Literaturnachweis - Detailanzeige
Autor/inn/en | Nichols, Naomi Elizabeth; Phipps, David; Gaetz, Stephen; Fisher, Alison L.; Tanguay, Nancy |
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Titel | Revealing the Complexity of Community-Campus Interactions |
Quelle | In: Canadian Journal of Higher Education, 44 (2014) 1, S.69-94 (26 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0316-1218 |
Schlagwörter | Foreign Countries; Qualitative Research; Case Studies; Partnerships in Education; School Community Relationship; Higher Education; Cooperation; Participatory Research; Interviews; Community Organizations; Retirement Benefits; Investment; Community Development; Employment; Poverty; Well Being; Goal Orientation; Interpersonal Relationship; Participative Decision Making; Accountability; Grants; Grantsmanship; Canada Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Co-operation; Kooperation; Forschungstätigkeit; Interviewing; Interviewtechnik; Retirement pay; Ruhegehalt; Investments; Geldanlage; Investiton; Community; Development; Entwicklung; Dienstverhältnis; Armut; Well-being; Wellness; Wohlbefinden; Zielorientierung; Zielvorstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Verantwortung; Grant; Finanzielle Beihilfe; Kanada |
Abstract | In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and re- lationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals. (As Provided). |
Anmerkungen | Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |