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Learning Through Community Engagement pp 301–319Cite as

Reflections on the Macquarie Experience

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Abstract

Because higher education institutions have inertia against significant and rapid change, it is noteworthy that new models for community engagement are emerging at all, but even more worthy of attention when the models seek to transform the whole institution and the learning outcomes of all graduates. The Macquarie University PACE project claims nothing less than being “the engine for institutional transformation.” As such, it fits distinctively within a larger movement to draw upon community engagement as a defining element of institutional identity and educational mission. In the context of the Macquarie experience, the extent and scope of change—as well as the ambition for institutional transformation through community engagement—has been anything but short-sighted even as much more remains to be done. Drawing on the observations of all contributors, the purpose of this chapter is to provide an analysis of the Macquarie experience and the PACE program through an international scholarly lens, drawing on the framework of the highly influential Carnegie Elective Classification for Community Engagement.

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Authors and Affiliations

  1. Indiana University-Purdue University Indianapolis, Hine Hall, Suite 243, Indianapolis, IN, 46202, USA

    Robert G. Bringle & William M. Plater

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  1. Robert G. Bringle
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  2. William M. Plater
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Correspondence to Robert G. Bringle .

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Editors and Affiliations

  1. Macquarie University School of Education, Sydney, Australia

    Judyth Sachs

  2. PACE, Macquarie University, Sydney, Australia

    Lindie Clark

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Bringle, R.G., Plater, W.M. (2017). Reflections on the Macquarie Experience. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_19

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  • DOI: https://doi.org/10.1007/978-981-10-0999-0_19

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