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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
4 Database Report 2019
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
5Database Report 2019
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.
6 Database Report 2019
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
7Database Report 2019
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.
8 Database Report 2019
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.
9Database Report 2019
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.
10 Database Report 2019
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.
11Database Report 2019
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.
University of the Western Cape
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
12 Database Report 2019
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
13Database Report 2019
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
14 Database Report 2019
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.)
15Database Report 2019
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%
16 Database Report 2019
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)
17Database Report 2019
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
18 Database Report 2019
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.
19Database Report 2019
• 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.
20 Database Report 2019
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.
21Database Report 2019
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).
22 Database Report 2019
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
23Database Report 2019
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).
24 Database Report 2019
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%
25Database Report 2019
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
26 Database Report 2019
Located in the following regions.
• The United States of America
• Europe
• Africa (mostly Southern Africa)
• South Africa
Top: Map 1. UWC CE globally
27Database Report 2019
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
University of the Western Cape
28 Database Report 2019
Top: Map 3. CE partnerships in South AfricaBottom: Map 4. CE partnerships in the City of Cape Town
29Database Report 2019
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)
30 Database Report 2019
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
Finance, Innovation, Operations and Infrastructure (F.I.O.I)
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
Finance, Innovation, Operations and Infrastructure (F.I.O.I)
78 0 R 0 0 R 0
The Faculty of Arts 78 60 R 4 680,00 2400 R 187 200,00
The Faculty of Community and Health Sciences
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
The Faculty of Economic and Management Sciences
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].
31Database Report 2019
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.
32 Database Report 2019
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
33Database Report 2019
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
34 Database Report 2019
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.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 3
Educational institution 14
Faith based organisation 1
Government agency 6
Non-government organisation 0
Non-profit organisation 3
Business 2
Other 2
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 2 4 6 8 10 12 14 16
DVC: ACADEMIC
35Database Report 2019
The DVC: Research and innovation
DVC: RESEARCH AND INNOVATION
8 partnerships involving 1 unit.
Through these partnerships, staff have given 394 CE hours and students have given 131 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 1
Educational institution 3
Faith based organisation 0
Government agency 0
Non-government organisation 3
Non-profit organisation 1
Business 0
Other 0
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 0.5 1 1,5 2,5 3 3,52
DVC: RESEARCH & INNOVATION
36 Database Report 2019
The DVC: Student development and support services
DVC: STUDENT DEVELOPMENT AND SUPPORT SERVICES
48 partnerships involving 1 centre and 1 division.
Through these partnerships, staff have given 751 CE hours and students have given 2218 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 2
Educational institution 29
Faith based organisation 0
Government agency 4
Non-government organisation 6
Non-profit organisation 3
Business 4
Other 0
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 5 10 15 20 25 30 35
DVC: STUDENT DEVELOPMENT &
SUPPORT SERVICES
37Database Report 2019
Finance, Innovation, Operations and Infrastructure (F.I.O.I)
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.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 0
Educational institution 3
Faith based organisation 0
Government agency 0
Non-government organisation 0
Non-profit organisation 0
Business 3
Other 1
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 0,5 1 1,5 2 2,5 3 3,5
FINANCE, INNOVATION, OPERATIONS AND INFRASTRUCTURE (F.I.O.I)
38 Database Report 2019
The Faculty of Arts
THE FACULTY OF ARTS
3 partnerships involving 5 departments and 1 centre.
Through these partnerships, staff have given 92 CE hours and students have given 60 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 0
Educational institution 0
Faith based organisation 0
Government agency 0
Non-government organisation 1
Non-profit organisation 1
Business 0
Other 1
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 0,2 0,4 0,6 0,8 1 1,2
FACULTY OF ARTS
39Database Report 2019
The Faculty of Community and Health Sciences
THE FACULTY OF COMMUNITY AND HEALTH SCIENCES
173 partnerships involving 5 departments, 2 schools and 1 unit.
Through these partnerships, staff have given 568 CE hours and students have given 8495 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 4
Educational institution 66
Faith based organisation 4
Government agency 44
Non-government organisation 21
Non-profit organisation 33
Business 1
Other 0
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 10 20 30 40 50 60 70
FACULTY OF COMMUNITY AND HEALTH SCIENCES
40 Database Report 2019
The Faculty of Dentistry
THE FACULTY OF DENTISTRY
10 partnerships involving 2 departments.
Through these partnerships, staff have given 202 CE hours and students have given 5049 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 0
Educational institution 1
Faith based organisation 0
Government agency 4
Non-government organisation 2
Non-profit organisation 1
Business 2
Other 0
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 0,5 1 1,5 2 2,5 3 3,5 4
FACULTY OF DENTISTRY
41Database Report 2019
The Faculty of Economic and Management Sciences
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.
Type of partnership Number of projects
Community based organisation 0
Educational institution 12
Faith based organisation 1
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 2 4 6 8 10 12 14
FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES
42 Database Report 2019
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.
Type of partnership Number of projects
Community based organisation 7
Educational institution 14
Faith based organisation 0
Government agency 8
Non-government organisation 0
Non-profit organisation 3
Business 2
Other 0
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 2 4 6 8 10 12 14
FACULTY OF EDUCATION
43Database Report 2019
The Faculty of Law
THE FACULTY OF LAW
44 partnerships involving 1 insitute and 2 centres.
Through these partnerships, staff have given 1864 CE hours and students have given 2600 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 6
Educational institution 4
Faith based organisation 10
Government agency 2
Non-government organisation 6
Non-profit organisation 7
Business 8
Other 1
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 2 4 6 8 10 12
FACULTY OF LAW
44 Database Report 2019
The Faculty of Natural Science
THE FACULTY OF NATURAL SCIENCE
44 partnerships involving 2 departments, 1 school and 2 units.
Through these partnerships, staff have given 552 CE hours and students have given 6157 CE hours per week.
The CE projects were linked to the following partnerships.
Type of partnership Number of projects
Community based organisation 10
Educational institution 14
Faith based organisation 1
Government agency 12
Non-government organisation 4
Non-profit organisation 2
Business 0
Other 1
Community based organisation
Educational institution
Faith based organisation
Government agency
Non-government organisation
Non-profit organisation
Other
Business
0 2 4 6 8 10 12 14 16
FACULTY OF NATURAL SCIENCE
45Database Report 2019
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.
46 Database Report 2019
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47Database Report 2019
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48 Database Report 2019
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).
Faith based organisation
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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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