- Hamrita, T.K. (2012). Building a holistic international educational partnership: Collaboration between the University of Georgia and the Tunisian Higher Education System. Journal of Community Engagement and Scholarship, 4(1), 5-14. http://jces.ua.edu/building-a-holistic-international-educational-partnership-collaboration-between-the-university-of-georgia-and-the-tunisian-higher-education-system/
- In 2002, the University of Georgia entered into a partnership with the higher education system of Tunisia with an objective to support educational reform in Tunisia and develop outreach opportunities with an institution in this Arab-Muslim African country. In this paper, the author describes her personal commitment to developing a holistic, strategic, long-term partnership and discusses specific successes of the model.
- Heisler, K., Beckie, M., & Markey, S. (2012). Expectations and realities of engaged scholarship: Evaluating a social economy collaborative research partnership. Journal of Community Engagement and Scholarship, 4(1), 25-36. http://jces.ua.edu/expectations-and-realities-of-engaged-scholarship-evaluating-a-social-economy-collaborative-research-partnership/
- The British Columbia–Alberta Social Economy Research Alliance (BALTA) brings together scholars and practitioners to better understand the social economy and contribute to the development of a social economy research network in western Canada. This paper evaluates the dynamics of engaged scholarship within BALTA, examining internal (academic and practitioner research partnerships) and external (research process) aspects of the alliance. The authors present their findings, and in conclusion assert that funding agencies, universities, and community organizations must realize the value of engaged scholarship by collaborating to create reliable and equitable forms of support and engagement.
- Tryon, E. & Ross, J.E. (2012). A community-university exchange project modeled after Europe’s science shops. Journal of Higher Education Outreach and Engagement, 16(2), 197-211. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/795
- This article describes a pilot project of the Morgridge Center for Public Service at the University of Wisconsin–Madison, which is based on the European-derived science shop model for democratizing campus-community partnerships using shared values of mutual respect and validation of community knowledge. This science shop is called the Community University Exchange. The article analyzes how stakeholders have found meaning in the process of building an infrastructure to help create more authentic, reciprocal, and mutually beneficial campus-commu¬nity partnerships. This narrative describes the journey taken to develop the project and the direction for its future development.
- Cook, W.K., Weir, R.C., Ro, M., Ko, K.L., Panapasa, S., Bautista, R. … Islam, N. (2012). Improving Asian American, Native Hawaiian, and Pacific Islander health: National organizations leading community research initiatives. Progress in Community Health Partnerships: Research, Education, and Action, 6(1), 33-41. http://www.ncbi.nlm.nih.gov/pubmed/22643786
- In principle, CBPR projects and partnerships aim to be equitable and reciprocal. However, only a few cases exist in literature in which the community partners are leading the research process as academics play a supporting role. This paper describes the cases of two non-academic national organizations that have lead research efforts, utilizing “distinct but complimentary strategies pertaining to research and data” (Cook, 34). The authors argue that these cases may exemplify a unique paradigm for CBPR, in which non-academic national organizations can partner with smaller community-based organizations in research projects. The paper concludes that promoting community-driven research requires flexible funding mechanisms and effort relevant to the work of community partners.
- Dumlao, R.J., & Janke, E.M. (2012). Using relational dialectics to address differences in community-campus partnerships. Journal of Higher Education Outreach and Engagement, 16(2), 151-175. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/793
- Relational dialectics can be used as a framework to approach tensions that that naturally and normally arise in community-campus partnerships. This article explains relational dialectics and presents the ways in which three common dialectical tensions work in campus-community partnerships. The authors offer ways in which partners can manage tensions and also discuss the implications of using relational dialectics for competency building, engagement practice, and research on community-campus partnerships.
- Russ, L.W., Takahashi, L.M., Ho, W., & Tseng, W. (2012). Bridging academic-legislative divides: Models of policy relevant health research and Practice by the University of California. Progress in Community Health Partnerships: Research, Education, and Action, 6(1), 95-102. http://muse.jhu.edu/journals/progress_in_community_health_partnerships_research_education_and_action/v006/6.1.russ.html#tab01
- This paper calls for the strengthening of Asian American, Native Hawaiian, and Pacific Islander CBPR models that integrate health policy through legislative partnerships. Through examining three health research partnership models, this study reveals the challenges of engaging with many parties simultaneously as well as the benefits of each partnership. (Russ et al, 2012, p. 95)
- Nicolaidis, C., Raymaker, D., McDonald, K., Dern, S., Ashkenazy, E., Boisclair, C. … Baggs, A. (2011). Collaboration strategies in nontraditional community-based participatory research partnerships: Lessons from an academic-community partnership with autistic self-advocates. Progress in Community Health Partnerships: Research, Education, and Action, 5(2), 143-150. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3319698/
- CBPR projects usually work with communities defined by ethnicity, geography, or occupation. This paper describes the development of a community-academic partnership that addressed research needs of the autistic-self advocates, a community not defined by the typical characteristics mentioned above. The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) formed in response to the misalignment of researcher’s priorities and the needs of those involved in Autism advocacy. AASPIRE has since developed a collaborative partnership model to conduct CBPR projects. This paper reviews the methods of forming this partnership, focusing on the complexity of working with a “community” that is not local or whose members have diverse communication needs. In conclusion, the authors suggest that AASPIRE’s strategies may be helpful to other CBPR partnerships working with similar advocacy communities.
- Northmore, S., & Hart, A. (2011). Sustaining community-university partnerships. Gateways: International Journal of Community Research and Engagement, 4, 1-11. http://epress.lib.uts.edu.au/journals/index.php/ijcre/article/view/2356
- Considering sustainability is crucial to the quality and impact of community-university partnerships, how can universities and communities build sustainable partnerships and what issues contribute to sustainability? This article discusses the importance of sustainability in community-university partnerships, asserting that the concept of sustainability should evolve from a “project based” concept to a broader concept that facilitates the development of a long-term, successful partnership. The authors draw knowledge and experience from related literature to discuss the following characteristics that contribute to sustainable partnerships: genuine reciprocity, a creative approach to partnerships, mutual learning and recognizing the multiple purposes of partners, building ‘bridges’ between organizations, and funding.
- Eckerle Curwood, S., Munger, F., Mitchell, T., Mackeigan, M., & Farrar, A., (2011). Building effective community-university partnerships: Are universities truly ready? Michigan Journal of Community Service Learning, Spring 2011, 15-26. http://quod.lib.umich.edu/m/mjcsl/3239521.0017.202?view=image
- Partnerships are crucial for effective engaged scholarship. This paper explores reflections by students, faculty, and a community partners on the process of establishing a long-term community-university partnership by integrating a service-learning component into a doctoral program in Community Psychology. Assessing university readiness in the pre-partnership stage and ensuring that scholars and their institutions are willing and able to engage in partnerships were the main reflections in establishing long-term partnerships. A practical framework on collaboration readiness (measuring contextual factors, between-group factors, and in-group factors) is offered to guide community-university partnership development.
- Harter, L.M., Hamel-Lambert, J., & Millesen, J.L. (Eds.). (2011). Participatory partnerships for social action and research. Dubuque, IA: Kendall Hunt Press.
- This book contributes to the growing literature on community-university partnerships, featuring accounts from faculty, administrators, students, and community members on their work in engaged scholarship. Organized into 21 chapters, each one contains an introduction, a case study, and commentary. This resource is useful to incorporate into undergraduate or graduate courses to broaden research methods, principles, and strategies.
- Naqshbandi, M., Harris, S.B., Macaulay, A.C., Comeau, J. Piché, J. & Montour-Lazare, D. (2011). Lessons learned in using community-based participatory research to build a national diabetes collaborative in Canada. Progress in Community Health Partnerships: Research, Education, and Action, 5(4), 405-415. http://www.ncbi.nlm.nih.gov/pubmed/22616208
- The Canadian First Nations Diabetes Clinical Management Epidemiologic (CIRCLE) study documents the clinical management of type 2 diabetes in 19 First Nations (FN) communities. CIRCLE is Canada’s first ever national, multisite, CBPR project. This paper presents the lessons learned in developing and advancing CIRCLE community health partnerships by examining the challenges and facilitating factors associated with building collaborative relationships, culture and ethics, collaboration and partnership, and innovative avenues of data management and dissemination. This paper reveals how CIRCLE exemplifies a successful national network of CBPR partnerships and how it can serve as a model for other national community health partnerships.
- Levine, J.F., Hargett, G., McCann, J.P., Potts, P.D., & Pierce, S. (2011). The Wilson Bay Initiative, Riverworks, and the Sturgeon City partnership: A case study for building effective academic-community partnerships. Journal of Higher Education Outreach and Engagement, 15(3), 121-133. http://openjournals.libs.uga.edu/index.php/jheoe/article/view/579
- This article describes North Carolina State University’s Sturgeon City partnership, which has transformed an urban brownfield site into a community civic, recreational, and learning resource. The project was recognized in 2010 with the C. Peter Magrath Community Engagement Award and the Outreach Scholarship W. K. Kellogg Foundation Engagement Award for the Southern Region (Levine et al, 2011, p. 121).
- James, S., Arniella, G., Bickell, N.A., Walker, W., Robinson, V., Taylor, B. & Horowitz, C.R. (2011). Community ACTION boards: An innovative model for effective community-academic research partnerships. Progress in Community Health Partnerships: Research, Education, and Action, 5(4), 399-404. http://www.ncbi.nlm.nih.gov/pubmed/22616207
- In traditional research, academics typically rely on community advisory boards (CAB) that often play a limited role in the research process. This paper first compares the traditional approach of academic research in communities to a new model of “partnered research” with a graphic representation. Next, it examines the East and Central Harlem Health Outcomes (ECHHO) CAB and the key strategies this group used to sustain their model of partnered research. Interviews were conducted with 16 current and former members of the ECHHO CAB, and the findings revealed that the “board became effective when it prioritized action and relationship building across seven domains: shared priorities, diversity, participation, transparency, mutual respect and recognition, and personal connections” (James, 399). In conclusion, the authors suggest that boards should focus on building relationships with academics while adapting their model to their distinct needs and strengths of their community.
- Lambert-Pennington, K., Reardon, K.M., & Robinson, K.S. (2011). Revitalizing south Memphis through an interdisciplinary community- university development partnership. Michigan Journal of Community Service Learning, Spring 2011, 59-70. http://quod.lib.umich.edu/m/mjcsl/3239521.0017.205?view=image
- This article describes how the University of Memphis formed and maintained a long-term partnership with a community development corporation in an historic African-American community to collaborate on community revitalization. By first providing a background on the community of South Memphis and the development of the partnership, the article aims to fill the gap in literature on the benefits and challenges of interdisciplinary action-oriented research while offering insightful practices and principles on these topics.
- VanDevanter, N., Kwon, S., Sim, S., & Chun, K. (2011). Evaluation of community-academic partnership functioning: Center for the Elimination of Hepatitis B Health Disparities. Progress in Community Health Partnerships: Research, Education, and Action, 5(3), 223-233. http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/progress_in_community_health_partnerships_research_education_and_action/v005/5.3.vandevanter.html
- Community-university partnerships should be assessed by process evaluations to confirm that the principles of CBPR are being followed and to improve the effectiveness of a partnership in achieving intermediate and long-term program objectives. This paper discusses the evaluation of the B Free CEED partnership coalition, describing the methods and findings of the process evaluation. In conclusion, the authors suggest that ongoing partnership evaluation is key in the reassessment of processes and procedures to improve partnership dynamics and cohesion.
- Shea, J. (2011). Sustainable engagement? Reflections on the development of a creative community-university partnership. Gateways: International Journal of Community Research and Engagement, 4, 136-153. http://epress.lib.uts.edu.au/journals/index.php/ijcre/article/view/1776
- NEN University (NENu) was formed by San Francisco’s Neighborhood Empowerment Network (NEN) and the Institute for Civic and Community Engagement (ICCE) at San Francisco State University as community-university partnership designed to engage other Bay Area higher education institutions and community stakeholders in projects. In this piece, the author reflects on her role as an engaged scholar working in NENu, highlighting the successes and challenges associated with developing and sustaining innovative community-university partnerships.
- Dong, X., Chang, E., Simon, M., & Wong, E. (2011). Sustaining community-university partnerships: Lessons learned from a participatory research project with elderly Chinese. Gateways: International Journal of Community Research and Engagement, 4, 31-47. http://epress.lib.uts.edu.au/journals/index.php/ijcre/article/view/1767
- As the oldest and largest Asian-American subgroup, Chinese-American elderly report the worst mental health of any other group in the US and have the highest risks of depression. This article uses a conceptual framework for sustainability to explore the challenges of sustaining a community-university partnership during a CBPR project with an elderly Chinese population in Chicago. The authors discuss the background of CBPR in health sciences, the use of CBPR in the Chinese community, and strategies and lessons learned from the community-university partnership.
- Boyle, M.E., Ross, L., & Stephens, J.C. (2011). Who has a stake? How stakeholder processes influence partnership sustainability. Gateways: International Journal of Community Research and Engagement, 4, 100-118. http://epress.lib.uts.edu.au/journals/index.php/ijcre/article/view/1778
- Written by three faculty members involved in community-university partnerships, this paper is a comparative analysis of three partnerships located in the same community but with varying characteristics. More specifically, the study focuses on the variation among different university and community stakeholders and examines how relative power, legitimacy, and urgency of each stakeholder determines the importance of each “stake”. The paper suggests that the stakeholder theory should be applied to the field of community-university partnerships to develop a deeper understanding of the processes that that influence the sustainability and success of partnerships.
- Butcher, J., Bezzina, M., & Moran, W. (2010). Transformational partnerships: A new agenda for higher education. Innovative Higher Education, 36, 29-40. http://www.springerlink.com/content/6n16608264772254/
- A transformational partnership is one based on “genuine engagement and a focus on common goals and mutual benefits” (Butcher, 29). This article first compares transformational partnerships to transactional partnerships and then presents a case study of the Australian Catholic University and the Parramatta Catholic Education system partnership. The authors examine the transformational ways the partners collaborated on a number of initiatives, and provide insight into the development, sustainability, and success of transformational partnerships.
- D’Alonzo, K.T. (2010). Getting started in CBPR: Lessons in building community partnerships for new researchers. Nursing Inquiry, 17(4), 282-288. http://www.ncbi.nlm.nih.gov/pubmed/21059145
- What skills do researchers need to form successful CBPR partnerships? This article describes the key steps in starting, maintaining, and sustaining CBPR projects. The author addresses many important topics, from pre-research themes like how to set up a community advisory board, to post-research issues such as time concerns for tenure-track faculty. Considering CBPR is a recognized approach to effectively tackle health inequities, it is crucial that researchers have the necessary skills to initiate and cultivate partnerships.
- Schulz, A.J., Israel, B.A., & Lantz, P. (2003). Instrument for evaluating dimensions of group dynamics within community-based participatory research partnerships. Evaluation and Program Planning, 26, 249-262. http://ideas.repec.org/a/eee/epplan/v26y2003i3p249-262.html
- This paper describes the development, adaptation, and use of an evaluation approach that assesses key dimensions of partnerships. The authors provide a review of relevant literature and present three case studies to demonstrate the use of this group dynamics evaluation instrument in community-based participatory research partnerships. The lessons learned from applying evaluation results, along with the potential, challenges, and areas for further development of these tools are discussed.
- International perspectives on community-university partnerships. Metropolitan Universities Journal, 22(2). http://www.cumuonline.org/mujAbstracts.aspx?a=87
- This volume of Metropolitan Universities Journal includes 11 papers on community-university partnerships. International perspectives from the United States, Australia, Great Britain, Brazil, Korea, Indonesia, Kenya, and Sudan are featured in this volume.
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How to do well: Community-Academic/University Partnerships
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