University–Community Engagement:

Abstract

How exactly are universities responding to and understanding the demand to engage with communities? A survey of university–community engagement policy and practice across Scotland’s universities revealed a diversity of corporate approach and strategy alongside individual academic and managerial commitment and leadership. But it also revealed persistent pressures and tensions (external and internal) that continued to restrict institutional engagement practices and understanding. Many of those interviewed argued that, given time, universities would become more conversant with both its concept and practice, and that, as a consequence, community engagement would become more integrated into future culture and structure. However, this optimism did not take into consideration some rather fundamental external and internal constraints that inhibit major change in comprehension or incorporation. The paper reports a ‘best practice’ example of a community engagement project that won widespread external recognition, and yet was hived out of the university in response to a lack of institutional commitment. The paper neatly illustrates the dislocation between the rhetoric and practice of community engagement across Scotland’s Higher Education (HE) sector. On a more theoretical level the project provides a critique of dominant learning practice and value. University–community engagement per se reveals fundamental barriers endemic in traditional learning cultures and structures. Whilst recognised by committed academics (and some managers), university cultures fail to accommodate, promote or reward university–community engagement or challenge entrenched scepticism of its scholarly worth.