory research for empower- have grown into permanent centres. And the sub- groups, management units embedded in key ma, traveller, other marginalised communities and ment, stance of what these interventions work on var- institutions, or informal, consultative arrange- communities living a nomadic life style. It seems • the theoretical and practical dilemmas appear- ies, as well – indigenous municipal governance, ments. that research on such societal groups and partici- ing when planning and carrying out participa- economic cooperation by small forest producers, 7. Investment in an effective intermediary is criti- patory research for marginalised communities are tory fieldwork with these groups student engagement in sustainable agriculture, cal as partnership catalyst. nowadays two separate streams of research. • the role of different research methods in par- environmental enforcement by local government Community-university research partnerships ticipatory research with these groups officials, improved resettlement policies in hydro- benefit from the involvement of university ex- Our goal in this session is to create a space where • the possible limitations or barriers to engaging power projects, and education for village develop- ecutives, professors and students from a wide these two separate streams of research (and group in truly collaborative research, including struc- ment through rural libraries – all these issues and range of academic disciplines and fields. of researchers) meet each other. Thus the session tural and cultural barriers. more are addressed by the cases. 8. Sustained support from senior level leaders is is open for: While practice makes perfect, however, it rarely is crucial to the success of community-university • theoretical proposals regarding the role and perfect. Perfection is not the point. Learning and partnerships. value of participatory research with/for Roma, results are at the core of what makes community- 9. International cooperation can be very useful to Traveller, other marginalised communities and level action valuable. Certainly, important learning local partnerships. stems from strategies, tactics and methods that are 10. Political advocacy is distinct from partnered found to be successful. At the same time, some research, and is essential for research to influ- of the most valuable lessons arise from experienc- ence policy. Patterns of campus-community partnership No. 86-D es or actions, which don’t succeed, or from unan- 11. It is possible, and necessary, to systematically and community-based research ticipated problems or conflicts. The case studies evaluate community-university research part- Competence-models for experience-based teaching to enhance we review here offer both types of experiences. It nerships. participation and social innovation in society should be recognized that, as Edmond O’Sullivan 12. From local partnerships to a knowledge de- said, ‘the dream drives the action.’ Their essen- mocracy movement, there is no macro without Summary: Based on a five-year experience of (Brown 2009). Design Thinking (DT) can be de- Author tial dream is that, through the co-production and micro. service-learning and transdisciplinary campus- scribed as a systematic user-centered approach to Wolfgang Stark, application of new knowledge, community-uni- community partnership processes for social inno- design innovation processes in product and service Professor, Director, versity partnerships can help achieve improved References vation, the author will discuss a research concept development both in business and social fields. DT Center for livelihoods, environmental integrity and more re- designed to develop competence models for expe- is an iterative process generating and evaluating Societal Learning and sponsive forms of governance. Hall, B., Jackson, E., Tandon, R., Lall, N. and Fon- riential learning. The aim is to develop the compe- social innovations that is based on a three-step ap- Social Responsibility, tan, J. M. (eds) (2012), Knowledge, Democracy tence model as a pattern language for experiential proach using (1) an elaborated user-centered re- University of Duisburg- Lessons Learned and Action: Community University Research Part- learning and research based upon competencies search process, (2) an ideating process to foster Essen, Germany 1. Community-university research partnerships nerships in Global Perspectives. Manchester Uni- developed for students, teachers, and commu- new solutions to problems identified, and (3) a can enable the co-production of valuable, ac- versity Press: Manchester, UK nity actors. Based on the concept of “a pattern rapid prototyping to provide quick response. tionable new knowledge, especially in the are- language” developed by Christopher Alexander as of livelihoods, environment and governance Jackson, E. T., & Kassam, Y. (Eds.) (1998), (1977), the research aims to identify, describe, This model can enhance a culture of campus-com- and their intersection. Knowledge Shared: Participatory Evaluation in De- measure and validate patterns and pattern families munity partnerships and develop a new identity of 2. Successful partnerships demonstrate the value velopment Cooperation. Ottawa: International De- developed in experiential learning based on cam- science and research based on societal responsibil- of non-academic-knowledge that arises from velopment Research Centre. pus-community-partnership processes. ity. Scientific community needs to develop expand- practice in the community – and the value of ed forms of competence models for experiential new knowledge co-produced by cooperating O’Sullivan, E. (1999), Transformative Learning: In order to develop radical social innovations and to learning which take into account different learning social participants Educational Vision for the 21st Century. Toronto: use the potential of transdiciplinary approaches to patterns and interface patterns needed for cam- University of Toronto Press. participatory challenges in society, we use the “De- pus-community partnership. Participating students sign Thinking” methodology developed by IDEO will experience hands-on participatory research 124 125

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While many U.S. colleges and universities now study abroad or attend the UN climate negotiation have sustainability coordinators, and curriculum conferences in Copenhagen and Durban under development in sustainability is one of the fast- CSE sponsorship. est growing sectors for higher education, what sets Dickinson apart is the existence of paid pro- The college certified organic farm is a good ex- fessional staff for the three principal sustainability ample of a program that has feet both in campus initiatives I will highlight today. The staff allow the training and operations as well as service to the programs to be run as professional organizations, wider community. Beyond seasonal provision of hiring student interns, training them as they might 20 different crops for 2,000 students in the col- be expected to operate in the public or private sec- lege dining hall, the farm runs a large community tor, and providing a firm base for external commu- supported agriculture program serving 160 families nity interaction. The three programs I wish to cover with fresh produce on a weekly basis, and annually today are the aforementioned Center for Sustain- provides tons of free vegetables to the community ability Education, the college organic farm, and the food bank serving low-income residents. Paid stu- Alliance for Aquatic Resource Monitoring. With re- dent interns and half-a-dozen full-time staff also gard to community engagement and participation run a year-long series of workshops for community and practice and social responsibility, and develop Bringle, G. R., Phillips, A. M., & Hudson, M. they present an instructive continuum, the degree residents on topics such disease and insect con- experienced-based social competencies useful for (2004). The measure of service learning: Research of engagement defined by program’s mission. trol, worm compositing, food preparation, and re- their future career. scales to assess students experiences. Washing- newable solar and biodiesel energy installation and ton, DC: The American Psychological Association. At one end with regard to community engagement management, as well as classes for local schools in References Brown, T. (2009). Change by design: How design we have the Center for Sustainability Education the area. A separate community garden allows lo- thinking can transform organizations and inspire in- (CSE). With a primary mission to integrate edu- cal residents to grow their own food. The farm also Alexander, C. (1977). A Pattern language: Towns, novation. New York, NY: HarperCollins Publishers. cation in sustainability across the curriculum rath- works with local law enforcement as a work site buildings, vonstruction. USA: Oxford University Schuler, D. (2008). Liberating voices: A pattern er than serve the external community, the center for juveniles who need to fulfill community service Press. ISBN 978-0-19-501919-3. language for communication revolution. USA: MIT works with faculty in the majority of the college’s obligations, and serves as a test site for state and Press. ISBN 978-0-262-69366-0. departments. One of the most important compo- federal agriculture and conservation agencies on nents of sustainability education is the chance to pollination and other research projects. practice what is preached. Because we are a resi- dential college with the vast majority living on cam- With the farm we begin to see community-initiat- pus, students are encouraged to cut back on waste ed input as local residents, teachers, and agencies and optimize energy efficiency. As a result we have solicit many of the education programs, workshop No. 88-C Educating for Sustainability – Can we bridge the disconnect between a much lower residential carbon footprint than is topics, and even research projects undertaken. Up- student training, community involvement, and critical reflection? typical for most U.S. institutions of higher educa- on graduation, a significant number of the students tion. The four years students spend on a campus choose to enter the field of organic agriculture where waste and carbon emissions are monitored where they quickly have to adjust to the difference Author Dickinson College, a small liberal arts institution in disconnect. I begin with an introduction to the col- helps them adjust to, and even welcome, a lifestyle between the sheltered environment of the college Prof. Michael Heiman Central Pennsylvania, has emerged as a national lege’s commitment to sustainability education and upon graduation that challenges the typical materi- and the stress of the competitive market. Fortu- Dickinson College, leader with training in sustainability education and consider the degree to which the students and the ally focused existence. nately many succeed as we now offer training in USA practice. Recently we received the “Gold STARS” institution engage the wider community. I con- farm management and link eager young farmers rating from the Association for the Advancement of clude with steps toward bridging this gap in a man- The eleven student interns at CSE are encouraged with landowners willing to lease their land long- Sustainability in Higher Education (2012) and made ner that trains students and community activists in to come up with their own business plans to im- term and at low cost working with the Pennsylvania the “Green Honor Roll” with a near-perfect score sustainable practices revealing, rather than obfus- plement projects that address sustainable practices Association for Sustainable Agriculture. of 99 compiled by The Princeton Review (2012). cating, the social relations of production influenc- on campus such as operation of a biodiesel plant Particularly noteworthy, we run one of the largest ing the definition and attainment of sustainability. to generate fuel from waste oil for campus vehi- Finally we have our most developed community- campus-based volunteer water quality monitoring cles, implementing a single stream mixed-waste based program, the Alliance for Aquatic Resource programs in the United States, while the college or- Dickinson College has developed a national repu- recycling program for office materials, and serving Monitoring (ALLARM). Founded in 1986, ALLARM ganic farm provides sustainable agriculture training tation with two principal foci. The first is in global as “EcoReps” in the dormitories to mentor students now covers over 550 sites across the state where and fresh produce both for students and the wid- education. The college now sponsors 40 programs on sustainable practices. volunteer monitors, organized through watershed er community. Through these and other programs, in 24 countries with over two-thirds of our students associations, work to protect and restore their wa- students collaborate with community residents to studying abroad for part of their undergraduate ed- Significantly, CES contributes to the college’s grow- tersheds. Following a model I term “Science By-- acquire the knowledge and skills associated with ucation--one of the highest rates in the nation. The ing recognition for sustainability education. We and not just for-- the People”, ALLARM student and sustainable practice. second defining focus for the college is with educa- have experienced a major increase in applicants professional staff respond to community requests tion in sustainability, implemented across the cur- from students across the country and even abroad for assistance. The community is involved with eve- However, with growing attention to sustainability riculum and through campus operations. This new drawn by the college’s program in sustainabil- ry aspect of the project, from identifying the issues education and practice, we also find a correspond- mission for the college came together with support ity. While CSE students acquire valuable life-skill to be addressed and the parameters monitored, to ing lack of attention to critical understanding of the from an external grant four years ago allowing the training as they work to “get the job done”, they study design, sample collection, laboratory testing, meaning and practice of sustainability in capitalist college to set up and hire professional staff for the also have limited contact with the wider commu- data analysis, interpretation, and dissemination. market economies. This paper acknowledges the Center for Sustainability Education (CSE). nity outside of research and internships when they Here faculty act as research advisors rather than 126 127

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replace the professional staff, an important distinc- maintain a lasting relationship with the community understanding of whether these local actions can ity Assessment Tracking Assessment and Rating tion as research and publication, rather than com- through continuous student and staff interaction. provide a sustained challenge to the dominant so- System, AASHE, Denver CO, viewed 20 March munity service, are typically the main agenda items This was the situation we were able to maintain cial relations contributing to insustainability in the 2012, https://stars.aashe.org/ for faculty. While all too often community research during our mosaic program with assistance from first place, and then acting on this knowledge. managed by public agencies and universities has ALLARM, which both solicited projects from local (The) Princeton Review (2012), Green Honor the citizens collect data for pre-conceived projects watershed associations and ensured that the re- References Roll, The Princeton Review, Princeton, NJ, viewed identified by, or of value to, the sponsoring insti- sults of the work would get back to, and is in a form 20 March 2012, http://www.princetonreview. tutions, ALLARM’s focus on community-initiated for use by, participating local groups. Association for Advancement of Sustainability com/green-honor-roll.aspx research supports community ownership of the re- in Higher Education (2012), STARS: Sustainabil- search. Thus the results are more likely to be used The explosion of student interest in sustainabil- by communities to meet their own agenda, with ity notwithstanding, there remains a disconnect many once-intimidated residents now empowered between commitment and understanding, more Civil Society Organisations in Research Projects No. 89-E through control of the process. specifically between the students’ commitment Reflection on stories and experiences to sustainability and their weak understanding of For the students, ALLARM offers multi-year profes- how all definitions of sustainability are ideological Theoretical background each other. Ideas and discussions concerning ways Authors sional technical as well as social training sufficient and serve specific class interests. Given the inher- Wealth and progress as well as solutions for hu- of implementing responsible research and innova- Simon-Philipp Pfersdorf for many to continue with the conservation and ent contradiction between the social nature of cap- man-made problems like climate change are ex- tion are being discussed in a range of fields from Karlsruhe Institut für consulting professions upon graduation. Allowed italist production and its private appropriation, with pected to come from science. With this central role nanotechnology (Von Schomberg, 2010) or syn- Technologie, to consider how community-defined needs may the resulting emphasis on material expansion to of research comes the question of the responsibil- thetic biology (Gutmann, 2011; Zhang, Marris, & Germany best be met, students themselves acquire owner- avoid economic and social dislocation, it appears ity of research and its role in democratic societies. Rose, 2011) to geoengineering(Macnaghten& Ow- ship of the projects they are working on, be it with that ecologically sustainability requires more dra- During the past 60 years science has gained im- en, 2011)and ICT(Von Schomberg, 2011). While Martine Legris Revele technical workshop training, in-house lab analysis, matic change in the control and allocation of pro- portance for many societal processes it needs to these approaches differ in many respects due to Université Lille, or public education. Responding to changing con- duction than many are comfortable with. be thought of as taking place within society, rather the scientific and disciplinary issuses they raise, France cerns, most of ALLARM’s time of late has been tak- than as a relatively independent part of it. Increas- they converge on the recognition that a broader en with training for watershed monitoring in the Most students, faculty, and community activists ing and improving the linkages between research in-volvement of stakeholders including representa- Bernd Carsten Stahl Marcellus Shale region of Northern and Western are reluctant to explore the oxymoron of capital- and society in general seems desirable. One of the tives of civil society is required. De Montfort University, Pennsylvania where thousands of hydro-fracking ist sustainable development for fear of challenging most popular examples gives biotechnology which For science and technology, participation can cov- UK natural gas wells are taking over the landscape. engagement with self-congratulatory sustainable evoked hopes and wishes but also provoked pro- er a range of issues from “user friendly design” of practice. Thus, while we continue to train students tests and calls for bans of methods or technologi- technology or technological artefacts to the selec- Dickinson’s “mosaic” program is a unique program to participate in production systems that are pro- cal devel-opments. Those challenges clearly have tion of priorities for science and technology policy where students and faculty spend an entire semes- moted as local, appropriate, and sustainable, there implications beyond the field of science and tech- and the resulting programs for funding in technol- ter in place of the typical four-course load, studying is insufficient appreciation of how practice tends nology alone. They are linked to political processes, ogy foresight (Mumford, 2003, 2006; Georghiou, and working with communities impacted by social to perpetuate, rather than challenge, the social wherein deliberation and participation is required, Harper, Keenan, Miles, & Popper, 2008). In tech- and environmental challenges. This semester we relations contributing to the necessity of material but also beyond these political circles. Thus, the nology assessment, participatory methods are em- have our first mosaic program in Havana, Cuba fo- growth. The campus commitment to recycling is situation calls for new and innovative modes of ployed in an attempt to identify risks and benefits cusing on sustainability and resilience through ur- but one example, particularly in a state without any gover-nance. of technological applications for a broad range ban agriculture, a program that began in Venezuela mandatory recycling or even a deposit on bever- The EU, as well as most other political and econom- of stakeholders (Hennen, Petermann, & Scherz, and moved to Cuba once that island nation was age containers. ic powers, relies on innovation to achieve its poli-cy 2004). Societies are often described as commu- reopened for U.S. academic visitors. A notable ex- goals. At the same time, the reach and impact of nities of values. Such values need to be socially ample I was involved with entailed a five-year com- Experiencing directly the negative externalities of research and innovation is such that it can no long- negotiated and agreed. A key question is thus how parative assessment of the Chesapeake Bay and the current production system, one that spatially er be left to scientists and researchers alone. All cit- one can move from innovation to socially and ethi- coastal Louisiana watersheds--the two largest es- separates too many consumers and residents from izens are stakeholders of research, partly because cally responsible innovation. tuarine systems in North America. Both contain re- the environmental and social consequences of they provide required resources, partly, because source-dependent communities heavily impacted their existence, is a needed step in the right di- they have to deal with the consequences. Left to Knowledge and practice Gap by aquatic resource depletion and (as with Hur- rection. As I have outlined today, we are begin- its own devices, research can be blind to relevant The democratisation of research processes is one ricane Katrina) coastal resource mismanagement. ning to address this disconnect at Dickinson, be it social issues such as inclusion, justice or environ- popular answer, despite its many difficulties. The through work at a self-sufficient organic farm pro- mental concerns (Gallopin, Funtowicz, O’Connor, & underlying intuition is that within democratic socie- One problem that typically arises with student viding sustenance for the wider community, work- Ravetz, 2001). Additionally, technology responding ties, citizens and other stakeholders should be em- community service-learning projects is that the ing alongside urban farmers in Havana cut off from to societal needs is no longer produced by individ- bedded in the governance of science. As a result term of engagement is too short to have any lasting the global trade in industrial agriculture, planting ual disciplines but is increasingly inter-disciplinary of those debates many activities to stimulate and impact on the community. Students typically work marsh grass to prevent coastal erosion with Cajun in nature. The production of scientific knowledge implement CSO participation and involvement in a few weeks with community residents, produce fishermen in Louisiana, or assisting local residents is now frequently driven by societal needs rath- research came up in the last ten years. However, a paper, and get credit for the experience, while with monitoring and documenting the social and er than pure scientific curiosity so-called mode 2 there is currently no agreement on how to evaluate the community, which has invested a lot of its own environmental dislocation caused by the boom in research (P. M. Gibbons et al., 1994). This set of the success of participation. This is partly caused time and effort training the students to get to a natural gas extraction serving a national market. problems has led to a drive towards responsible re- by conceptual problems, as key terms are con- level where they can perform some useful work, Student enthusiasm remains high, while commu- search and innovation which aims to identi-fy bet- tested. There is disagreement on what counts as is often left without any lasting benefit. One way nity involvement with project identification and ac- ter ways in which stakeholders including scientists, partic-ipation, on the role and definition of CSOs around this “carpet bagging” phenomenon is to tual research is growing. What remains is a critical citizens and policy makers can communicate with and on the way in which research governance can 128 129

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foster participation. The theoretical benefits and A workshop within the living knowledge confer- Hennen, L., Petermann, T., & Scherz, C. (2004). lications Office of the European Union. Retrieved disadvantages of participation are disputed and ence involving experienced representatives from Partizipative Verfahren der Technikfolgen-Abschät- from http://ec.europa.eu/research/science-socie- there is a lack of empirical evidence of the effect of CSOs as well as from science offers the project zung und Parla-mentarische Politikberatung (TAB ty/document_library/pdf_06/understanding-pub- the integration of participation in research. Briefly, good conditions to test already set up hypothesis. Arbeitsbericht No. 96). Berlin: Buro fur Technofol- lic-debate-on-nanotechnologies_en.pdf there is currently no mechanism or procedure that Moreo-ver, we understand the workshop as one gen-Abschatzung beim Deutschen Bundestak. Re- will allow for evidence-based planning, implement- step to set up our CSO network. trieved from http://www.tab-beim-bundestag.de/ Von Schomberg, R. (Ed.). (2011). Towards Re- ing and evaluating CSO participation. It consists of three parts. de/pdf/publikationen/berichte/TAB-Arbeitsber- sponsible Research and Innovation in the Infor- icht-ab096.pdf mation and Communica-tion Technologies and The CONSIDER Project 1) In the beginning, the CONSIDER team presents Security Technologies Fields. Luxembourg: Pub- Using a conceptually sound, data-driven approach the research project and its current state. The Macnaghten, P., & Owen, R. (2011). Good gov- lication Office of the European Union. Retrieved the CONSIDER project will contribute towards this presentation will include a grid of categories ernance for geoengineering. Nature, 479(7373), from http://ec.europa.eu/research/science-socie- scientific identified gap in research. Therefore,it will that serve as observation perspectives on CSO 293.doi:10.1038/479293aMumford, E. (2003). ty/document_library/pdf_06/mep-rapport-2011_ establish a model of CSO participation in re-search. participation such as characteristics of the re- Redesigning Human Systems. IGI Publishing. en.pdf This will contrast theoretical views on benefits and search project, purpose of CSO participation or limitations with empirical findings on the practice the authority of CSOs within research projects. Mumford, E. (2006). The story of socio-technical Zhang, J. Y., Marris, C., & Rose, N. (2011) .T h e of CSO participation. Based on a grid of analysis, design: reflections on its successes, failures and Transnational Governance of Synthetic Biology – the project will analyze research projects involving 2) In the second step the participants are asked potential. Informa-tion Systems Journal, 16(4), Scientific uncertainty, cross-borderness and the CSOs to identify and understand the characteris- to tell each other their stories about their in- 317-342. “art” of governance( No. 4). BIOS working paper. tics, influencing factors and best practice of CSO di-vidual experiences with CSO involvement in London: London School of Eco-nomics and Po- participation. The findings of the research will lead research projects. They are asked to structure Von Schomberg, R. (2010). Understanding Public litical Science. Retrieved from http://www2.lse. to guidelines and policy recommendations which their stories using the grid of categories. So, the Debate on Nanotechnologies: Options for Framing ac.uk/BIOS/publications/Working%20Papers/WP- are required for successful research policy. Without stories become comparable and commonali- Public Policy (Research Policy). Luxembourg: Pub- 4TransnationalGovernance.pdf the model of CSO participation to be de-veloped ties as well as differences are easily made obvi- by CONSIDER, the integration of participation, in ous. particular of CSOs, will remain an ad hoc activity that is difficult to plan and evaluate. The results of 3) Finally the group is split in focus groups that CONSIDER are of crucial importance for research further work on some of the categories which Globalization, Environmental Justice, and Research Policy: No. 108-C funders who require research projects to engage were mainly used in the stories before. In this Connecting the Dots in California’s Inland Valley in participative activities, including the European part the participants will sharpen their aware- Commission. They will help privately and publicly ness of chances and possibilities for failure by The greater Los Angeles area is infamous for its cess in one locale becomes a burden elsewhere. Authors funded researchers plan and execute participation participating in research projects. Their discus- poor air quality, which historically has been the As part of a strategy to respond to this mobility of Annie Niehaus, in ways that are realistic conducive to their aims. sions will be recorded and directly give us feed- product of geography, climate, a large population global players, CCAEJ has recently partnered with Student, Pomona Finally, they will be of crucial impor-tance for policy back for our further research process. now approaching 20 million inhabitants, and an students and faculty at the Claremont Colleges (al- College, Claremont, makers who require scientific evidence to under- inefficient transportation system focused almost so located in the Inland Valley). Our collaborative CA, USA; pin their policies with regards to research govern- References exclusively on the automobile. Globalization has research work began with a “Toxic Tour” across the ance. The project will develop specific guidelines magnified these conditions by moving the increa- Inland Valley organized by CCAEJ that permitted Juliette Walker, for these main stakeholder groups (researchers, Gallopin, G. C., Funtowicz, S., O’Connor, M., sed volume of goods now produced at foreign si- students to see firsthand the disastrous effects that Pomona College, research organisations, CSOs, research funders, re- & Ravetz, J. (2001). Science for the Twenty-First tes across the Pacific Rim through the twin ports of Goods Movement was having on residential com- Claremont, CA, USA; search policy makers) that will allow them to devel- Century: From Social Contract to the Scientific Los Angeles and Long Beach (largest in the United munities in the region. Later, two members of the op suitable strategies of CSO participation during Core. International Social Science Journal, 53(168), States) and to inland logistics sites for sorting and CCAEJ staff provided two weeks of student training Richard Worthington, all phases of the project life cycle, from planning 219-229. shipping to destinations across the country. The in classes on environmental justice and feminist re- Professor, Pomona and implementation to evaluation. added air quality burden of diesel emissions from search methods. College, Claremont, CA, CONSIDER develops a network of 100+ CSO ac- Georghiou, L., Harper, J. C., Keenan, M., Miles, the trucking and rail activities at these logistics sites After observing the local health impacts of goods Chair, Loka Institute, USA tors that can contribute to a richer debate, over- I., & Popper, R. (2008). The Handbook of Tech- in southern California’s Inland Valley (approximate- movement, reading about the global problem of coming potential blind spots and ensuring that the nology Foresight: Con-cepts and Practice. Edward ly 50 km east of Los Angeles) is disproportionately the unequal distribution of pollution, and receiving right questions are asked. Relevant CSOs identified Elgar Publishing Ltd. visited on the adjacent communities of predomi- community mobilization training, the students col- will be invited into the project as Associate Part- nantly low income and Latino residents. The health laborated with CCAEJ to conduct policy research, ners and will participate in CONSIDER’s program Gibbons, P. M., Limoges, D. C., Nowotny, P. H., consequences of these exposures are well docu- oral histories, and community engagement. This of work-shops and dissemination events so as to Schwartzman, S., Scott, P. P., & Trow, M. (1994). mented, and in some cases lethal. partnership aimed to address the problem of cor- promote maximum exchange of knowledge and The New Production of Knowledge: The Dynamics Action to address this injustice has principally be- porate mobility by expanding CCAEJ’s scope to best prac-tice between our consortium and these of Science and Research in Contemporary Socie- en organized by the Center for Community Action nearby communities. In terms of research policy, associate organizations. The involvement of CSOs ties. Sage Publications Ltd. and Environmental Justice (CCAEJ), based in Ju- the project raises the issue of recognizing faculty in the project will help to understand the nature of rupa Valley. While CCAEJ has had some success who work outside the conventional incentive sys- CSO involvement in research itself. Thus, observing Gutmann, A. (2011). The Ethics of Synthetic Biol- in delaying or stopping additional warehouse com- tem that rewards the teaching of strictly academic the interactions of the project group with the CSOs ogy: Guiding Principles for Emerging Technologies. plexes, the global logistics industry responds by content in a classroom setting, and producing peer contributes to an improvement of the analytical fo- Hastings Center Report, 41(4), 17–22. moving to nearby cities where the local populati- reviewed publication of interest to a small number cus on the project topics. on is less aware of the issues, thus manifesting a (at most) of academic colleagues. The Workshop at the Living Knowledge Conference problem familiar to EJ activists where political suc- 130 131

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Steering Commitee Credits

Steering committee 5th Living Knowledge Conference

1. Ils De Bal, Vrije Universiteit Brussel, Belgium 10. Glenn Millot, Fondation Science Citoyennes, France 2. Balint Balasz, Social Science Research Group (ESSRG), Gödöllö, Hungary 11. Dr Henk A. J. Mulder, co-ordinator of the Sci- ence Shop and Chair of the Education Board 3. Frank Becker, Science Shop kubus at the Cen- of the Master Programme Science Communi- tre for Scientific Continuing Education and cation of the University of Groningen, Cooperation (ZEWK), Technische Universität The Netherlands Berlin, Germany 12. Gisela Prystav, Technische Universität Berlin, 4. Søsser Brodersen, research alliance PROCEED Germany at the Technical University of Denmark (DTU) 13. Khan Rahi, US based Loka Institute and Man- 5. Nicola Buckley, Public Engagement at the Uni- agement Consultant with the Canadian Com- versity of Cambridge, UK munity-based Research Network, Toronto, Canada 6. Jane Burpee, associate librarian at the Univer- sity of Guelph, Canada 14. Norbert Steinhaus, international contact point of Living Knowledge, the international Science 7. Michael Søgaard Jørgensen, associate profes- Shop network, Bonn, Germany sor in user participation in technology assess- And this conference would not have been made ment and technology development at DTU 15. Gerard Straver, Science Shop of Wageningen possible without the support from the team of the Management Engineering, Denmark University and Research Centre (Wageningen Bonn Science Shop, the colleagues of the PERARS UR), The Netherlands project and of course all the presenters and partici- 8. Eileen Martin, The Science Shop at Queen’s pants who want to share their experiences. University Belfast, UK 16. Beth Tryon, Morgridge Center, Wisconsin, USA

9. Emma McKenna, The Science Shop at Queen’s University Belfast, UK

132 133

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Acknowledgement

We would like to thank the European Commission for making this conference possible. We also would like

to express our gratitude to Savings Banks Foundation for International Cooperation – Sparkassenstiftung für internationale Kooperation e.V. for their additional financial support and to the City of Bonn giving us and

such a warm welcome. ip s

measu ring

Higher Evaluation on

collaborative Policies with communities working for

and The role of The onsh e lati 12 May 2012 in Bonn 2012 May 12 - 10 Gustav-Stresemann-Institute learning together New lessons learned : relationships a rch R ese shared research agendas Developing partnership creating knowledge civil society engagement

Research Institutes support collaborative research and students

– in to and

Setting n g R i community engagement n research research

The 5th Living Knowledge Conference is part of the output of PERARES (Public Engage­ment with Research CSOs and Research Engagement with Society) – which has been awarded financial support by the European

Commission as coordination action through the contract no. 244264 in FP7 (Area 5.1.2.1 Broader engage- by ment on science-related questions, SiS-2009-1.2.1.1 Structuring public engagement in research (PER)). the value of For further information please see www.livingknowledge.org or contact Henk Mulder at [email protected]. Education Communities quality improvement e -imagi Co-creating Knowledge in a Democratic Society 134 R International Living Knowledge Conference supported by:

5th International Living Knowledge Conference 2012 Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships F F E E A A B C B C D D Conference P rogramm Conference P rogramm Pfersdorf, S. – Civil Society Organisations in Research Projects Reflection on stories and experiences Millot, G. – Study of the Scena - Methodologyrio Workshop to Develop Partnerships in Parti - cipatory Research (PERARES outreach) Vogt, Tom C. – University- Tom Vogt, Community Links’ in California, Barcelona, and Augsburg: Developing Participatory Action and through Research in, for, local and international learning communities Hoofwijk, H. – Co-creation of knowledge by generating part - nerships between civil society organizations and knowledge institutions Sullivan, J. – Building com - munity-researcher capacity for CBPR & incubating community science partnerships through a Community Science Workshop/ Environmental Justice Network Urban, C. & Strähle, M. – En - gaging stakeholders in science and technology: Adapted Scenario European Awareness in the INPROFOODWorkshops project Session 2.5 Room S17 Story telling: Partnerships and impact Chair: György Málovics  28:  70: 89:  Session 1.5 Room S17 Presentation: Methodologies to develop partnerships Chair: Glen Millot 64:   18:  72: own Hall Tryon, B. – Communi - Tryon, ty-University Exchange on a Global Scale Burpee, J. – Working Burpee, J. – Working with scholars to incre - ase impact and global reach Mendiwelso-Bendek, Z. – Learning from University-Community Partnership: UK Re - search Findings Kelessides, V. – Es - V. Kelessides, tablishing a Science Shop in Crete, Greece: progress, future plans and lessons learned (PERARES outreach) Kruit, J. – Contextua - lizing in Co-operative Research in Science Shops: Creating know - ledge with and not for communities Ochocka, J. – Colla - borative structures: Reimagining com - munity- university research partnerships in a democratic society Stanescu, R. – Roma - nian Science Shop experience – planning for future research projects Session 1.4 Room S34-S35 Story telling: Science Shop experiences Chair: Henk Mulder 49:   34:  07: Session 2.4 Room S5 Workshop: Collaborative structures Chair: Jeroen Kruit, Khan Rahi  22:  32: 68:  69:  own Hall artnerships between Civil Society and Research? (Room S29-S32) Stark, W. – Patterns of – Patterns Stark, W. campus-community partnership and com - munity-based research – Competence-models for experience-based teaching to enhance participation and social innovation in society Kähler, C. – The Müns - C. – The Kähler, terland Expedition – a community outreach project initiated by the WestfälischeWilhelms- University Münster M. O. – Idea- Stallony, Mining as an outreach strategy Dlouhá, J. – The RCE Dlouhá, J. – The as a framework for university – commu - nity interaction in edu - cation and research: reflection, evaluation and lessons learned E. – Higher Willumsen, Education’s respon - sibility for developing research mindedness – university and local partners’ perspectives. Lydon, M. – Communi - Lydon, ty and Green Mapping and Move - as a Tool ment for Local and Global Sustainability  L unch Coffee Coffee Session 2.3 Room S34-S35 Presentation: Mapping and Outreach Chair: Emma McKenna Presentation: Mapping and Outreach Chair: Emma McKenna  47:  50:  51: Session 1.3 Room S29-S32 Presentation: Community – University Interaction Chair: Pia Spangenberger  23:  29: 86:  atter in B uilding P olicy M atter Welcome Reception in Old T Welcome ransfer with public transport to Old T G uided T Owen, D. – A learning framework for public engagement Eppink, H. – Using social learning in Community- Based Research (PERARES outreach) Manners, P. – Through – Through Manners, P. a glass darkly: asses - sing the impact of public engagement Brodersen, S. – The shaping and impacts of network alliances between Science Shops and civil society – Degree F. Rodriguez, of Participation in Science Shops anel Discussion): Does P he co-creation of knowledge in partnerships and civil society (Room S29-S32) between research institutes Session 1.2 Room S05-S06 Workshop: Participation and Impact Manners Chair: Paul  56:  57:  53: Session 2.2 Room S29-S32 Workshop: and Patterns Frameworks in CBR and Public Engagement Chair: David Owen 42:  45:  hematic P lenary ( Dr Jacqueline Broerse, Associate Professor, Head Department Science Communication, University Amsterdam: Dr Jacqueline Broerse, Associate Professor, University: UNESCO Chair of Social Learning and Sustainable Development, Education & Competence Studies, Wageningen Prof Arjen Wals, Castro, I.– Biosense: collaborative initiatives to bring the life scien - ces and social sciences to society Trench, B. – New ap - Trench, proaches to evaluating Science Shop projects (PERARES outreach) Schmid, B. – Rese - arching practice’: a first step in evaluating the complex practices in a university-community ‘Knowledge Co-op‘ Phillip, C. – Spreading more than manure: farmer engagement with researchers – Int - Stegelitz, T. roducing HEROES – A European project aimed to exchange of best-practice examples around Europe in the field of Health and Road Safety and to develop cross-fertilised campaigns by connec - ting both fields Mr NorbertChair and Welcome Steinhaus, Bonn Science Shop University of Groningen, Science Shop (Coordinator PERARES) Dr Henk Mulder, Welcome Directorate B – European Research Area Policy Officer, European Commission, Scientific Administrator – Ms Irene Valletinuzzi, Welcome Deputy Rector for Public and International Relations, University of Bonn Prof Christa Müller, Welcome  Keynote: ‚Science-society dialogue in new and emerging Interactive Learning and Action approach.‘ innovations: The  Keynote: ‚Science as community – Sustainability-oriented trans-disciplinary research‘ P lenary 1 – Opening lenary: T Session 1.1 Room S25-S26 Story telling: Partnership projects Chair: Gerard Straver  01: 06:   79: P lenary 2 – T Session 2.1 Room S25-S26 Workshop Evaluating Research Cooperation Chair: Brian Trench  55:  58: Dr Claudia Neubauer, Fondation Sciences Citoyennes, France Fondation Chair: Dr Claudia Neubauer, Meyer-Guckel Germany General Secretary Stifterverband für die Deutsche Wissenschaft, , Vice Dr Volker RD, Ministry of Education and Research (BMBF), Science Analyses, Communication; Research Coordination, Federal Ms Eva Nourney, Germany Romania Executive Agency for Higher Education, Research, Development and Innovation Funding, Adrian Curaj, General Director, Prof. PRIA (Participatory Research in Asia) and upcoming UNESCO Chair on Community-Based Research and Social Responsibility Dr Rajesh Tandon, in Higher Education, India EnvironmentDepartment de France, Fondation Gissinger, Mr Thierry Registration hursday 10 M ay 2012 hursday 10 M ay 2012 hursday 10 19.00 18.00 16-00-17.30 11.30-13.00 14.00-15.30 08.00-19.00 09.00-11.00

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5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships Session Poster Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships F F E E A A B C B C D D oster oster Room P session S27-S28 Conference P rogramm Conference P rogramm Rahi, K. – Transition Rahi, K. – Transition from Sanitary City to the Sustainable city: Lessons Lear - ned from Across the Atlantic - –Transiti F. Becker, on, Resilience and – the Economy.2 Role to be of The Science Shops Valentin, A. – Valentin, Region in Balance – Development and shaping of a suitable land-use management system through participation of different actors Session 3.5 Room S30-S32 Story telling: Partnership projects 1 Chair: Khan Rahi 65:  66:   76: ogether (Room S29-S32) Sliedrecht-van Lavieren, Iris – Connection between re - search and community Emerência – Collaborative process on public Teixeira, awareness for Hereditary Hemochromatosis McGillis, Louise – Communities Engaged: Collaboration, Innovation and Sustainability – ComScience towards best practice in Paul Pechan, communicating European science in different regions in a European – Empowering Youth Jütten, T . – EYES Society Niehaus, A. – Globalization, Environmental Justice, and Connecting the Dots in California’s Inland Research Policy: Valley - Heuvelmans, Karen – Community Based Learning at Wage ningen University: assessing its impact on master students Ems-Dollart for Ree, Karin – The Estuary – Perspectives water quality improvement in a cross-border ecology – Living Knowledge Spaces & Nodes: GloCali - Lemish, Peter zing Southern Illinois in a self-organized and self-deter - Benthin, Sven – Working mined students project called Project Laboratories partneractive as Rostock of University of The – Heyl, Kerstin municipalities and regions for a sustainable development Kristin – Soufflearning -An innovative learning and Auer, teaching methodology Cate, Bram – How residents’ initiatives result in innova - Ten tive designs for town squares Other A ctivities S. -Science Shops as quizmasters and book crossers 08: Visser,  P12:  P13: McGrogan, Róisín – Civic Engagement: Square One P14:  P15:  P16:  P17:  P18:  P19:  P20:  P21:  P22:  p23:  P24:  P25: Niehaus, A. – Globali- zation, Environmental Justice, and Research Connec - Policy: ting the Dots in California’s Inland Valley Heiman, M. – Educa - ting for Sustainability – Can we bridge the disconnect between student training, com - munity involvement, and critical reflection? Session 3.4 Room S25-S26 Story telling: Developing Projects (student focused session) Chair: Michael Heiman 88:   109: cP5il enga - cP5il L unch Coffee Ptackova, K. – The Ptackova, K. – The on-line market of research topics as a tool of enhancing the cooperation among and academic CSOs sector Verhoeven, P. – Killing P. Verhoeven, more than two birds with one stone: learning statistics while doing community research. Morton, S. – When one plus makes more than two: im - pacts from partnership research Session 3.3 Room S29 Story telling: Research partnerships: Capacity building and Impact Stenglein Chair: Ferdinand 02:   12:  61: Rhianne, Morgan – Learning together through collaborative research: capturing changes and changing our ways with the local youth. in Environ - Cervino, Marco – Public researchers and CSOs ment and Health studies: is it the time for a science shop? Morton,partnershipto approaches New – S. and gement – Catch 22: The problems with participatory The Phillips, C. – Catch 22: projects – a Science Shop in Calarasi, Stanescu, R. – Science is Fun Romania Liebscht, M. – Discourse systems as building blocks for a “University on the cloud”: How does a discourse system in dialogue form work and which advantages are provided for transferring theoretical knowledge into practical use? Liebscht, M. – Shareholder-Relationship Management bet - ween cultures and their formal informal expectations – Are our Universities open for structures? – A forrest of people collaborative Mayrén Alavez-Vargas production of knowledge about forest governance in Portugal – Lotta Rest Contributing Sustainability Frank Becker, Kadisch, Anne – Service Learning at the University of Ham - burg Susanne – MINTIA – the schoolgirls’Peter, club at the Uni - versity of Bremen. Schoolgirls and female university students together on their way oster Session (Room S25-S28) oster P from 8 am and have to posters can be placed on Friday The pm again as there will be a session be removed after 5.30 will provide material for hangingthe next morning. We up the posters. P1:  P2:  P3:  P4:  60:  P6:  P7:  P8:  P9:   P10:  P11: Buckley, N. –Setting Buckley, shared research agenda and research by CSO’s institutes: A case-study on connecting CSO’s and researchers through Science Shops on the topic of Domestic & Pregnancy. Violence (PERARES outreach) Session 3.2 Room S31 Workshop Developing Co-operative Research Agendas in Social Sciences I Chair: Nicola Buckley 3:  hematic P lenary: Changing Knowledge Dynamics: Communities, HEI s and Students working T P lenary 3 – T University Community Engagement Network (APUCEN) University Sains Malaysia, Asian Pacific Dato‘ See Ching Mey, Chair: Prof. – Students initiate knowledge transfer and learning University and Research Centre: ‚De Werkplaats Hall Larenstein/Wageningen Van Forthuis, UAS Willem Prof. processes in rural and regional development‘. National Coordinating Centre for Public Engagement, UK: ‚Lessons from the Beacons for Public Engagement‘ Ms Sophie Duncan, Deputy Director, University Marketing &Strategic Germany: ‚University Social Responsibility‘ Projects, Friedrichshafen, President Zeppelin University, Göbel, Vice Mr Tim McCann, S. – Lear - ning from Mentoring Relationships: within and between Higher Education Institute staff; with Civil Society Organisations; and with students working on Community Based Research projects within the curriculum Session 3.1 Room S34-S35 Story telling: CBR in the curriculum Chair: Sinead McCann  24: 11.00-12.30 09.00-10.30 14.00-15.30 138 M ay 2012 11 Day 2: Friday M ay 2012 11 Day 2: Friday 139

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships Setting shared research and agendas by CSOs Research role of Higher Educa - The tion in creating knowledge with communities Communities and stu - dents learning together Evaluation and quality improvement: Developing partnership working for research – civil society engagement to supportPolicies collaborative research relationships F E A B C F E D A B C D oster oster Room P session S27-S28 Free Free meeting room Room S27-S28 Conference P rogramm Conference P rogramm McKenna, E. – McKenna, Leveraging policy to promote Communi - ty-Based Research in Higher Education Institutions – what should and could work for you (PER - ARES outreach) Brown, L. – Challenges and Opportunities in Sustaining Com - munity-University Research Structures at the University of Victoria Session 4.5 Room S31 Workshop: Promoting CBR in Higher Education Chair: Gerard Straver  27:  33: Scheepers, B. – Exploration of implementing CBL in your own institution perspectives Bates, C. – Two on a postgraduate module in community-based research in Dublin Institute (PERARES of Technology outreach) Session 5.4 Room S29-S32 Workshop: Implementing Community Based Learning (student focused session) Chair: Hansje Eppink  31:  25: Clover, D. – Feminist D. – Feminist Clover, arts based community research of N. – Voices Aguilar, Transition Rahi, K. – Creating Open Space for Arts and Science Interface Session 4.4 Room S30-S32 Workshop: Arts and Engagement Chair: Khan Rahi  74:  35:  67: Jørgensen, M. – Nano- dialogues: the experiences from researcher-civil society dialogues in PERARES (PER - ARES outreach) Session 5.3 Room S34-35 Workshop Combining local and on-line dialogues to Articulate Re - search Questions Chair: Michael Jorgensen  11: (Room S29-S32) Coffee Hall, B. – Knowledge, Democracy and Action: Community University Research Partnerships in Global Perspectives Melegrito, L. – Uni - versity-Community Engagement: The Lasallian Framework and Approach Pimentel, D. – Acade - mic activities building integration’s bridges between institutions and community in Brazil E. -Re - Lucio-Villegas, lationships between Universities and Com - Cátedra munities. The at the Freire Paulo University of Seville Session 4.3 Room S34-S35 Story telling: C-U Research Partner - - ships – Global Perspec tives Chair: Budd Hall 82:   13:  14:  16: Conference Dinner on Rhine P rincess ransfer with public transport to Conference Dinner Rosing, H. – Developing Multi-disciplinary Course- based Action Research Projects Chahed, A. – Capacity buil - ding in periurban area from Casablanca Burns, K. – A New Kovacs Infrastructure Model to Build Capacity in Socio-Health Research: Opportunities for Inclusive Cross-Disciplinary and Cross-Sector Com - munity and Stakeholder Partnerships G uided T Session 5.2 Room S25 Presentation: Capacity Building experiences Chair: Andrea Vargiu 48:   75:  77: Balázs, B. – Forgotten Balázs, B. – Forgotten citizens of Europe – Participatory research with or for Roma, and other Traveller marginalized commu - nities and commu - nities with nomadic life style(PERARES outreach) Session 4.2 Room S29 Workshop Developing Co-operative Research Agendas in Social Sciences II Chair: Bálint Balázs 83:  Neves da Costa, D. – Stut - tering as a boundary object: reflections on the deve - lopment of a collaborative device Dietrich, J. – Initiating and Moderating Zero-waste Initi - atives in Regional Enterprise Networks – Experiences from a Science Shop´s Perspective Phillip, C. – Students in the streets: Civil society studies, research and goverance issues on the ground in Tanzania Session 5.1 Room S26 Story telling: Partnership projects 3 Chair: Meira Hanson 05:   19: 62:  P lenary 4 – Closing lenary: Challenges and U pcoming A gendas Chair: Mr Norbert Steinhaus Netherlands: ‚Results from the Quiz and Book Crossing Science Shop Language, Communication and Culture, Groningen, The Ms Saskia Visser, activities‘ Michael Cuthill, Chair Regional Community Development at the University of Southern Queensland, Australia: ‚Global developments in Prof. co-creation of knowledge – the role university-community engagement networks‘ Global Communiqué on Community University Engagement Announcement of the Third University of Victoria: Budd Hall, GACER, Dr. Movie and Farewell Ree, K.– Fitting CBR projects in the curri - culum Cook, J. – Creating successful mutual learning partnerships through applied community psychology research Session 4.1 Room S25-S26 Story telling: CBR in the curriculum 2 Chair: Karin Ree 43:  44:  18.30 19.00 11.00-13.00 09.00 - 10.30 16.00-17.30 Day 2: Friday 11 M ay 2012 11 Day 2: Friday 140 M ay 2012 Day 3: Saturday 12 141

5th International Living Knowledge Conference 2012 5th International Living Knowledge Conference 2012 Sponsors e Ins titut - nn ma rese s tav-St u – G – n pla oor Fl First Floor ) I G S . ( . V 07-0 (Reception07-0 GSI) (LK Conference Office) 07-144 nstitut e. I nstitut 81 81 228. 228. t c ta ustav-Stresemann- on Ground FloorGround C G 142 Langer Grabenweg 68 Bonn-Bad GodesbergD-53175 Phone (0) +49 Phone (0) +49

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