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Community Engagement COMMUNITY

ENGAGEMENTUNIT

SCHOLARSHIP OF RESEARCH • SCHOLARSHIP OF INTEGRATION

SCHOLARSHIP OF THEORY AND PRACTICE •• SCHOLARSHIP OF APPLICATION

SCHOLARSHIP OF ENGAGEMENT

Database Report2019

UNIVE R SITY of the

W E S T E R N C A P E

Compiled by Prof. Priscilla Daniels

Ms Pearl September Brown 2019

Community Engagement Unit Private Bag X17 Bellville, 7535

Disclaimer We have made every effort to ensure that the information contained in this report is accurate and up to date. We make no warranties of any kind, expressed or implied, about the completeness, accuracy, reliability, suitability or availability of data in the report, in the information services, or in the related graphics. Any reliance placed on such information is therefore strictly at the reader’s own risk. Photographic material was sourced from Community Engagement Unit (CEU).

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Thank you, to all who have contributed.

University of the Western CapeCape TownSouth AfricaTel: +27 21 959 2142Website: www.uwc.ac.za

CommunityEngagement (CE)

Database Report

2 Database Report 2019

Contents

The University of the Western Cape (UWC) 4

Community Engagement (CE) database

The CE database 4

Discussion 5

The database in the context of the CE model 11

Discussion 11

CE core functions 13

Discussion 15

Quality Measures 16

Criterion 18 16

Managing QA 16

Discussion 20

Graduate Attributes 21

Discussion 22

CE partnerships 23

Discussion 24

Discussion 25

Map 1. UWC CE globally 26

Map 2. CE partnerships in Africa 27

Map 3. CE partnerships in South Africa 28

Map 4. CE partnerships in the City of Cape Town 28

UWC CE monetary value 29

A summary the partnerships and engagement

hours per week for 33

The Rector’s Office 33

The DVC: Academic office 34

The DVC: Research and innovation 35

The DVC: Student development and support

services 36

Finance, Innovation, Operations and

Infrastructure (F.I.O.I) 37

The Faculty of Arts 38

The Faculty of Community and Health Sciences 39

The Faculty of Dentistry 40

The Faculty of Economic and Management

Sciences 41

The Faculty of Education 42

The Faculty of Law 43

The Faculty of Natural Science 44

Conclusion 45

References 46

Glossary 48

3Database Report 2019

CommunityEngagement

@ UWC


The University of the Western Cape (UWC) Community Engagement (CE) databaseFor six decades, UWC has been an engaged university, while

developing into a vibrant higher education institution that hosts

seven faculties, with several schools, departments, centres and units.

The university has gained an abundance of CE experience, as well as

knowledge, through a wide range of projects. However, an urgent

need has emerged to share this knowledge, as well as to coordinate

and align the projects, in order to make optimal use of its resources.

In 2014, the CE database was launched, highlighting various forms of

CE activities across campus, accessible to everyone, both on and off

campus. The database presents an overview of various CE projects at

the university, sourced from the office of the Rector, DVC Academic,

DVC Research and Innovation, DVC Student Development and

Support, all seven faculties, schools, centres, institutes and support

units. An annual data collection process ensures that the information

on the database is updated, with maintenance, an ongoing process.

The database can be accessed through the CE website, or by using the

link https://ceudatabase.uwc.ac.za/portal. In 2017, the first database

report was launched at the Community Engagement Colloquium.

The CE database

Highlights CE projects in faculties, schools and support units

Serves as a promotional/marketing tool, as it presents viewers (both on and off campus) with information about UWC CE activities and development.

Presents an opportunity to access information about engagement activities, on and off campus.

Provides cross-links and references to CE activities.

Provides a platform for knowledge sharing and coordination.

Provides potential development of partnerships on and off campus


Figure 1: UWC CE Active Projects (only represents projects captured in the database)

■ Rector

■ DVC: Academic

■ DVC: Research & Innovation

■ DVC: Student Development and Support Services

■ Finance, Innovation, Operations and Infrastructure (F.I.O.I)

■ The Faculty of Arts

■ The Faculty of Community and Health Sciences

■ The Faculty of Dentistry

■ The Faculty of Economic and Management Sciences

■ The Faculty of Education

■ The Faculty of Law

■ The Faculty of Natural Sciences

UWCCE Projects101 Active

11%

7%

3%

18%6%

8%

9%

6%

9%16%2%

FIGURE 1

Top: CE Projects in faculties and offices

5%

Discussion In 2019, at the end of the annual data collection process, 101 projects

were still active. Although some projects have ended, all the offices

and faculties continue to have active projects, and new ones have

been added to the database.

In Table 1, the project names, relevant departments, schools, centres,

institutes, and support unit information are provided. It indicates the

projects that have ended, as well as the new ones, which have been

added to the database. Since the end of June 2018, to the end of

March 2019, twelve new projects have been added, while twelve

older ones have ended. Since the inception of the database in 2014,

thirty-nine projects have ended, as indicated in Table 1. The two main

reasons for their culmination are the end of funding cycles, or the

projects’ agreements that have ended.


FACULTY OR OFFICE DEPARTMENT, DIVISION OR UNIT ALL PROJECTSNO. OF

PROJECTSACTIVE

PROJECTS

Rector HIV and AIDS Programme 1. USAID HIV Aids Prevention (ENDED)

2. HIV & AIDS Health Wise (ENDED)

3. HIV Aids and Me (ENDED)

4. Annual Youth Indaba (ENDED)

5. Health Wise Zambia (ENDED))

6. Healthwise Out-Of-School Youth: Free Time Use (ENDED)

7. Adapting a Substance Use Prevention (2019)

8. Risk behaviour and leisure SA & USA (2019)

6 2

DVC: Academic Centre for Performing Arts 9. Community Music Development

10. UWC Chamber Choir (ENDED)

11. UWC Wind Orchestra (ENDED)

12. UWC Jazz Combo

2 2

Centre for Innovative Educational and Communication Technologies (CIECT)

13. Digital Inclusion eCentre Management Programme

14. Design an Instructional Event

0 2

Community Engagement Unit (CEU)

15. Screening Brief Intervention and Referral to Treatment (SBIRT) of Pregnant Women (ENDED)

16. Fetal Alcohol Syndrome Training Course

17. Collaboration for Health Equity Education Research (ENDED)

18. International Community Leadership Development Programme (ICLDP) (ENDED)

19. Substance Abuse Project

20. Theewaterskloof (Twk) Partnership (ENDED)

21. Reading and Writing Solutions

22. Cape Metropolitan Health District Forum (2019)

4 4

Division of LifeLong Learning (DLL)

23. Recognition of Prior Learning (RPL): Alternative Access to Undergraduate study

0 1

DVC: Research & Innovation

Gender Equity Unit 24. Edudrama Programme25. LoudEnuf LGBTI Documentary26. OUT&ABOUT@UWC: “Creating a safe and

inclusive campus (ENDED)27. Mentorship Programme (2018)

1 3

DVC: Student Development & Support Services

Centre for Student Support Services (CSSS)

Leadership and Social Responsibility

Office for Academic Support

28. Enactus29. The Advanced Leadership Programme

(ALP)30. The Emerging Leaders Programme (ELP)31. The Hague Tutoring Initiative (ENDED)32. Graduate Development Programme (GDP)33. Peer Mentoring Program (PMP)34. The Personal Mastery and Empowerment

1 6

TABLE 1: All projects on the CE database


Reslife 35. Academic Support Unit

36. First Years First Adjustment Series

37. Skills Resource Exchange Programme

38. UDUBS Got Talent

39. Student Leadership Community Engagement

0 5

Sport Administration Department

40. Sport Development (ENDED) 1 0

Finance, Innovation, Operations and Infrastructure (F.I.O.I)

Centre for Entrepreneurship and Innovation

41. Emerging Business Support

42. E-SKILLS Programme

43. Fellowship Programme

44. Student Entrepreneurship Start-Up 90

45. Entrepreneurship for Contractor Development Programme (2019)

0 5

Arts Department of Afrikaans and Nederlands

46. Supporting Creative Writing (ENDED) 1 0

Department of Library and Information Science

47. City of Cape Town continuous professional development for librarians

48. Preservation management workshop

0 2

Department of Religion and Theology

49. Programme for Lay Theological Education (PLATE)

0 1

Department of Women and Gender Studies

50. ICTs and Women’s Political Participation (ENDED)

1 0

Department of English 51. Creative Writing Program 0 1

The Centre for Humanities Research

52. Dullah Omar Center

53. The factory of Arts

0 2

Community and Health Sciences

Department of Dietetics 54. Community Nutrition 402 Internship 0 1

Department of Occupational Therapy

55. Fisantekraal Comm Development Projects

56. Developing a Relevant Intervention for Out-of-School Youth in Cape Town: A Positive Youth Development Approach. (ENDED)

57. Healthwise Zambia (ENDED)

58. Healthwise Out-Of-School Youth: Free Time Use (ENDED)

59. Cape Metro Health – Mental Health Support Programme (ENDED)

60. Health Promoting Schools (ENDED)

61. Ikamva Labantu Youth Development Programme (ENDED)

62. Adapting a Substance Use Prevention (2019)

63. Risk behaviour and leisure SA & USA (2019)

6 3

Department of Physiotherapy 64. Two Oceans Academy Outreach 0 1

TABLE 1 Contd.


Department of Psychology 65. Exploring the effects of prenatal methamphetamine exposure on the development of children

66. The development and validation of a measure of associated factors (ENDED)

67. A community’s participation in the development of a community based substance abuse intervention programme in a West Coast rural community.

68. Sports skills for Life Skills – UWC Cricket

69. Substance abuse research

70. The development of a family resilience programme for families in a rural community, South Africa

71. Inclusive Identity across Cultures (ENDED)

72. Bishop Lavis Action Community (BLAC)

2 6

Department of Social Work 73. Vredendal North, Family Resilience Project

74. Fourth Year BSW Student Practice

75. Intermediate Fieldwork (student place-ments).

76. 2nd Year Fieldwork Programme

77. Theewaterskloof Project (ENDED)

1 4

Interdisciplinary Centre for Excellence for Sports Science and Development (ICESSD)

78. Sport and Recreation for Community Development (ENDED)

1 0

Interprofessional Education Unit (IPEU)

79. Interdisciplinary Health Promotion and Undergraduate Clinical/Field/Community Placement and Community Engagement Research (ENDED)

80. Interdisciplinary Health Promotion

81. Interprofessional Service- Learning

1 2

School of Nursing 82. Gender Based Violence

83. Outreach Project (ENDED)

1 1

School of Natural Medicine 84. Natural Medicine Community Engagement 0 1

Dentistry Department of Community Oral Health

85. Day Outreach

86. Evening Outreach (Kraaifontein)

87. Phelophepa Health Train

88. Weekend Outreach

0 4

Department of Oral Hygiene 89. A multilevel community-based oral health promotion programme

90. A school based oral health promotion programme

0 2

TABLE 1 Contd.


Economic and Management Sciences

The African Centre for Citizenship and Democracy (ACCEDE)

91. Surveys Liaising with CBO’s 0 1

Department of Political Studies

93. Collaboration with the Catholic Parliamentary Liaison Office

0 1

Student Enrolment Management Unit (SEMU)

93. SEMU/EMS Mathematics Saturday Tutorial Programme

0 1

Department of Information Systems

94. UWC Technology clubs for schools (2018) 0 1

Institute for Social Development

95. Someleze 96. A Programme of action research into

gender-based violence

0 2

Department of Economics 97. Stand Out Economics Student Committee (2019)

98. Health Economics and Health Policy North-South Network (2019)

0 2

PLAAS 99. Supporting Smallholders in Commercial Agriculture: Asocial dialogue and learning project. (ENDED)

100. Commercialization of Land and Land Grabbing’: Implications for land rights and livelihoods in Southern Africa (ENDED)

101. Enhancing Contributions of Inland Fisheries to Rural Livelihoods: An empirical assessment of freshwater fish stocks, fisheries’ potential, market value chains, governance and co-management (ENDED)

3 0

School of Business and Finance 102. Organic Food Garden (ENDED) 1 0

Education Educational Psychology 103. Teacher Well-Being Project (ENDED) 1 0

Department of Education Studies

104. Teacher Well-Being and Diversity

105. Enhancing student writing & assessment through technology.

106. The role of school-based homework clubs in enhancing learner support and the promotion of teacher well-being.

0 3

Science Learning Centre for Africa (UWC-SLCA)

107. Construction of UWC Science Learning Centres (laboratorium)

108. DST National Science Week

109. FET and GET Training in Science Education

110. Science Competition

111. Upgrading of science educators in the Eastern Cape

112. Women in Mathematics

0 6

TABLE 1 Contd.


Law Dullah Omar Institute 113. Engagement with Policy on Human Rights and Governance

114. Training of social workers (ENDED)

1 1

Social Law Project 115. Empowerment of Precarious Workers Domestic workers

116. Domestic Workers Empowerment Programme (DWEP)

0 2

Law Clinic 117. Cape Human Rights Cluster

118. Community Outreach

119. Street Law Voluntary Programme

0 3

Natural Sciences Department of Computer Science

120. Sign Support

121. Zenzeleni

0 2

Department of Biodiversity and Conservation Biology

Nature Reserve

122. Outreach Greening Programme

123. Environmental Education

124. Research Support

2 5

Agriculture Research Council (ARC)

125. Climate change knowledge and adaptations amongst livestock farming communities in the Northern and Western Cape Provinces (ENDED)

126. Assessing the drivers of livestock production in communal areas in Northern Cape (ENDED

127. Co-producing and utilizing livestock herders’ (2018)

128. Socio-ecological vulnerability to climate change (2018)

Department of Mathematics 129. Teacher Enrichment Course (FET Mathematics)

0 1

Department of Chemistry 130. AmaQawe ngeMfundo (2018) 0 1

Department of Statistics and Population Studies

131. Maths4Stats (ENDED) 1 0

School of Pharmacy 132. Community Health Care (Previously School Health Care)

133. Environmental Health

134. Clinical skills development

135. Focus on pharmaceutical services (ENDED)

136. Pharmacy Management (PPR324)

137. Maternal and child health (PHC 223)

138. Professional Communication in Pharmacy

139. Community Engagement PHA 427

1 8

TABLE 1 Contd.


The database in the context of the CE modelThe Community Engagement Unit (CEU) is committed to promoting

the scholarship of engagement, and the co-creation of knowledge,

through equitable partnerships. After researching various models,

Boyer’s model was adopted by the CEU, because it closely matched

the vision and mission of UWC. Scholarship of engagement refers

to a process that involves an evolution and transformation of

knowledge, as opposed to the simple transfer of information from

one learning partner to another (Boyer, 1990). The model recognises

different cultural contexts, as well as diversity, and incorporates these

aspects into community engagement teaching, theory and practice,

integration and research, through the facilitation of collaborative,

reciprocal, sustainable, and equitable partnerships.

• Scholarship of research aims at monitoring and evaluating the CE

process through a structured reflective praxis.

• Scholarship of integration aims at continuous facilitation integration

and promotion of CE through capacity building, mentoring and

coaching between role-players and stakeholders towards enhancing

partnerships.

• Scholarship of theory and practice aims at partnership and citizenry

building for the purpose of empowerment.

• Scholarship of application aims at facilitating sustainable

communities through the recognition of indigenous knowledge

and resilience.

• Scholarship of engagement facilitates an enabling environment for

sustainable communities through CE and has its foundation and

structure within Higher Education Institution frameworks.

Gold: The community holds a wealth of indigenous knowledge and community resilience which is harnessed through teaching & learning, networking, capacity building, mentoring /

coaching, community engagement, reflective practice, research and information sharing in line with national priorities.

Blue: Strength and opportunity that partnership provides. It signifies the limitless impact of partnerships.

Red: Foundation of our philosophy and ethos and provides the framework within which we function and which governs our context.

Discussion of concentric circles:

1. The Scholarship of research aims at monitoring and evaluating the community engagement process through a structured reflective praxis.

2. The Scholarship of integration and application is aimed at continuous facilitation integration and promotion of community engagement through capacity building, mentoring and coaching

between role-players and stakeholders towards enhancing partnerships.

3. The Scholarship of theory and practice aims at partnership and citizenry building for the pur-pose of empowerment.

4. The Scholarship of application aims at facilitating sustainable communities through the recog-nition of indigenous knowledge and resilience.

5. The Scholarship of Engagement facilitates an enabling environment for sustainable communi-ties through community engagement and has its foundation and structure within Higher Edu-

cation Institution frameworks.

University of the Western Cape

Community Engagement Unit Model

Gold: The community holds a wealth of indigenous knowledge and community resilience which is harnessed through teaching & learning, networking, capacity building, mentoring /

coaching, community engagement, reflective practice, research and information sharing in line with national priorities.

Blue: Strength and opportunity that partnership provides. It signifies the limitless impact of partnerships.

Red: Foundation of our philosophy and ethos and provides the framework within which we function and which governs our context.

Discussion of concentric circles:

1. The Scholarship of research aims at monitoring and evaluating the community engagement process through a structured reflective praxis.

2. The Scholarship of integration and application is aimed at continuous facilitation integration and promotion of community engagement through capacity building, mentoring and coaching

between role-players and stakeholders towards enhancing partnerships.

3. The Scholarship of theory and practice aims at partnership and citizenry building for the pur-pose of empowerment.

4. The Scholarship of application aims at facilitating sustainable communities through the recog-nition of indigenous knowledge and resilience.

5. The Scholarship of Engagement facilitates an enabling environment for sustainable communi-ties through community engagement and has its foundation and structure within Higher Edu-

cation Institution frameworks.


Community Engagement Unit Model FIGURE 2: SCHOLARSHIP OF ENGAGEMENT MODEL

Choice of colours:

Gold: The community holds a wealth of indigenous knowledge and community resilience which is harnessed through teaching & learning, networking, capacity building, mentoring / coaching, community engagement, reflective practice, research and information sharing in line with national priorities.

Blue: Partnership provides strength and opportunity. It signifies the limitless impact of partnerships.

Red: Foundation of our philosophy and ethos, providing the framework within which we function and which governs our context.

Top: Scholarship of Engagement Model


Discussion The illustrative percentages in Figure 3, indicates that UWC CE projects

are linked to all five scholarships of the model, and consequently,

aligned with the CEU model. Most of the projects are aligned in Figure

3, with (25%) scholarship of integration, (23%) scholarship of theory

and practice, (22%) scholarship engagement, in comparison to (16%)

scholarship of research, and (14%) scholarship of application. There

is not a huge percentage difference between the top three, and the

bottom two.

■ Scholarship of research

■ Scholarship of integration

■ Scholarship of theory

■ Scholarship of application

■ Scholarship of engagement

Scholarships

FIGURE 3

22%

16%

24%

22%

16%

Top: Scholarships


Community Engagement (CE) core functionsCommunity engagement (CE) is one of three core responsibilities of higher education, alongside research and teaching. Universities are called to “demonstrate social responsibility … and their commitment to the common good by making available expertise and infrastructure for community service programmes” (Hall, 2010, p. 3). One of the key focus objectives is to “promote and develop social responsibility and awareness amongst students of the role of higher education in social and economic development through community service programmes” (Hall, 2010, p. 3)

CE could assume many different forms, in the context of higher education, such as: socially responsive research; partnerships with civil society organisations; formal learning; programmes that engage students in community work, as a formal part of their academic programmes; and many other formal, and informal aspects of academic work (Hall, 2010, p. 3)

UWC is an engaged university, as CE is embedded in teaching, learning, research and innovation (University of the Western Cape [UWC], 2016). The nine contact points that a community could have with the university are, teaching and learning; research; community engagement; service learning; work-integrated learning; community service; field education; internship; and volunteerism, as illustrated in Table 2. Additionally, in Table 2, the Provider – Beneficiary, Beneficiary – Provider, Related terms are identified, and the functions of the nine contact points are discussed. This is an extension of the CE framework (University of the Western Cape [UWC], 2017a), as work-integrated learning was included in the table for core functions of CE.

CORE FUNCTIONS OF CE

Provider -Beneficiary

Beneficiary -Provider Function Related terms

Teaching & Learning

Direct inputs into teaching and learning through evaluating CE's responsiveness to community needs

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 49).

cycle of four stages: (1) concrete experience (2) reflection observation(3) Abstract conceptualization(4) Active experimentation (Kolb, 1984).

Research Identifying community research priorities

Research that fosters democratic practices; benefits knowledge development, particularly through co-creation of knowledge; supports local capacity building; and responds to real needs, resulting in sustainable community development (Lazarus, Taliep, Bulbulia, Phillips, & Seedat, 2012).

Participatory action research (PAR), Community-based participatory research (CBPR).

TABLE 2: CORE FUNCTIONS OF CE


Community Engagement (CE)

Providing community case studies

CE is collaboration between higher education and communities for mutually beneficial exchange of knowledge and resources, in which each partner brings individual goals, needs, assets and strategies, through collaborative processes (Driscoll, 2008).

Community case studies

Service learning Identifying community priorities in relation to service learning.

Integrating service and learning, while benefiting both providers and recipients equally, service learning achieves a “happy median” on this specific scale (Joint Education Trust (JET) / Community Higher Education Service Partnership (CHESP), 2005, p. 22).

Academic service learning, community service learning, academic community service, community-based learning (JET/CHESP, 2005).

Work-Integrated Learning

Identifying community priorities in relation to Work-Integrated Learning.

An approach to career-focussed education that includes classroom-based and workplace-based forms of learning, which are appropriate for a professional qualification. It aligns academic and workplace practices for the mutual benefit of the students and the workplace (Winberg, Engel-Hills, Garraway, & Jacobs, 2011).

Action-learning, apprenticeships, inter-professional learning, work-based learning (Winberg, Engel-Hills, Garraway, & Jacobs, 2011).

Community service Identifying community priorities in relation to community service.

Community service can be described as “service work that is often to that performed by volunteers. However, often there are external requirements or reward attached to the community service activities” (JET/CHESP, 2005, p. 20).

Outreach and Extension Service (JET/CHESP, 2005).

Field education Identifying community priorities in relation to field education.

“Co-curricular opportunities that are related to formal academic study, with the primary intent to provide learners with the opportunities for enhanced understanding of the learning material, can be classified as fieldwork” (JET/CHESP, 2005, p. 21).

Cooperative learning/education (JET/CHESP, 2005).

Internship Identifying community priorities in relation to internship.

Intended to provide learners with “hands on activities that enhance learning or understanding of a particular subject or field of study” (JET/CHESP, 2005, p. 21).

Work based-learning, learnerships, practicals (JET/CHESP, 2005).

Volunteerism Identifying community priorities in relation to volunteerism

The most common form of experiential learning, volunteerism can be defined as “performing some formal service for others or one’s community without receiving any external rewards” (JET/CHESP, 2005, p. 20).

Volunteerism Is thus essentially altruistic of nature and not related to an academic field of study (JET/CHESP, 2005).

TABLE 2: CORE FUNCTIONS OF CE (contd.)


Discussion The core functions of engagement of all the projects are illustrated

in Figure 4. All eight, core functions are identified in the CE

projects. There is no significant percentage difference between the

top three, or bottom three core functions. UWC’s five core pillars

are also the contact points with the highest percentages, namely,

learning, teaching, research, innovation and CE. Therefore, most of

the CE projects will have direct inputs into teaching and learning,

by evaluating CE's responsiveness to community needs, identifying

community research priorities, and providing community case studies.

Below, in Table 3, is an overview of each Office and Faculty, in relation

to the core functions of their CE projects.

Note: Data collection explored the eight core functions of CE, which

was previously identified by CE framework (UWC, 2017a). However a

ninth core function Work-integrated learning has been identified and

included into the Core Functions of CE table (Table 2).This component

will be explored further in the 2020 Database report.

62

27%

55

22%

FIGURE 4

Top: Core Functions

■ Teaching and Learning

■ Research

■ Community Engagement

■ Service Learning

■ Community Services

■ Field Education

■ Internship

■ Volunteerism

29%

Core Function

8%

4%

3%

1% 6%


Quality MeasuresSouth African Higher Education Institutions are responsible for

the quality of their core functions of learning, teaching, research,

and community engagement (CE), which is linked to the national

development goals, for the transformation of our country, as well

as the facilitation of well-rounded and socially responsible graduates

(Council of Higher Education [CHE], 2017). For an institution to be of

good quality, the inequalities of Apartheid in South Africa needs to

be reflected upon, in order to transform itself, add value to learning,

as well as enhance knowledge, skills and abilities in the country,

while developing an identity, and a purpose that fulfils social justice

imperatives, which is appropriate to the South African context. HEIs

that accept the responsibility to facilitate their own framework of

quality assurance, for their particular context, could be empowered,

with the guidance of Higher Education Quality Committee [HEQC]

(CHE, 2017).

CE should be formalised within the university’s quality management

policies and procedures, as well as linked to learning, teaching and

research (Council of Higher Education [CHE], 2004). HEQC’S quality

assurance on CE states the following:

Criterion 18Quality-related arrangements for CE are formalised and integrated

with those for teaching and learning, where appropriate, and are

adequately resourced and monitored (CHE, 2004).

In order to meet this criterion, the following are examples of what

would be expected:

i. Policies and procedures for the quality management of CE.

ii. Integration of policies and procedures for CE, with those for teaching and learning and research, where appropriate.

iii. Adequate resources allocated to facilitate quality delivery in CE.

iv. Regular review of the effectiveness of quality-related arrangements for CE (CHE, 2004).

Managing QAThere are four stages of managing the quality of CE in higher

education, namely:

1. Input which relate to the development of CE;

2. Process, related to planning and implementation of CE

3. Monitoring and evaluation of CE

4. Review of CE modules, or courses (Council of Higher Education

[CHE], 2006)


COMMUNITY ENGAGEMENT( CE) UNIVERSITY GUIDELINES TO QUALITY ASSURANCE ON AN INSTITUTIONAL LEVEL

CE University Input Indicators Management of Quality Examples

1. The university’s mission, purpose and goals regarding CE, are a response to the local, national and international context.

• Part of the institution’s mission, purpose and strategic goals, is that CE should be embedded in learning, teaching, and research.

• The university is committed to CE, as expressed in its mission, purpose and strategic goals, which are aligned with local, national and international priorities.

• The strategic priorities and transformation goals of the university provide adequately for the development and implementation of CE.

• The university’s philosophy and values include the concept of scholarship of engagement (CHE, 2006).

• CE should be integrated into teaching and research, which is included in the institution’s mission statement.

• UWC’s third value, which underpins the mission, emphasises a socially responsive, people-centred approach to education that encourages graduates to engage with the challenges of the day, as well as make powerful contributions to the building an equitable and sustainable society.

2. The university’s commitment to CE is reflected in policies, procedures and strategic planning.

• The university has an inclusive policy, which demonstrates its commitment to CE.

• Integration of the various institutional policies with regard to CE.

• The university’s commitment to CE is reflected in its strategic planning, through clearly defining procedures, periods, responsibilities, and reporting.

• Implementation of effective mechanisms to manage the quality of CE (CHE, 2006).

• The Institutional Operational Plan (IOP) 2016-2020, states that UWC is still an engaged university, because CE is infused into teaching, learning, research and innovation (UWC, 2016).

• In the IOP 2016-2020, UWC is strategically planning to expand their network of collaborations towards appropriate work placements, opportunities for entrepreneurship and all forms of CE (UWC, 2016).

3. The university’s leadership and management structures reflect its commitment to CE.

• The institution has purposeful leadership and dedicated structures to create an enabling environment for CE.

• Management structures can facilitate the development of partnerships with external stakeholders, to ensure the development of CE.

• There are structures within the university that take responsibility for the planning, implementation and review of CE (CHE, 2006).

• UWC has a dedicated unit, which falls under the DVC Academic.

• CEU has a physical location on campus.

• The Interprofessional Education Unit (IPEU) provide interprofessional, educational and collaborative practice opportunities for health science students.

• Service Learning in Pharmacy (SLIP).

• Community Oral Health, responsible for managing the outreach programmes in the country.

• The Law Clinic leading legal clinics in South Africa, through its provision of quality legal services to the local community. (these are not the only examples at UWC)

TABLE 3. CE University Guidelines to Quality Assurance on an Institutional Level


4. The allocation of resources need to be adequate for the sustainably of CE and as one of the core functions of the university.

• The university’s policy and procedures should ensure that funding is allocated, appropriately, for CE.

• Appointment of staff need to be aligned with the institution’s need for special expertise in the development, coordination and promotion of CE.

• Appropriate infrastructure and information resources for CE (CHE, 2006).

• UWC service learning guidelines promote resource-funding allocation.

• Service learning guidelines require accreditation for community service, staff appointments, and promotions, to include community service involvement (UWC, 2003).

• CEU has offices on UWC campus, resource library, website, CE database, CE newsletter and Facebook page.

5. Engagement, collaboration and partnerships are cornerstones of the university’s objectives.

• The university has effective systems in place for the identification and formulation of regional engagement and collaboration.

• The university has clear guidelines on partnership agreements with communities and public sectors, which accommodate CE initiatives.

• The university collaborates and engages with other HEIs at regional, national and international levels (CHE, 2006).

• The community service learning guidelines promote engagement in historically disadvantaged communities, encouraging students to collaborate with the communities during teaching.

• The community service learning guidelines emphasise equality, commitment, cooperation and transparency of all partners (UWC, 2003).

• The Co-curricular record platform encourages attributes intended to equip students to be responsible citizens, contributing to the social and economic wellbeing of society (UWC, n.d.).

CE Institutional Process Indicator Management of Quality Examples

6. CE is facilitated and coordinated effectively at an institutional level.

• Continuous communication, reciprocity, and coordination among internal and external CE stakeholders.

• Management of resources are effectively used for CE (CHE, 2006).

• UWC service learning guidelines is a document that describes management processes for effective coordination.

• The guidelines also encourage capacity building of stakeholders to manage programmes (UWC, 2003).

• Examples of communication to inform staff and students of activities in CE are the CEU Facebook page, CE Newsletter, and CEU website.

7. Appropriate university support for the development and implementation of CE.

• Staff have adequate CE training.

• The university has clear guidelines for students, to ensure that they are prepared, adequately, for programmes, which include a CE element.

• CE staff training provided by CEU.

• The Deputy Vice Chancellor: Academic, Professor Lawack, hosted the prestigious Academic Achievers Dinner, at which the Engagement Excellence Awards were presented.

TABLE 3. Contd.


• The university provides capacity-building programmes for partners and other external participants, or stakeholders in CE.

• The university offers recognition for excellence and innovation, with regard to CE, for staff, students and external partners/ participants (CHE, 2006).

• The DVC Academic hosted the Annual Schools Reward and Recognition.

• CEU, in partnership with provincial government, facilitates a substance misuse course.

8. The university supports CE as a means to promote contextualised, relevant teaching and learning.

• The university promotes good practice in teaching and learning, through the infusion of CE.

• CE can be used to develop academic transformation, through co-creation of knowledge, applicable to South Africa and Africa.

• The university should ensure that the assessment of students’ CE is appropriate, contextually and includes input from external partners (CHE, 2006).

• Annual reports from various faculties and departments, indicating their involvement in CE.

• DVC Academic Annual Reflective report.

• CE Database report which reports on UWC CE activities.

• UWC CE Database highlights CE initiatives from all Faculties.

• CE Colloquium Report

• The case study manual is an example of co-creation of knowledge.

9. Institutional support is provided for research on, and through CE.

• Staff and postgraduate students are encouraged and supported to conduct research on, and through CE.

• The university encourages CE research findings to be shared with academic colleagues and external partners.

• The institution encourages and creates opportunities for participatory, interdisciplinary, inter-institutional, and international research collaboration, within the context of CE (CHE, 2006).

• UWC’s goal is to have all academics productively involved in contributing to the research enterprise, building their own scholarship, attracting postgraduate students, as well as being actively engaged in drawing from their research, to inform their teaching and CE (UWC, 2016).

• IOP 2016-2020, states that CE should be infused into teaching, learning, research and innovation (UWC, 2016).

• Twenty two percent of all the projects on the CE Database is linked to research (current database report).

CE Institutional Output and Impact Management of Quality Examples

10. Monitoring and evaluation of CE is conducted.

• Quality arrangements for CE are formalised and integrated with those of teaching and learning.

• The impact of CE on student recruitment and retention is monitored and evaluated annually.

• The university has an evaluation system in place, to track the contribution of CE, in its response to local, regional and national priorities (CHE, 2006).

• According to the UWC (2003), service learning, guides research and evaluation, to ensure effectiveness of CE at UWC.

• Annual Reports from the various faculties highlight the contribution of CE.

• Database report highlights the CE initiatives of the various faculties and offices, locally, regionally and nationally.

TABLE 3. Contd.


CE Institutional Review Management of Quality Examples

11. Review of CE is a continuous process in the endeavour for improvement and innovation.

• The university implements a formalised cycle of review, concerning the delivery of quality CE.

• The CE policy that exists is regularly reviewed, while input from the relevant stakeholders are encouraged.

• The university supports the dissemination of the outcomes of its CE initiatives to external partners, in order to promote reciprocity, accountability and transparency (CHE, 2006).

• Approval of courses.

• Senate minutes.

• Faculty board-meeting minutes.

• Any relevant studies or surveys.

• Evidence of benchmarking, with regard to CE.

• Reports on policy review.

TABLE 3 Contd.

Discussion The CE database captured a variety of different CE projects. The

question on quality assurance was very broad, and the participants

could offer as much, or as little information, during the database

update. The 2019 database update reflects that all the CE initiatives

have some form of quality assurance measures in place. The learning

and teaching courses, as well as the research projects have their

formal quality assurance measures in place. However, there is no

QA for CE; therefore, the participants had no real clear guide to the

QA measures that were available for CE, which was also revealed in

the 2018 database report. In the 2018 report, practical examples of

QA for CE initiatives were supplied in a table format. In the current

report, QA is discussed on institutional level, and a table is once again

included with practical examples. We hope that this section of the

report will encourage further discussions on QA measures for CE.


Graduate AttributesThe role of HEIs is to develop social responsibility and awareness among

students, through community programmes. CE should be encouraged

so that universities will not be viewed as ivory towers, but rather as

institutions that allow the students to become responsible citizens,

while providing them with real world experiences (O’Connor, McEwen,

Owen, Lynch, & Hill, 2011). Additionally, universities should produce

graduates with the skills and competencies that lay the foundations

for lifelong learning, including problem solving and communication

skills, as well as the ability to deal with change and diversity, in

particular, the tolerance of different views and ideas (University of the

Western Cape [UWC], 2012). UWC’s Charter of Graduate Attributes

for the Twenty-first Century is a guided framework for the university

to create opportunities for students to apply their knowledge, actively,

to real-world issues, as well as connect with a range of professional,

business and social communities, outside the institution (UWC, 2016).

UWC Charter of Graduate Attributes for the Twenty First Century• Scholarship: A critical attitude towards knowledge: UWC graduates

should demonstrate a scholarly attitude to knowledge, have the ability to engage in current trends, actively, and be able to apply their knowledge to solve diverse problems, while communicating their knowledge effectively.

• Critical Citizenship and Social Good: A relationship and interaction with local and global communities and the environment: UWC graduates should be engaged, accountable agents of social good, demonstrate leadership and responsibility, concerning environmental sustainability problems (University of the Western Cape [UWC], 2017b).

• Lifelong Learning: An attitude or stance towards themselves: UWC graduates should be committed to continuous collaborative, as well as individual learning, and critical reflection, to further their understanding of the twenty-first century world, as well as their place in it.

• Creative and Collaborative Problem Solving: Deep and broad Engagement: UWC graduates should be creative problem-solvers, with sufficient depth in their disciplinary knowledge, as well as the ability to collaborate across diverse disciplinary boundaries, in order to solve complex problems (UWC, 2017b).


GraduateAttributes

FIGURE 5

■ GRADUATE ATTRIBUTE 1 Scholarship

■ GRADUATE ATTRIBUTE 2 Critical Citizenship & The Social Good

■ GRADUATE ATTRIBUTE 3 Lifelong Learning

■ GRADUATE ATTRIBUTE 4 Creative & Collaborative Problem Solving

26%

32%

24%

18%

Discussion In the database update, the participants were asked which of the

four attributes were relevant to their projects. The participants could

choose as little as one, and at the most, all four. In Figure 5, Graduate

Attribute 2 has the highest percentage, and Graduate Attribute 4, the

lowest. There is not a significant percentage difference between the

four. However, Graduate Attribute 2 might naturally be higher than

the rest, due to the community-engaged nature of all the projects.

Top: Graduate Attributes


CE partnershipsUWC encourages social responsibility, building equitable and

sustainable partnerships internally, as well as externally, to address

societal challenges. The university has expressed its intention to

strengthen existing partnerships, and to develop extensive, mutually

beneficial partnerships with business organisations, community

groups, government and other universities, both locally and

internationally (UWC, 2016). When universities go beyond the “Ivory

towers” to develop community-university partnerships, it presents

both campus and community resources to address critical issues in

local communities (Bringle & Hatcher, 2002).

“Community Engagement Unit (CEU) facilitate CE opportunities

that enhances and promotes the scholarship of engagement

through equitable partnership and citizenry to promote sustainable

communities” (Community Engagement Unit [CEU], 2013). One of

the core values of CEU is partnership, defined as the facilitation of

collaborative, reciprocal, sustainable and equitable partnerships (CEU,

2013). The mission and core values of CEU are aligned with the values

expressed by the University of the Western Cape. Therefore, the CE

database reflects this core function, by forging links and partnerships

within the institution, as well as externally.

University partnerships, have starting points similar to other

relationships. The following steps could be used to initiate partnerships.

Partnership initiation • Mission: Identity purpose, goals and expectations.

• Clearinghouse: Partnership initiation is facilitated by a centralised office at the university that can provide information relevant to engagement.

• Compatibility: Values, goals, and objectives shape the evaluation of potential partnerships; therefore, when significant relationship incompatibility is evident, it may be best not to initiate a partnership (Bringle & Hatcher, 2002).

• Communication: Provide a transparent and honest account of the university’s resources, remain open to diverse opinions, and have the capacity to respond, in a timely manner, to community concerns.

• Specialist: Universities need to have professional staff, skilled in understanding communities (community liaison person), to provide faculty and students with a better understanding of communities, including information on community assets (Bringle & Hatcher, 2002).


This section of the report will summarise the following:

Types of partnerships in the database

Geographical location of partners in the database

UWC CE monetary value

■ Community based organisation

■ Educational institution

■ Faith based organisation

■ Government Agency

■ Non-government organisation

■ Non-profit organisation

■ Business

■ Other

UWCCE Projects101 Active

40%

FIGURE 6

UWCCE

Partnerships

8%5%1%

13%

10%

19%

4%

Discussion In Figure 6, the database identifies seven different categories of CE

partnerships. The partnerships with the highest percentages are

educational institutions (40%), and government agency (19%). The

partnerships category with the lowest percentages are faith-based

organisations (4%) and business (5%). There are 418 CE partnerships

in total, across the seven categories, globally.

Top: UWC CE Partnerships

4%


Above: Location of Partners

Discussion The data captured from faculties, departments, schools, centres

and supporting units have all been engaged within UWC, as well

as locally, provincially, nationally and internationally. Comparably to

the previous report, two-thirds of UWC’s partnerships are in the area

surrounding the university, facilitating UWC’s goal of being an anchor

institution in Cape Town, and delivering on the strategic goal of being

engaged in the local environment with communities (UWC, 2016).

This summary is a record of the specific CE partnerships, which the

university maintains, both globally and locally, and does not cover the

full number of its engagements around the world.

Locationof

Partners

FIGURE 7

■ UWC

■ Local

■ Provincial

■ National

■ International

73%

2%

7%

7% 11%

Figure 7. The geographical location of partners on the CE database


Located in the following regions.

• The United States of America

• Europe

• Africa (mostly Southern Africa)

• South Africa

Top: Map 1. UWC CE globally


Top: Map ledgerBottom: Map 2. CE partnerships in Africa

ICON ORGANISATION/INSTITUTION

Educares

Special Needs Schools

Primary Schools

High Schools

Universities and other Higher Institutions

Rehab Centre

Faith-Based Organisations

Clinic/Community Health Centres

Hospitals

Civic Centre

Government Departments

Libraries

Magistrate Court

Prison

Non-Profit Organisations

Other

Community-Based Organisations

Non-Government Organisations

Businesses



Top: Map 3. CE partnerships in South AfricaBottom: Map 4. CE partnerships in the City of Cape Town


UWC CE monetary value

The following section highlights the amount of time the institution

was engaged in CE projects, and summarises the partnerships and

engagement hours for each office and faculty.

When monetary value is used to measure civic engagement, it positions

CE in an institutional landscape (Brown, 1999). It is a practical way of

demonstrating the impact of CE at UWC. Universities in the USA have

been using the replacement cost method as a practical concept, rather

than a methodological one, to add value to civic engagement activities

(Mook, Richmond & Quarter, 2009). Simply put, it refers to the cost

of the volunteer’s function in the organisation, if it was bought on

the labour market. According to Brown (1999), it is estimating the

value of volunteers by using a gross hourly average for the calculations

in any particular industrial sector. The average monthly earnings in

the community, social and personal service industry (Statistics South

Africa [Stats SA], 2018) was used to estimate the hourly value of

engagement for staff (R142), but the average work-study hourly rate

(R78) was used for students.

Monetary value was included in the report to demonstrate the impact

of CE and to acknowledge the input of UWC’s partners, involved in

curricula based projects, while providing the university an opportunity

to broker equitable partnerships, when applying for funding

Through 418 documented partnerships, staff have given

6 218 hours and students 24 883 hours per week. Monetary

value of CE for staff per week was R882 956. Monetary

value of CE for students per week was R1 940 874. Staff’s

projected total hours for a 40-week academic year were

estimated at 248 720 hours and the monetary value was

R35 318 160. Students’ projected total hours for a 40-week

academic year were estimated at 995 320 hours and the

monetary value was R77 634 960.

(See Figures 8a and 8b)


Office or Faculty

Estimated hourly rate

(Community, social & personal service industry,

March 2018)

Staff Total weekly

engagement hours

Total monetary value per week

Total projected

engagement hours per year

Projected monetary

value for fullacademic year

Rector 142 8 R 1 136,00 320 R 45 440,00

DVC: Academic 142 606 R 86 052,00 24240 R 3 442 080,00

DVC: Research & Innovation 142 394 R 55 948,00 15760 R 2 237 920,00

DVC: Student Development and Support Services

142 751 R 106 642,00 30040 R 4 265 600,00


142 600 R 85 200,00 24000 R 3 408 000,00

The Faculty of Arts 142 92 R 13 064,00 3680 R 522 560,00

The Faculty of Community and Health Sciences

142 568 R 80 656,00 22720 R 3 226 240,00

The Faculty of Dentistry 142 202 R 28 684,00 8080 R 1 147 360,00

The Faculty of Economic and Management Sciences

142 96 R 13 632,00 3840 R 545 280,00

The Faculty of Education 142 515 R 73 130,00 20600 R 2 925 200,00

The Faculty of Law 142 1864 R 264 688,00 74560 R 10 587 520,00

The Faculty of Natural Sciences 142 522 R 74 124,00 20880 R 2 964 960,00

6218 R 882 956,00 248 720 R 35 318 160,00

Office or FacultyAverage work study student

rate

Students Total weekly

engagement hours

Total monetary value per week

Total projected

engagement hours per year

Projected monetary

value for fullacademic year

Rector 78 9 R 0 0 R 0

DVC: Academic 78 117 R 9 126,00 4680 R 365 040,00

DVC: Research & Innovation 78 131 R 10 218,00 5240 R 408 720,00

DVC: Student Development and Support Services

78 2218 R 173 004,00 88720 R 6 920 160,00


78 0 R 0 0 R 0

The Faculty of Arts 78 60 R 4 680,00 2400 R 187 200,00


78 8495 R 662 610,00 339800 R 26 504 400,00

The Faculty of Dentistry 78 5049 R 393 822,00 201960 R 15 752 880,00


78 56 R 4 368,00 2240 R 174 720,00

The Faculty of Education 78 0 R 0 0 R 0

The Faculty of Law 78 2600 R 202 800,00 104000 R 8 112 000,00

The Faculty of Natural Sciences 78 6157 R 480 246,00 246280 R 19 209 840,00

24883 R 3 385 044,00 995320 R 77 634 960,00

FIGURE 8A: CE monetary value calculation for staff

FIGURE 8B: CE monetary value calculation for students

If monetary value was calculated according to an average, salary of academic and support staff (See Figure 9a), thirty percent of a 40hr week for 343 academic staff is 4116 hours of CE, and the monetary value of CE per week is R1 555 848. The thirty percent projected CE hours for 343 academic staff for a 40-week academic year is 164 640 hrs and the monetary value is R 62 233 920 [mean hourly rate for UWC academic (2019) is R378 per hour].

If monetary value was calculated according to an average salary of support staff. (See Figure 9b) Thirty percent of a 40hr week for 133 support staff is 1596 hours of CE and the monetary value of CE per week is R231 816. The thirty percent projected CE hours for 133 support staff for a 40-week academic year is 63 840 hrs and the monetary value is R7 533 120 [mean hourly rate for UWC academic (2019) is R332 per hour].


Increase CE Activities to Thirty PercentCommunity Engagement (CE) is one of the three core functions of

HEIs in South Africa (Department of Higher Education and Training,

2013), and therefore, the CEU would like to suggest that faculties

strive towards increasing the percentage of CE activities to thirty

percent. Additionally, it is recognised as an infused principle in

learning, teaching and research at UWC, and a criteria for promotion,

according to the appraisal system. Lastly, CE is one of the National

Research Fund’s key objectives (NRF, 2016).

If monetary value was calculated by using replacement cost approach, thirty percent of a 40hr week is 12 hours of CE, and the monetary value of CE for one staff member per week is R1 704 (estimated hourly (R142) = value of engagement for staff). The thirty percent projected CE hours for one staff member for a 40-week academic year is 480hrs.


Office or Faculty

Thirty percent

of a 40 hr week for CE

Number of

academic staff

Thirty percent of CE

hours for academic staff per

week

Average academic

rate per hour@UWC

Thirty percent CE Monetary

value per week for academic

staff

Thirty Percent

projected engagement

hours per year

Thirty percent projected monetary value for academic

year

Rector 12 2 24 378 R 9 072,00 960 R 362 880,00

DVC: Academic 12 56 672 378 R 254 016,00 26880 R 10 160 640,00

DVC: Research & Innovation 12 6 72 378 R 27 216,00 2880 R 1 088 640,00

DVC: Student Development and

Support Services

12 39 468 378 R 176 904,00 18720 R 7 076 160,00

Finance, Innovation, Operations

and Infrastructure (F.I.O.I)

12 29 348 378 R 131 544,00 13920 R 5 261 760,00

The Faculty of Arts 12 4 48 378 R 18 144,00 1920 R 725 760,00

The Faculty of Community and

Health Sciences

12 44 528 378 R 199 584,00 21120 R 7 983 360,00

The Faculty of Dentistry 12 18 216 378 R 81 648,00 8640 R 3 265 920,00

The Faculty of Economic and

Management Sciences

12 12 144 378 R 54 432,00 5760 R 2 177 280,00

The Faculty of Education 12 26 312 378 R 117 936,00 12480 R 4 717 440,00

The Faculty of Law 12 60 720 378 R 272 160,00 28800 R 10 886 400,00

The Faculty of Natural Sciences 12 47 564 378 R 213 192,00 22560 R 8 527 680,00

343 4116 R 1 555 848,00 164460 R 62 233 920,00

Office or Faculty

Thirty percent

of a 40 hr week for CE

Number of

admin/support

staff

Thirty percent of CE hours

for admin/support staff per

week

Average admin/support

staff rate per hour@UWC

Thirty percent CE Monetary

value per week for admin/

support staff

Thirty Percent

projected engagement

hours per year

Thirty percent projected monetary value for academic

year

Rector 12 0 0 118 R 0 0 R 0

DVC: Academic 12 12 144 118 R 16 992,00 5760 R 679 680,00

DVC: Research & Innovation 12 30 360 118 R 42 480,00 14400 R 1 699 200,00

DVC: Student Development and

Support Services

12 13 156 118 R 18 408,00 6240 R 736 320,00

Finance, Innovation, Operations

and Infrastructure (F.I.O.I)

12 1 12 118 R 1 416,00 480 R 56 640,00

The Faculty of Arts 12 1 12 118 R 1 416,00 480 R 56 640,00

The Faculty of Community and

Health Sciences

12 18 216 118 R 25 488,00 8640 R 1 019 520,00

The Faculty of Dentistry 12 4 48 118 R 5664,00 1920 R 226 560,00

The Faculty of Economic and

Management Sciences

12 5 60 118 R 7080,00 2400 R 283 200,00

The Faculty of Education 12 20 240 118 R 28 320,00 9600 R 1 132 800,00

The Faculty of Law 12 18 216 118 R 40 608,00 8640 R 1 019 520,00

The Faculty of Natural Sciences 12 11 132 118 R 15 576,00 5280 R 623 040,00

133 1596 R 231 816,00 63840 R 7 533 120,00

FIGURE 9A: If monetary value was calculated according to UWC academic staff

FIGURE 9B: If monetary value was calculated according to UWC support staff


A summary of the partnerships and engagement hours per week for the Rector’s Office

RECTOR

6 partnerships involving 1 unit.

Through these partnerships, staff have given 8 CE hours

The CE projects were linked to the following partnerships.

Type of partnership Number of projects

Community based organisation 0

Educational institution 6

Faith based organisation 0

Government agency 0

Non-government organisation 0

Non-profit organisation 0

Business 0

Other 0

Community based organisation

Educational institution

Faith based organisation

Government agency

Non-government organisation

Non-profit organisation

Other

Business

0 1 2 3 4 5 6 7

RECTOR


The DVC: Academic office

DVC: ACADEMIC

31 partnerships involving 2 units and 2 centres.

Through these partnerships, staff have given 606 CE hours and students have given 117 CE hours per week.






Government agency 6



Business 2

Other 2




Government agency



Other

Business

0 2 4 6 8 10 12 14 16

DVC: ACADEMIC


The DVC: Research and innovation

DVC: RESEARCH AND INNOVATION

8 partnerships involving 1 unit.







Government agency 0



Business 0

Other 0




Government agency



Other

Business

0 0.5 1 1,5 2,5 3 3,52

DVC: RESEARCH & INNOVATION


The DVC: Student development and support services

DVC: STUDENT DEVELOPMENT AND SUPPORT SERVICES

48 partnerships involving 1 centre and 1 division.







Government agency 4



Business 4

Other 0




Government agency



Other

Business

0 5 10 15 20 25 30 35

DVC: STUDENT DEVELOPMENT &

SUPPORT SERVICES



FINANCE, INNOVATION, OPERATIONS AND INFRASTRUCTURE (F.I.O.I)

7 partnerships involving 1 centre.

Through these partnerships, staff have given 600 CE hours per week.






Government agency 0



Business 3

Other 1




Government agency



Other

Business

0 0,5 1 1,5 2 2,5 3 3,5

FINANCE, INNOVATION, OPERATIONS AND INFRASTRUCTURE (F.I.O.I)


The Faculty of Arts

THE FACULTY OF ARTS

3 partnerships involving 5 departments and 1 centre.







Government agency 0



Business 0

Other 1




Government agency



Other

Business

0 0,2 0,4 0,6 0,8 1 1,2

FACULTY OF ARTS



THE FACULTY OF COMMUNITY AND HEALTH SCIENCES

173 partnerships involving 5 departments, 2 schools and 1 unit.







Government agency 44



Business 1

Other 0




Government agency



Other

Business

0 10 20 30 40 50 60 70

FACULTY OF COMMUNITY AND HEALTH SCIENCES


The Faculty of Dentistry

THE FACULTY OF DENTISTRY

10 partnerships involving 2 departments.







Government agency 4



Business 2

Other 0




Government agency



Other

Business

0 0,5 1 1,5 2 2,5 3 3,5 4

FACULTY OF DENTISTRY



THE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

13 partnerships involving 3 departments, 1 Institute, 1 centre and 1 unit.Through these partnerships, staff have given 96 CE hours

and students have given 56 CE hours per week. The CE projects were linked to the following partnerships.





Government agency 0



Business 0

Other 0




Government agency



Other

Business

0 2 4 6 8 10 12 14

FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES


The Faculty of Education

THE FACULTY OF EDUCATION

34 partnerships involving 1 department and 1 centre.

Through these partnerships, staff have given 515 CE hours per week. The CE projects were linked to the following partnerships.





Government agency 8



Business 2

Other 0




Government agency



Other

Business

0 2 4 6 8 10 12 14

FACULTY OF EDUCATION


The Faculty of Law

THE FACULTY OF LAW

44 partnerships involving 1 insitute and 2 centres.







Government agency 2



Business 8

Other 1




Government agency



Other

Business

0 2 4 6 8 10 12

FACULTY OF LAW


The Faculty of Natural Science

THE FACULTY OF NATURAL SCIENCE

44 partnerships involving 2 departments, 1 school and 2 units.







Government agency 12



Business 0

Other 1




Government agency



Other

Business

0 2 4 6 8 10 12 14 16

FACULTY OF NATURAL SCIENCE


ConclusionThe CE Database Report was one of the outcomes of the UWC CE

database. It provided the audience with a glance into the focus areas

of the database, as well as updated information related to CE activities

at UWC, and further discussions in each relevant section of the report.

It briefly summarised the establishment of the database, its objectives,

and its alignment with the CEU model. Subsequently, a section on the

core functions of CE was included, and practically demonstrated in

Table 2 (Core functions of CE). A brief discussion on the relevance of

quality assurance in CE followed, with the intention of encouraging

more conversations. In addition, the report included graduate

attributes, related to CE, and an overview of the UWC Charter of

Graduate Attributes for the twenty-first century. Lastly, it reported on

the various types of partnerships, their geographical locations, as well

as the monetary value of the different engagements, and provided a

summary of each office and faculty, in relation to their partnerships.

The report should be viewed as a resource to promote CE at UWC, as

well as a baseline document that would encourage further discussions

about CE.


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GlossaryCommunity based organisation (CBO)

These organisations are usually informal structures, formed by active citizens, and involves numerous activities at

community level, aimed at bringing about desired improvement in the social wellbeing of individuals, groups and

neighbourhoods. Some organisations register as voluntary associations (United States of America [USA], Department

of Transportation, 2018).

Educational Institution

A place where people gain an education and that provides a variety of learning environments and learning spaces.

The institution can be public, private or unconventional (Institute.co.za, 2018).


Is an organisation based on faith or beliefs, and has a mission based on social values of a particular faith (United

Nations Development Programme [UNDP], 2014).

Government agency

A government agency is any department, division or sub-division, board, authority, agency or municipal and other

local authority or statutory body, which falls under the authority of the government, and is responsible for the

oversight and administration of specific functions (Investopia, 2018).

Non-government organisation (NGO)

These are non-profit organisations, which are more structured in nature, because they facilitate various programmes

with projects on a local, national or international level. These organisations usually are driven by people with

a common interest, providing a variety of service and humanitarian functions (Introduction to Non-Government

Organisations and Their Management, 2018, October 17).

Non-profit organisation (NPO)

A NPO is dedicated to furthering a particular social cause, or advocating for a shared point of view. The governing

structure of the organisation sets the objectives for the organisation, usually in response to a perceived need in the

community, with, or without community consultation (Wyngaard & Hendricks, 2010).

Business

An organisation, or economic system, engaged in commercial, industrial, or professional activities, during which

goods or services are exchanged, either for other goods and services, or for money to make a profit. (Journal of

Business & Financial Affairs, 2018).

Compiled by Prof. Priscilla Daniels

Ms Pearl September Brown 2019

Community Engagement Unit Private Bag X17 Bellville, 7535

Disclaimer We have made every effort to ensure that the information contained in this report is accurate and up to date. We make no warranties of any kind, expressed or implied, about the completeness, accuracy, reliability, suitability or availability of data in the report, in the information services, or in the related graphics. Any reliance placed on such information is therefore strictly at the reader’s own risk. Photographic material was sourced from Community Engagement Unit (CEU).

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Thank you, to all who have contributed.

University of the Western CapeCape TownSouth AfricaTel: +27 21 959 3124Website: www.uwc.ac.za

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ENGAGEMENTUNIT

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SCHOLARSHIP OF THEORY AND PRACTICE •• SCHOLARSHIP OF APPLICATION

SCHOLARSHIP OF ENGAGEMENT

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