Skip to main content
SpringerLink
Log in

The New Design as a Catalyst for Systems Change: Forging New Relationships with Universities and Governments

  • Chapter
  • First Online:
Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools

  • 840 Accesses

Abstract

The idea of university-assisted community schools (Harkavy and colleagues chapter), together with the other chapters that attest to the importance of higher education institutions in the development of community schools, community learning centers, extended service schools, and multi-service schools, recommend a particular way of thinking and planning. Systems thinking and systems planning models proceed with the quest to identify and connect all relevant parts of a system; and with the expectation that each part influences and is influenced by the others. Higher education overall and the universities in particular merit a fresh look with this systems perspective in mind, while keeping in view a compelling idea: Closing two achievement gaps entails preparing more young people to enter and complete postsecondary education with advanced competence. To maximize postsecondary education's contributions to this important international agenda, while also benefiting higher education institutions in myriad ways, the idea of “outreach and engagement” has gained international salience. Examples of outreach and engagement strategies are provided, including many derived from the model of university-assisted community schools. A new idea called the “Quadruple Helix” builds on the idea of higher education institutions as economic development drivers and incubators for innovative public policies. Perhaps above all, the idea of “the community school-assisted university” opens new avenues for needed changes in higher education, starting with the schools, colleges, and departments of education and extending to schools and departments of social work, counselling, nursing and other professional schools. The preparation of partnership and collaboration specialists is a top priority, and it provides important opportunities for innovative programs, policies and research agendas. Another need is for tailor-made professional development programs for higher education faculty members because: (1) Most faculty lack preparation for the new school design; and (2) Until such time as faculty are prepared and modify their preparation programs, preservice education programs will remain out of step with the new school design featured in this book, constraining progress and slowing scale-up and scale-out initiatives.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Acar, M., Guo, C., & Yang, K. (2012). Accountability in voluntary partnerships: To whom and for what? Public Organization Review, 12(2), 157–174.

    Article  Google Scholar 

  • Allen-Scott, L. K., Hatfield, J. M., & McIntyre, L. (2014). A scoping review of unintended harm associated with public health interventions: Towards a typology and an understanding of underlying factors. International Journal of Public Health, 59(1), 1–12. doi:10.1007/s00038-013-0526-6.

    Article  Google Scholar 

  • Bardach, E. (1998). Getting agencies to work together: The practice and theory of managerial craftsmanship. Washington, DC: The Brookings Institution Press.

    Google Scholar 

  • Bargerstock, B.A., Doberneck, D., & Zimmerman, D.L. (2007, October). University outreach and engagement: Defining terms, addressing quality, collecting data, and telling stories. Association for Continuing Higher Education Annual Meeting, Roanoke, VA. http://ncsue.msu.edu/files/ache_bbdddz_103007.pdf

  • Barr, H., Koppel, I., Reeves, S., Hammich, M., & Freeth, D. (2005). Effective interprofessional education: Argument, assumption, evidence. Malden, MA: Blackwell Publishers.

    Book  Google Scholar 

  • Becker, G. S. (1993). Human capital (3rd ed.). Chicago: University of Chicago Press.

    Book  Google Scholar 

  • Bennett, L.M., Gadlin, H., & Levine-Finley, S. (2010). Collaboration and team science: A field guide. Bethesda, MD: National Institutes of Health. Downloaded July 2013 from https://ccrod.cancer.gov/confluence/download/attachments/47284665/TeamScience_FieldGuide.pdf

  • Briar-Lawson, K., Lawson, H. A., Hennon, C., & Jones, A. (2001). Family-centered policies and practices: International implications. New York: Columbia University Press.

    Google Scholar 

  • Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Cheadle, A., Senter, S., Solomon, L, Beery, W., & Schwartz, P. (2005). A qualitative exploration of alternative strategies for building community health partnerships: Collaboration- versus issue-oriented approaches. Journal of Urban Health: Bulletin of the New York Academy of Medicine, online first, doi:10.1093/jurban/jti120

    Google Scholar 

  • Crow, M. M., & Dabars, W. B. (2015). Designing the new American university. Baltimore, MD: Johns Hopkins University Press.

    Google Scholar 

  • Day, C., Van Veen, D., & Sim, W. K. (Eds.). (1997). Teachers and teaching: International perspectives on school reform and teacher education. Leuven, Belgium: Garant.

    Google Scholar 

  • Edmondson, J., & Zimpher, N. (2014). Striving together: Early lessons in achieving collective impact in education. Albany, NY: SUNY Press.

    Google Scholar 

  • Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and expertise: New roles at the boundaries of schools. British Educational Research Journal, 36(1), 27–45. doi:10.1080/01411920902834134.

    Article  Google Scholar 

  • Etzkowitz, H. (2008). The triple helix: University-industry-government innovation in action. New York: Routledge.

    Book  Google Scholar 

  • Fullan, M., Rincon-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23(15), 1–22. http://dx.doi.org/10.14507/epaa.v23.1998.

    Google Scholar 

  • Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

    Google Scholar 

  • Gray, B. (2008). Intervening to improve inter-organizational partnerships. In S. Cropper, M. Ebers, C. Huxham, & P. Ring (Eds.), The Oxford handbook of inter-organizational relations (pp. 661–690). New York: Oxford University Press.

    Google Scholar 

  • Hall, K. L., Feng, A., Moser, R., Stokols, D., & Taylor, B. (2008). Moving the science of team science forward: Collaboration and creativity. American Journal of Preventive Medicine, 35(2 Suppl), S243–S249. doi:10.1016/j.amepre.2008.05.007.

    Article  Google Scholar 

  • Harkavy, I., Hartley, M., Hodges, R. A., & Weeks, J. (2013). The promise of university-assisted schools to transform American schooling: A report from the field, 1985–2012. Peabody Journal of Education, 88, 525–540. doi:10.1080/0161956X.2013.834789.

    Article  Google Scholar 

  • Klein, J. (1990). Interdisciplinarity: History, theory, and practice. Detroit, MI: Wayne State University.

    Google Scholar 

  • Kliewer, B. W., Sandmann, L. R., & PaduRanga Narasimharao, B. (2013). Corporate-university partnerships: The outreach and engagement model. Hersey, PA: IGI Global.

    Book  Google Scholar 

  • Knapp, M.S. & Associates. (1998). Paths to partnership: University and community as learners in interprofessional education. New York: Roman & Littlefield.

    Google Scholar 

  • Kram, K. E., Wasserman, I. C., & Yip, J. (2012). Metaphors of identity and professional practice: Learning from the scholar-practitioner. Journal of Applied Behavioral Science, 48(3), 304–341. doi:10.1177/0021886312439097.

    Article  Google Scholar 

  • Lawson, H.A. (in press). A community school research and development agenda to facilitate the redesign of “Ed schools.” Universities and Community Schools.

    Google Scholar 

  • Lawson, H. (1996a). Expanding the Goodlad/NNER agenda: Interprofessional education and community collaboration in service of vulnerable children, youth and families. Holistic Education Review, 9(1), 20–34.

    Google Scholar 

  • Lawson, H. A. (1996b). Developing interprofessional education programs: Definitions, assumptions, content and principles. In K. Hooper-Briar & H. Lawson (Eds.), Expanding partnerships for vulnerable children, youth and families (pp. 181–195). Washington, DC: Council on Social Work Education.

    Google Scholar 

  • Lawson, H. A. (2002). Beyond community involvement and service learning to engaged universities. Universities and Community Schools, 7(1–2), 79–94.

    Google Scholar 

  • Lawson, H. A. (2010). An appreciation and a selective enhancement of the developing model for university-assisted community schools. Universities and Community Schools, 8(1/2), 5–20.

    Google Scholar 

  • Lawson, H. A. (2013). Third-generation partnerships for P-16 pipelines and cradle-to-career education systems. Peabody Journal of Education, 88(5), 637–656. www.doi.org/10.1080/0161956X.2013.835187.

    Article  Google Scholar 

  • Lawson, H.A. (2014, April). A research and development framework for school-linked, interprofessional team collaboration. Paper presented to the American Educational Research Association, Philadelphia.

    Google Scholar 

  • Lawson, H.A., & Anderson-Butcher, D. (2011, May). Deriving a theory of change from five local P-16 partnerships in Ohio. Paper presented to the Comparative and International Education Society, Montreal, Quebec, Canada.

    Google Scholar 

  • Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. doi:10.3102/0034654313480891.

    Article  Google Scholar 

  • Lewin, K. (1951). Field theory in social science: Selected theoretical papers. New York: Harper & Row.

    Google Scholar 

  • Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–60. doi:10.3102/0013189X15570388.

    Article  Google Scholar 

  • McGrath, D., Donovan, R., Schaier-Peleg, B., & VanBuskirk, W. (2005). The collaborative advantage: Lessons from K-16 educational reform. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Nelson, I. A., London, R. A., & Strobel, K. R. (2015). Reinventing the role of the university researcher. Educational Researcher, 44(1), 17–26. doi:10.3102/0013189X15570387.

    Article  Google Scholar 

  • Øvretveit, J., Mathias, P., & Thompson, T. (1997). Interprofessional working for health and social care. New York: Macmillan.

    Book  Google Scholar 

  • Penuel, W. R., Fishman, B., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337.

    Article  Google Scholar 

  • Raffo, C. (2014). Improving educational equity in urban contexts. New York: Routledge.

    Google Scholar 

  • Riemer, M., Kelley, S. D., Casey, S., & Taylor Haynes, K. (2012). Developing effective research-practice partnerships for creating a culture of evidence-based decision making. Administrative Policy in Mental Health, 39, 248–257. doi:10.1007/s10488-011-0368-6.

    Article  Google Scholar 

  • Roussos, S. T., & Fawcett, S. (2000). A review of collaborative partnerships as a strategy for improving community health. Annual Review of Public Health, 21, 369–402.

    Article  Google Scholar 

  • Sen, A. (1999). Development as freedom. New York: Alfred A. Knopf, Inc.

    Google Scholar 

  • Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn (2nd ed.). New York: Crown Business.

    Google Scholar 

  • Tate, W. F. (2012). Research on schools, neighborhoods, and communities. Chicago: Rowman & Littlefield Publishers/The American Educational Research Association.

    Google Scholar 

  • Taylor, H. L., McGlynn, L., & Luter, G. (2013). Neighborhoods matter: The role of universities in the school reform neighborhood development movement. Peabody Journal of Education, 88(5), 541–563. www.doi.org/10.1080/0161956X.2013.834793.

    Article  Google Scholar 

  • Van Veen, D. (2006). Vernieuwing van het onderwijs en jeugdbeleid in grote steden: Maatschappelijke urgentie, ontwikkelingsrichting en implicaties voor het hoger beroepsonderwijs. Diemen, The Netherlands: Hogeschool Inholland.

    Google Scholar 

  • White, J., & Wehlage, G. (1995). Community collaboration: If it is such a good idea, why is it so hard? Educational Evaluation and Policy Analysis, 17(1), 23–38.

    Article  Google Scholar 

  • Whitechurch, C. (2013). Reconstructing identities in higher education: The rise of third space professionals. New York: Routledge.

    Google Scholar 

  • Zerhouni, E. A. (2005). Translational and clinical science: Time for a new vision. New England Journal of Medicine, 353, 1621–1623. doi:10.1056/NEJMsb053723.

    Article  Google Scholar 

  • Zimpher, N. L., Percy, S. L., & Brukardt, M. J. (2002). A time for boldness: A story of institutional change. Bolton, MA: Anker.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Administration and Policy Studies/Social Welfare, University at Albany, State University of New York, Albany, NY, USA

    Hal A. Lawson

  2. Netherlands Centre on Education and Youth Care (NCOJ), Amsterdam, The Netherlands

    Dolf van Veen

  3. The University of Nottingham, Nottingham, UK

    Dolf van Veen

  4. Windesheim University of Applied Sciences, Zwolle, The Netherlands

    Dolf van Veen

Authors
  1. Hal A. Lawson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dolf van Veen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hal A. Lawson .

Editor information

Editors and Affiliations

  1. Educational Administration and Policy St, University at Albany, State University Educational Administration and Policy St, ALBANY, New York, USA

    Hal A. Lawson

  2. Netherlands Centre on Education and Yout , Amsterdam, Noord-Holland, The Netherlands

    Dolf van Veen

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Lawson, H.A., van Veen, D. (2016). The New Design as a Catalyst for Systems Change: Forging New Relationships with Universities and Governments. In: Lawson, H., van Veen, D. (eds) Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-25664-1_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-25664-1_15

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-25662-7

  • Online ISBN: 978-3-319-25664-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation