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Community engagement at a higher education institution - exploring a theoretical grounding for scholarly-based service-related process

dc.contributor.advisorBitzer, Elien_ZA
dc.contributor.advisorNewmark, Ronaen_ZA
dc.contributor.authorSmith-Tolken, Antoinette Rachèlleen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Department of Curriculum Studies. Centre for Higher Education
dc.date.accessioned2010-10-29T13:15:34Zen_ZA
dc.date.accessioned2010-12-15T10:16:50Z
dc.date.available2010-10-29T13:15:34Zen_ZA
dc.date.available2010-12-15T10:16:50Z
dc.date.issued2010-12
dc.identifier.urihttp://hdl.handle.net/10019.1/5162
dc.descriptionThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
dc.descriptionBibliography
dc.description.abstractENGLISH ABSTRACT: This dissertation is an interpretive analysis of the meanings and understanding of the construct 'service' in its relation to scholarly engagement with external non-academic communities at curricular level. The study links to other studies relating to community engagement in higher education or focusing on internal service to the university community, but it is unique in its theorising of service with and in external non-academic communities. The specific aim of the study was to develop a theoretical framework to view, understand, analyse and evaluate scholarly-related service activities which represent the community component of experiential learning pedagogies. The primary data for the study were generated through unstructured interviews with the four actor groups participating in such activities, namely module coordinators, students, community organisation representatives and community members. Their responses were interpreted, analysed and triangulated through grounded theory methodology. A substantive theory consisting of four interrelated processes, through which these activities take place, was developed culminating in a theoretical framework that integrates the four processes into one coherent process of cyclical interchange of social commodities. In this process there is a reciprocation of scholarly service and community service where the latter represents the service of the community to the university culminating in the interchange of tangible and intangible products that represent the commodities. The co-creation of useful contextual knowledge represents the ultimate outcome of this process through an interchange of tacit, codified and implicit knowledge of professionals and laymen in society. The theoretical framework provides a better understanding of the difference between the relationships with external communities and the actual service actions that take place during scholarly service activities. Within such understanding the framework suggests rethinking of how service activities are planned and integrated in community engagement at curricular level.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie proefskrif is 'n interpretatiewe ontleding van die betekenisse en begripsverband van die konstruk "diens" op 'n kurrikulêre vlak binne die vakkundige interaksie met eksterne nieakademiese gemeenskappe. Die studie hou verband met ander studies oor gemeenskapsinteraksie binne die hoër onderwys asook dié wat fokus op interne diens aan die universiteitsgemeenskap. Die studie is egter uniek ten opsigte van die teoretisering van diens binne en in samewerking met eksterne nie-akademiese gemeenskappe. Die spesifieke doel van die studie was om 'n teoretiese raamwerk te ontwikkel waardeur wetenskapsverwante diensaktiwiteite wat die gemeenskapskomponent van ervaringsleerpedagogië verteenwoordig beskou, verstaan, geanaliseer en geëvalueer kan word. Die primêre data vir die studie is versamel deur middel van ongestruktureerde onderhoude met die vier groepe wat 'n rol speel in kurrikulumverwante gemeenskapsdiensaktiwiteite, naamlik module koördineerders, studente, verteenwoordigers van gemeenskapsorganisasies en lede uit die gemeenskap. Hulle antwoorde is met behulp van die metodologie van gefundeerde teorie geïnterpreteer, ontleed en deur kruistoetsing geverifieer. 'n Selfstandige teorie, bestaande uit vier verwante prosesse waardeur hierdie aktiwiteite plaasvind, is ontwikkel wat uiteindelik beslag gekry het in 'n teoretiese raamwerk wat op sy beurt die vier prosesse in een koherente proses van sikliese verwisseling van sosiale kommoditeite integreer. In hierdie proses is daar ’n duidelike verwantskap tussen vakkundige diens en gemeenskapsdiens waar laasgenoemde die diens van die gemeenskap aan die universiteit verteenwoordig. Hierdie verwisselende verwantskap lei tot die uitruiling van tasbare en nie-tasbare produkte wat die sosiale kommoditeite verteenwoordig. Die medeskepping van bruikbare kontekstuele kennis verteenwoordig die uiteindelike uitkoms van die proses waarin basiese kennis, die geskrewe kennis en die inherente aangeleerde kennis van kundiges en ongeskoolde persone in wisselwerking tree. Die voorgestelde teoretiese raamwerk verskaf beter insig in die verskil tussen die verhouding met eksterne gemeenskappe en die werklike diensaksies wat plaasvind gedurende vak-gebaseerde diensaktiwiteite. Binne sodanige verstaan stel die raamwerk voor dat die manier wat sulke aktiwiteite beplan word, herbedink behoort te word.en_ZA
dc.format.extentx, 200 p. : ill.
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.subjectServiceen_ZA
dc.subjectCommunity engagementen_ZA
dc.subjectHigher education studiesen_ZA
dc.subjectExperiential learningen_ZA
dc.subjectUniversities and colleges -- community-based servicesen_ZA
dc.subject.otherCentre for Higher Educationen_ZA
dc.subject.otherCurriculum Studiesen_ZA
dc.titleCommunity engagement at a higher education institution - exploring a theoretical grounding for scholarly-based service-related processen_ZA
dc.typeThesis
dc.rights.holderUniversity of Stellenbosch


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