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Between 2002 and 2018, at a time when UK universities were being increasingly measured in economic and financial terms, Staffordshire University established a dedicated public engagement unit. Staffed by an experienced team of “pracademics” (Posner, 2009), the Creative Communities Unit (CCU) engaged with community members and voluntary organizations through teaching, research, and consultancy. Underpinning CCU practice was a clear set of principles influenced by those of community development, including participation, inclusion, and action-driven practice. However, despite strong community connections the work of the unit remained isolated with little coordination for public engagement at a strategic level in the university.

This chapter charts the work of the CCU over its lifespan and its influence on a strategically embedded Connected Communities Framework through which civic engagement is supported across the institution. It explores how the alignment of grass roots activity through the CCU, shifts in UK policy and a clear, institutional strategic vision for civic engagement enabled the move from public engagement as a small team activity to an institutional commitment. It concludes with a reflection on the enabling conditions that supported the journey toward a civic university.

The study seeks to understand the experiences and perceptions of the university youth regarding the democratic atmosphere of a public university located in Turkey. To this end, the objective of this research is twofold: (1) to investigate university students’ level of civic engagement regarding student activism, exercising rights, and interest in politics; and (2) to explore students’ perception of their university environment regarding the promotion of tolerance, respect for ideas, and participation in decision-making. This study was carried out at a public university located in the middle of Turkey. A mixed-method approach was employed, including both qualitative and quantitative data. A total of 332 undergraduate students participated in the quantitative part while 14 undergraduate students were interviewed in the qualitative part of the study. In quantitative data collection, two self-developed scales were used: Civic Engagement Scale and Perceptions of Democratic University Environment Scale. The results of the data analysis indicated that students’ overall civic engagement level was below the average level. In particular, the level of students’ activism was significantly lower than that of students’ interest in politics and exercising rights, respectively. In addition, the level of students’ interest in politics was significantly lower than that of students’ exercising rights. With respect to the students’ perception of democratic university environment, the data revealed that students’ overall perception of the university environment was slightly above average level. Specifically, the students’ perception of university environment regarding respect for ideas was significantly higher than that of university environment regarding participation in decision-making.

This chapter explores one UK university’s influence and involvement as a key partner within the 2025 Movement, a movement for change with a collective vision to tackle avoidable health and housing inequalities by 2025 in North Wales, UK. The approach to building 2025 is founded in systems leadership and social movements resulting in transformational change in the way we work, think and deliver across a region as a collective. The innovative role of the university as a key partner has shifted the perceptions of the university in the region and its capacity to act as an instrument of government, contributing to the political imperative to support communities as part of the Well-being of Future Generations (Wales) Act 2015. The chapter outlines the principles behind 2025 and the university’s role to date, as illustrated through three case studies: Learning and Leadership; Social Prescribing; and Healthy Homes–Healthy People. The chapter reflects upon the challenges faced and how they have been overcome. Finally, enablers for successful collective working are identified, which have resulted in the university being able to utilize its expertise, energy and education to work in partnership in order to tackle some of the most complex issues facing our communities.

It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.

The chapter details the creation of a Peace Fellows program for students at a New York university, supported by community and university institutions, as well as activist professors, to nurture young people to learn about and take action on peace and social justice issues. The program resulted in an Institute for Peace Studies, a Minor in Peace and Conflict Studies, a Peace Action Matters club, and alumni who hold positions as peace organizers.