Bringing the community into higher education
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
CITATION: Albertyn, R. M. 2016. Bringing the community into higher education, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 45-52. doi:10.18820/9781928314219/04.
Chapters in Books
Introduction: The third core function of community interaction in higher education is often viewed as the peripheral activity in the triad of academic tasks. Community interaction is seen as an imperative which often results in reluctant compliance rather than enthusiastic engagement. Notional value of community initiatives has been well articulated both internationally and nationally and calls on the sense of social justice, making a meaningful contribution to society, mutual benefits and reciprocity (Boyer 1990; Kolawole 2005; Waghid 2009; Hall 2010; Lange 2012). Community initiatives can contribute to transformation that is so vital in the historical context of South African higher education (Albertyn and Daniels 2009; Bitzer and Albertyn 2012; Leibowitz 2012; Petersen and Osman 2013). Despite cognition of the well-documented benefits of engaged activity, it is widely felt that many academics pay lip-service to community interaction and try to get away with the bare minimum. Undoubtedly, the reason for this could be ascribed to the innate tensions currently faced by universities and academics. This situation may be due to on the one hand, the reality of the globalised economy with the competitive, individualised focus of knowledge economies (James, Guile and Unwin 2013), and on the other hand, the social agenda which encourages engaged citizenship.