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Reciprocal partnerships between institutions of higher education (IHEs) and communities provide opportunities for IHEs to fulfill their core mission while at the same time benefiting communities. One model of institutional accountability for this type of partnership is the Elective Carnegie Community Engagement (CE) Classification. As a process is underway to internationalize the US-based classification, this chapter engages with a central guiding question: How can we best adapt the CE classification’s institutionalizing framework for CE – designed in the context of the United States – in a way that upholds the integrity of engagement practices, adheres to effective strategies for organizational change, and is sensitive to national, cultural, economic, political, social, and historical contexts? In addressing this question, the internationalization strategy is focused on careful adaptation of the application framework so that it can be applied in specific national higher education contexts. The adaptation seeks to incorporate nationally and culturally relevant CE approaches that are reflected in organizational strategies at the institutional level, consistent with the internal logic of the CE classification: valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice. This strategy can be a model for internationalization of other processes for IHEs.

There has been a substantial realization of the importance of community engagement (CE) for social enterprise (SE) missions. However, the emerging literature on CE in social enterprises is riddled with theoretical inconsistencies and there is universal lack of studies in this direction. For the sake of advancing the field, the purpose of this paper is to identify and analyze the elements of CE in SEs. Further, a comprehensive preliminary model is developed integrating the five fundamental dimensions of CE in SE setting.

The paper is based on the critical analysis of the extant literature across disciplines to identify the relevant themes that can affect the CE in SEs.

The paper develops a preliminary social enterprise community engagement model (SE-CEM), which results from a broad literature analysis. The proposed model attempts to offer a comprehensive perspective outlining the institutional, organizational, individual, community and process dimensions likely to predict engagement success in SE context.

This paper pioneers in presenting a holistic approach to understanding the dimensions that constitute CE in SEs. The SE-CEM incorporates the determinants of CE in social entrepreneurship (S-ENT) context to direct a future research agenda. The preliminary model can further be developed and empirically tested by researchers. Moreover, practitioners can also gain benefits from the model and promote S-ENT.

The implications of a qualitative research study into community engagement (CE) and public libraries are presented in this chapter. It involved three case studies in England. The research methods employed included 34 semi-structured interviews, 12 direct observations, and document analysis. The viewpoints of both service providers and service users were captured. All data were analyzed using thematic analysis, in an inductive fashion. After summarizing the literature, six practical aspects of CE in relation to library practice were identified which were: public libraries as a community space; partnerships; community involvement in the library service; involvement of volunteers; working around books or information; and engaging in public dialogue and deliberation. The study, based on empirical data, concludes that while the public library as a community space was recognized as a key aspect to foster CE, it is a passive form of CE. A stronger level of partnership and community involvement is required for the promotion of genuine CE, wherein the community-driven approach and the organic nature of the CE process are paramount to engagement. It was observed that little systematic research has been done to examine the CE process in practice in public libraries. Nor have the practical implications of CE for public libraries been addressed. This study provides practical implications of CE for public libraries, as a first step toward systematic research in this area.

The abandonment of governmental development projects either after completion or midway completion at the taxpayer’s expense in Ghana could be attributed to lack of effective community engagement (CE). Thus, this study aims to assess CE in development projects by comparing government-sponsored projects to private-sponsored projects.

A qualitative approach was adopted where a multiple case study design was used as a research strategy. Data was collected from selected districts in the Central Region of Ghana by using a semi-structured interview guide and analyzed using the thematic and comparative analysis techniques.

The results reveal that CE in government-funded projects was low, while CE in projects funded by private organizations was high. Three levels of engagement (consultation, participation in decision-making and consent) were also identified. Furthermore, the roles of public participation, including knowledge sharing, collective sense of ownership, among others, were ascertained. Finally, resources constraints, competing interests, lack of information flow, public attitudes toward change and central government/political interference are challenges of CE in development projects.

This study has provided an empirical basis for government and other development agents to draft a policy on CE to serve as a guide, spell out the role of CE, mitigate the challenges of CE and ensure strict compliance to the three levels of engagement.

This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4.

A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions.

The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects.

For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest.

The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project.

The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter draws evidence from faculty members in public universities from one African country – Malawi. Drawing from Derrida’s (1978) concept of difference and West’s (1993) views of social theory, the chapter examines three approaches to community engagement (CE) with civil society. It concludes that the growing demands to attain difference in CE have resulted in oversupply of approaches that are often pitied against each other; hence, the hierarchies obscure the work CE is achieving.

This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.

The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.

The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.

Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

In 1948, South Africa's Apartheid legislation imposed modernist spatial planning on its populations and created worlds Black people struggled to connect with. Crime, poverty and unemployment have emerged as legacies of Apartheid that continue to impact the lives of Black people living in the townships. In 1994, the new democratic government identified community engagement (CE) as a critical process that could help restore the values of Black people and the places they live in.

This chapter explores a CE process as storytelling to trace the spatiality of agency. As a researcher-architect living in a township, I examined the voluntary community organisation (VCO), Studiolight's CE process, and an exhibition entitled Who we are Macassar, which was conducted between 2016 and 2018 in the community of Macassar, a township in the Western Cape of South Africa. The VCO worked with local youth to produce story maps and a street photography project that reauthors (retells and rewrites) the stories of life in Macassar to critically engage the spatial legacies of Apartheid. Brazilian theorist Paulo Freire's writings on how neglected population groups can self-organise to create knowledge that can restore social narratives is useful to make sense of the CE process. I highlight the spaces of the CE process and use Freire's concepts of critical action, praxis and co-creation to structure the study. I then reflect on the nomadic and sporadic spatiality that emerges in Macassar to discuss how architects can think about forging places with a sense of community identity and belonging.

This study aims to empirically analyze the effects of marketing communications, such as advertisement/promotion and social network service (SNS) content, on consumer engagement (CE), brand trust and brand loyalty.

The study’s participants were 230 US and 376 Korean consumers who have used (i.e. contacted) a food service establishment (i.e. family restaurant) at least once before and who continue to use an SNS (e.g. Facebook and Instagram). This study conducted a hypothesis test using structural equation modeling analysis. In addition, hierarchical analysis was performed to further generalize and support the statistical analysis results.

Advertisement/promotion and SNS content have a statistically significant positive effect on CE. Advertisement/promotion has a statistically significant positive effect on brand trust, and SNS content has a statistically significant negative effect on brand trust. CE has a statistically significant positive effect on brand trust, and CE and brand trust have a statistically significant positive effect on brand loyalty. No statistically significant differences were shown between the US and Korean consumer groups (critical ratios for difference of path coefficient < ± 1.96). The hypothesis test results of the structural equation model analysis and hierarchical analysis were the same for the entire group.

The findings indicate that the overall mediating role of CE is important. To the best of the authors’ knowledge, this is the first study to investigate which marketing communication channels are most effective in the restaurant sector.

Since the change to a democratic society and government in South Africa, lecturers and students in higher education have collaborated with community partners to establish sustainable initiatives to enhance students’ social responsibility and benefit communities. This chapter shares insights on a collaborative service-learning project where different arts-based literacies, including art, reading, poetry, human movement and writing were used to enhance reading and writing, culminating in an annual interactive Community Engagement Day on the campus of a higher education institution. The day was organized by a team of staff and students and attended by 50 learners and three teachers from three schools in the area. The chapter describes different stations and activities which included topics such as safety, human movement programs, reading and writing activities and writing of poems. The art lecturer and her team helped each learner to paint a “feather,” culminating in the theme of the day, which was to “spread your wings.” The learners and students completed evaluation forms after their experiences, followed by interviews with lecturers. Data show the value of the day for all participants, emphasizing collaboration across faculties. It shows that true, integrated effective community engagement is built on reciprocal partnerships and collaborative service-learning projects.