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Cultivating Citizen Artists: Interdisciplinary Dialogic ArtmakingCollins, Kate Ann January 2014 (has links)
No description available.
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A university and community-driven social facilitation model for rural development planning in South AfricaKilonzo, Beata M 17 September 2013 (has links)
Institute for Rural Development / PhDRDV
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Conceptualisation of service-learning at two rural-based universitiesMaphutha, Mokwi Morgan January 2016 (has links)
Thesis (PhD. (Education)) --University of Limpopo, 2016 / This study reports on an exploration of a conceptual framework for service-learning in
order to provide a shared and common understanding necessary for guiding best
practice of service-learning at the heart of two-rural-based universities in South Africa.
The key research question answered in this study was: How is service-learning
conceptualised by dir ectors of community engagement, project coordinators,
academic staff members, and students at two rural-based universities in South
Africa?
The following sub-questions were developed on the basis of the key research question:
• What are the current community engagement projects that can be modified for
future practice of service-learning at two rural-based universities in South
Africa?
• What are the views of directors of community engagement, project coordinators,
academic staff members, and students regarding conceptualisation
of service-learning at two rural-based universities in South Africa?
• What are the possible strategies for conceptualising and managing the quality
of service-learning at two rural-based universities in South Africa?
• What framework will be relevant and appropriate for conceptualising and implementing
service-learning at two rural-based universities in South Africa?
A qualitative research approach using grounded theory design was employed in this
study. Convenience sampling was used to select the two rural-based universities in
the Limpopo Province of South Africa. Four similar schools from each university
(Education, Law, Agriculture, and Health Sciences) were sampled purposively.
Participants were also sampled purposively. These included the director of community
engagement, one project coordinator, two academic staff members, and two final year
undergraduate students who were taking part in community engagement or servicelearning-
related activity at each sampled school at both universities.
Data were captured through document analysis, semi-structured interviews with
sampled participants, and silent observations. Content analysis was used to analyse
data from documents. Data from semi-structured interviews and silent observations
were analysed thematically. Findings from documents, semi-structured interviews and
iv
silent observations were used to make recommendations for developing a framework
for conceptualising and managing the quality of service-learning at the two universities.
The study revealed that service-learning is an unfamiliar concept at these two ruralbased
universities. Advocacy of service-learning has never been done and no initiatives
are made on the part of these universities to familiarise this concept. The study's
findings also reflect that there is confusion among various role-players regarding the
meaning of the concept service-learning. Participants showed that some prefer to use
the concept community engagement rather than service-learning, while others view
service-learning as synonymous to community engagement.
The SMART conceptual framework was developed on the basis of the findings and
recommendations of this study. This conceptual framework is SMART because it is S -
socially relevant, M - manageable, A - adaptable, R - rural-based, and T - transformative.
The proposed SMART conceptual framework is intended to guide institutional
leaders, directors of community engagement, deans of faculties, directors of schools,
heads of departments, project coordinators, academic staff members, students,
traditional leaders, and community partners in conceptualising, implementing and
managing the quality of service-learning endeavours at the two rural-based South
African universities.
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Mise en œuvre d’un programme de santé buccodentaire dans le contexte d’une école dans un quartier multiculturel défavorisé : une étude qualitativeKholmogorova, Sofia 05 1900 (has links)
INTRODUCTION
Les partenariats université communauté (PUC) sont bien étudiés en médecine, mais peu d’études existent en médecine dentaire. C’est ainsi que notre étude explore l’expérience des partenaires d’un PUC entre une faculté de médecine dentaire et une école primaire.
MÉTHODES
Une étude qualitative descriptive a été effectuée avec entrevues semi-structurées et une analyse thématique. Tous les partenaires clés du partenariat ont été interviewés ainsi que deux étudiants de médecine dentaire et quatre parents d’élèves pour un total de 12 participants.
RESULTATS
Bien que les partenaires aient vécu des expériences positives, ils ont éprouvé plusieurs difficultés. D’un côté, la communauté a senti que ses besoins n’étaient pas bien compris par la faculté et a vécu des difficultés organisationnelles. De l’autre côté, la faculté a eu de la difficulté à coordonner les horaires cliniques et a trouvé que l’école était mal équipée. De plus, les parents n’étaient pas bien informés des détails des traitements avant qu’ils ne soient effectués.
CONCLUSION
La faculté a pris le contrôle du leadership du partenariat. Elle a placé ses besoins avant ceux de la communauté. Les dentistes cliniciens ont valorisé l’enseignement d’interventions techniques plutôt que l’enseignement de la dentisterie communautaire et sociale, alors que cela aurait pu être une bonne opportunité de le faire. Nous recommandons que les universités effectuent une analyse des besoins de la communauté avant de commencer un projet en PUC et de les impliquer dans les décisions. Nous proposons aussi d’encadrer les PUC avec un projet de recherche action participatif. / INTRODUCTION
Community University Partnerships have been widely studied in medicine; however, much is unknown in dentistry. This research explores the experience of the different partners of a partnership between a faculty of dentistry and an elementary school.
METHODS
A qualitative descriptive research was undertaken using semi structured interviews and a thematic analysis. All of the partners were interviewed along with two dentistry students and four parents, for a total of 12 participants.
RESULTS
Although the partners had some good experiences, the partnership experienced many challenges. The Community felt its needs were not well understood by the Faculty and experienced organizational difficulties. On the other hand, the Faculty had scheduling difficulties with the School and found the local premises ill-equipped. Moreover, the parents were not well informed of the work that was being done on their children.
CONCLUSION
The Faculty took over the leadership of the partnership. As such, it placed its needs ahead of the Community’s needs which it did not make enough attempts to understand. Also, being clinicians, the Faculty members valued teaching the technical details of interventions, and an opportunity was missed in teaching the students about community and social dentistry. For future partnerships we recommend either assessing the communities’ needs before starting a project and involving the community in its funding and steering process, or adding to the partnership a participatory research-action project.
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