community engagement - university of western cape · communication technologies (ciect) 18. digital...

Community Engagement COMMUNITY

ENGAGEMENTUNIT

SCHOLARSHIP OF RESEARCH • SCHOLARSHIP OF INTEGRATION

SCHOLARSHIP OF THEORY AND PRACTICE • SCHOLARSHIP OF APPLICATION

SCHOLARSHIP OF ENGAGEMENT

Database Report2018

UNIVE RSITY of the

W E S T E R N C A P E

Compiled by Prof. Priscilla Daniels

Pearl September Brown 2018

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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CommunityEngagement (CE)

Database Report

2 Database Report 2018

Contents

Introduction 4

Background and context 4

UWC CE Database 5

The CE database 5

Discussion 6

The database in the context of the CE model 12

Discussion 13

University core functions 14

Discussion 15

Quality Assurance 18

Quality Assurance Principles 18

Key Principles and Practices for CE on an

Institutional Level 19

Institutional strategies: 20

Partnerships: 20

Notion of scholarship: 20

Allocation of resources: 20

Enabling mechanisms: 21

Managing QA 21

Discussion 27

Graduate Attributes 28

Discussion 29

CE partnerships 31

Discussion 32

Discussion 33

Map 1. UWC CE globally 34

Map 2. CE partnerships in Africa 35

Map 3. CE partnerships in South Africa 36

Map 4. CE partnerships in the City of Cape Town 36

UWC CE monetary value 37

A summary the partnerships and engagement

hours per week for 41

The Rector’s Office 41

The DVC: Academic office 42

The DVC: Research and innovation 43

The DVC: Student development and support

services 44

Finance, Innovation, Operations and

Infrastructure (F.I.O.I) 45

The Faculty of Arts 46

The Faculty of Community and Health Sciences 47

The Faculty of Dentistry 48

The Faculty of Economic and Management

Sciences 49

The Faculty of Education 50

The Faculty of Law 51

The Faculty of Natural Science 52

Conclusion 53

References 54

Glossary 56

3Database Report 2017


IntroductionCommunity Engagement (CE) is defined as the “Initiatives and

processes through which the expertise of the higher education

institution in the areas of teaching and research are applied to address

issues relevant to its community” HEQC (2004). The University of the

Western Cape (UWC) has a history of active citizenry and engagement

with marginalised communities. However, UWC lacked a platform to

highlight the CE endeavours. In 2014, the CE database was launched,

which showcased various forms of CE activities across campus. The

database is accessible to everyone both on and off campus.

Background and contextIn five decades, UWC has developed into a vibrant university hosting

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

Each of these entities included a wide range of CE activities facilitating

community development in one form or another. Due to the growth

of the university very often, different departments within faculties

were unaware of one another’s engagements.

Over the five decades, there was an abundance of CE knowledge and

a wide range of projects at UWC, but there was an urgent need to

share such knowledge and to coordinate and align the projects, in

order to make optimal use of our resources. Therefore, in 2014 an

information management system was developed, which was called

the UWC CE database.

The development of the database involved identifying CE activities

across UWC and establishing the necessary systems to collect

the information. The information gathered was developed into a

database which provides a brief summary of each project and which

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.


UWC CE DatabaseThe CE database presents an overview of various types of CE projects

at UWC. These projects are sourced from the office of the Rector, DVC

Academic, DVC Research and Innovation, DVC Student Development

and Support, all seven faculties, schools, centers and support units.

Maintaining the database is an ongoing process, which include an

annual data collection process to update information. CE projects are

only uploaded onto the database if managers and coordinators have

supplied the necessary information to the CEU.

Figure 1 only represents projects captured in the database

The CE database

Showcases 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

Bottom: CE Projects in faculties and offices

■ 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 Projects100 Active

11%

6%

3%

23%

6%

6%

9%

5%

8%15%4%

FIGURE 1

4%


Figure 1 shows all the faculties and offices represented in the database

and indicates the following:

4% of CE projects were from the Office of Rector

8% of CE projects were from the Office of DVC: Academic

3% of CE projects were from the Office of DVC:

Research & Innovation

11% of CE projects were from the Office of DVC: Student

Development & Support Services

4% of CE projects were from Finance, Innovation, Operations and Infrastructure (F.I.O.I)

6 % of CE projects were from the Faculty of Arts

23% of CE projects were from the Faculty of Community and

Health Science

6% of CE projects were from the Faculty of Dentistry

6% of CE projects were from the Faculty of Economic and

Management Sciences

9% of CE projects were from the Faculty of Education

5% of CE projects were from the Faculty of Law

15% of CE projects were from the Faculty of Natural Sciences

DiscussionIn 2017, there were 97 active projects and in 2018, 100 active projects.

The office of Finance, Innovation, Operations and Infrastructure

(F.I.O.I) is a new addition to the database. The Faculty of Community

and Health Sciences has the most projects captured on the database.

This may be a reflection of the learning and teaching requirements of

this particular faculty, which involves a compulsory CE component.

Table 1 is a list of the projects from end June 2018. It provide project

names and the relevant departments, centres, schools and support

unit information. It indicate which projects have ended as well as new

projects included into the database. Since end of 2016 to end of June

2018, twenty-four new projects were included and 17 projects has

ended. However, since the inception of the database twenty-four

projects has ended, either due to the funding cycle or the project’s

agreement which has ended.


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

PROJECTSACTIVE

PROJECTS

Rector Centre for the Performing Arts (CPA)

1. Community Music Development

2. UWC Chamber choir (ENDED)

3. UWC Wind Orchestra (ENDED)

4. UWC Jazz Combo

4 2

HIV and AIDS Programme 5. USAID HIV Aids Prevention (ENDED)

6. HIV & AIDS Health Wise (ENDED)

7. HIV Aids and Me (ENDED)

8. Annual Youth Indaba (ENDED)

9. Healthwise Zambia (2018)

10. Healthwise Out-Of-School Youth: Free Time Use (2018)

6 2

DVC: Academic Community Engagement Unit (CEU)

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

12. Fetal Alcohol Syndrome Training Course

13. Collaboration for Health Equity Education Research (ENDED)

14. International Community Leadership Development Programme (ICLDP)

15. Substance Abuse Project

16. Theewaterskloof (Twk) Partnership (ENDED)

17. Reading and Writing Solutions (2018)

7 5

Centre for Innovative Educational and Communication Technologies (CIECT)

18. Digital Inclusion eCentre Management Programme

19. Design an Instructional Event

2 2

Division of LifeLong Learning (DLL)

20. Recognition of Prior Learning (RPL): Alter-native Access to Undergraduate study

1 1

DVC: Research & Innovation

Gender Equity Unit 21. Edudrama Programme22. LoudEnuf LGBTI Documentary23. OUT&ABOUT@UWC: “Creating a safe and

inclusive campus

3 3

DVC: Student Development & Support Services

Centre for Student Support Services (CSSS)

Leadership & Responsibility 24. The Advanced Leadership Programme (ALP)

25. The Emerging Leadership Programme (ELP)26. Enactus

6 6

Office for Academic Support 27. Peer Mentoring Programme28. Graduate Development Programme29. The Personal Mastery and Empowerment

(2017)

Reslife 30. Academic Support Unit

31. First Years First Adjustment Series

32. Skills Resource Exchange Programme

33. UDUBS Got Talent

34. Student Leadership Community Engagement

5 5

TABLE 1


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

Centre for Entrepreneurship and Innovation

35. Emerging Business Support (2018)

36. E-SKILLS Programme (2018)

37. Fellowship Programme (2018)

38. Student Entrepreneurship Start-Up 90 (2018)

4 4

Arts Department of Afrikaans and Nederlands

39. Supporting Creative Writing (ENDED) 1 0

Department of Library and Information Science

40. City of Cape Town continuous professional development for librarians

41. Preservation management workshop

2 2

Department of Religion and Theology

42. Programme for Lay Theological Education (PLATE)

1 1

Department of Women and Gender Studies

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

1 0

Department of English 44. Creative Writing Program (2017) 1 1

The Centre for Humanities Research

45. Dullah Omar Center

46. The factory of Arts

2 2

Community and Health Sciences

Department of Dietetics 47. Community Nutrition 402 Internship 1 1

Department of Occupational Therapy

48. Health Promoting Schools (ENDED)

49. Ikamva Labantu Youth Development Programme (ENDED)

50. Fisantekraal Community Dev Project

51. Cape Metro Health (ENDED)

52. Developing a Relevant Intervention for Out-of-School Youth in Cape Town: A Positive Youth Development Approach (2018)

53. Healthwise Zambia (2018)

54. Healthwise Out-Of-School Youth: Free Time Use (2018)

7 4

Department of Physiotherapy 55. Two Oceans Academy Outreach 1 1

TABLE 1 Contd.


Department of Psychology 56. Reducing substance abuse in Vredendal

57. Substance Abuse Research

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

59. A community’s participation in the development of a community based substance abuse intervention

60. Adolescent substance use: The development and validation of a measure of associated factors

61. Exploring the effects of prenatal methamphetamine exposure on the development of children

62. Inclusive Identity across Cultures

7 7

Department of Social Work 63. 2nd Year Fieldwork Programme

64. Fourth Year BSW Student Practice

65. Intermediate Fieldwork ( 3rd year).

66. Vredendal North, Family Resilience Project

67. Theewaterskloof (TKW) Project (ENDED)

5 4

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

68. Sport and Recreation for Community Development (ENDED)

1 0

Interprofessional Education Unit (IPEU)

69. Interdisciplinary Health Promotion and Undergraduate Clinical/Field/Community Placement and Community Engagement Research

70. Interdisciplinary Health Promotion

71. Interprofessional Service- Learning

3 3

School of Nursing 72. Gender Based Violence

73. Outreach Project (2018)

2 2

School of Natural Medicine 74. Natural Medicine Community Engagement 1 1

Dentistry Department of Community Oral Health

75. Day Outreach

76. Evening Outreach (Kraaifontein)

77. Phelophepa Health Train

78. Weekend Outreach

4 4

Department of Oral Hygiene 79. A multilevel community-based oral health promotion programme (2018)

80. A school based oral health promotion programme (2018)

2 2

TABLE 1 Contd.


Economic and Management Sciences

The African Centre for Citizenship and Democracy (ACCEDE)

81. Surveys Liaising with CBO’s 1 1

Department of Political Studies

82. Collaboration with the Catholic Parliamentary Liaison Office

1 1

Institute for Social Development

83. Someleze

84. A Programme of action research into gender-based violence

2 2

Student Enrolment Management Unit (SEMU)

85. SEMU/EMS Mathematics Saturday Tutorial Programme

1 1

PLAAS 86. Supporting Smallholders in Commercial Agriculture: Asocial dialogue and learning project. (ENDED)

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

88. 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 89. Organic Food Garden) 1 1

Education Educational Psychology 90. Teacher Well-Being Project (ENDED) 1 0

Department of Education Studies

91. Teacher Well-Being and Diversity (2018)

92. Enhancing student writing & assessment through technology. (2018)

93. The role of school-based homework clubs in enhancing learner support and the promotion of teacher well-being. (2018)

3 3

Science Learning Centre for Africa (UWC-SLCA)

94. Construction of UWC Science Learning Centres (laboratorium)

95. DST National Science Week

96. FET and GET Training in Science Education

97. Science Competition

98. Upgrading of science educators in the Eastern Cape

99. Women in Mathematics

6 6

TABLE 1 Contd.


Law Community Law Centre 100. Engagement with Policy on Human Rights and Governance

101. Training of social workers (ENDED)

2 1

Social Law Project 102. Empowerment of Precarious Workers Domestic workers

103. Domestic Workers Empowerment Programme (DWEP) (ENDED)

2 1

Law Clinic 104. Cape Human Rights Cluster (2017)

105. Community Outreach (2017)

106. Street Law Voluntary Programme (2017)

3 3

Natural Sciences Department of Computer Science

107. Sign Support

108. Zenzeleni

2 2

Department of Biodiversity and Conservation Biology

Nature Reserve 109. Outreach Greening Programme

110. Environmental Education

111. Research Support

6 5

Agriculture Research Council (ARC)

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

113. Assessing the drivers of livestock production in communal areas in Northern Cape (2017)

114. Co-producing and utilizing livestock herders’ (2017)

Department of Mathematics 115. Teacher Enrichment Course (FET Mathematics)

1 1

Department of Statistics and Population Studies

116. Maths4Stats (ENDED) 1 0

School of Pharmacy 117. Community Health Care (Previously School Health Care)

118. Environmental Health

119. Clinical skills development

120. Focus on pharmaceutical services (ENDED)

121. Pharmacy Management (PPR324)

122. Maternal and child health (PHC 223)

123. Professional Communication in Pharmacy

124. Community Engagement PHA 427 (2018)

8 7

TABLE 1 Contd.


The database in the context of the CE modelCEU recognises that the institution embraces various forms of CE,

which range from curricular to co-curricular based activities and

require sustainable partnerships with various stakeholders in the

public services, business and community sectors. After researching

various models, Boyer’s model was adopted by CEU, because it

closely matched the vision and mission of UWC. The scholarship of

engagement is an evolution and transformation of knowledge, as

opposed to the simple transfer of information from one learning

partner to another (Boyer, 2008). Below is an overview of the five

scholarships of engagement.

• 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.

HIGHER EDUCATION INSTITUTION(Policies, Mission, Ethos, etc, which GUIDE engagement)

SustainableCommunities

Partnership & Citizenry

Facilitation / Promotion

Monitoring and EvaluationScholarship of research

Scholarship of integration

Scholarship of Theory andPractice

Scholarship of Application

Scholarship of Engagement


57 projects are aligned with the

scholarship of research


scholarship of integration


scholarship of theory and practice

58 of the projects are aligned with the

scholarship of application


scholarship of engagement

Discussion Figure 2 demonstrates how the projects in the database falls within the

CEU model. Three quarters of projects are linked to the scholarships

of integration, theory and practice and engagement, while over a half

are related to the scholarships of research and application. Thus, it

clearly indicates an alignment with UWC CE projects on the database

and the CEU model.

57

73 74 72

58

Scholarship of research

Scholarship of integration

Scholarship of theory

Scholarship of application

Scholarship ofengagement

FIGURE 2: CE MODEL

Top: CE Model


University core functionsThe White Paper for Post-School Education and Training (2013) casts CE as one of the pillars of the higher education system, along with teaching and learning, and research. UWC is a research-led university, which means developing research capacity in students and academic staff through the demands of its curriculum and through practices that support such development. Yet, still being an engaged university, by infusing the CE into teaching, learning, research and innovation (UWC, 2016). The University recognises that connectedness and engagement in various forms are critical for the 21st-century university (UWC, 2016). CE in its various forms includes socially responsive research, partnerships with civil society organisations, co-curricular and curricular-based engagements, and many other formal and informal aspects of academic work – has become a part of the work of universities in South Africa. The community engaged reward policy for UWC (2017) identified a CE framework, which consist of eight contact points a community could have with the university.

Bottom: CE Framework

Teaching and learning

Direct inputs into teaching and learning

through evaluating CE's responsiveness

to community needs

Indentifying community research

priorities

Providing community case studies

Identifying community priorities in

relation to service-learning


relation to community service


relation to field education


relation to internship


relation to volunteerism

Research

Community engagement

Service learning

Community service

Field education

Internship

Volunteerism

UN

IVER

SITY

CO

MM

UN

ITY

PROVIDER-BENEFICIARY BENEFICIARY-PROVIDER

FIGURE 3: CE FRAMEWORK


Discussion In this section, the database indicates the core functions of the

engagement of all the projects. There is community linkage through

all eight-core functions, although most of the CE projects are linked to

community engagement, teaching, learning, research and innovation,

which are the core functions of UWC. Below in table 2 see an overview

of each Office and Faculty in relation to the core functions of their CE

projects.

62

5355

10

19

Teaching andlearning

Research andinnovation

CommunityEngagement

Service Learning CommunityServices

Field Education Internship Volunteerism

FIGURE 4: CORE FUNCTIONS

6 48

Top: Core Functions


CORE FUNCTIONS (Projects could be linked to more than one core function) Projects linked to core function

RECTORTeaching and learningResearchCommunity engagementService LearningCommunity Services Field Education InternshipVolunteerism

44210001

DVC: AcademicTeaching and learningResearchCommunity engagementService LearningCommunity Services Field Education InternshipVolunteerism

87712002

DVC: Research & InnovationTeaching and learningResearchCommunity engagementService LearningCommunity Services Field Education InternshipVolunteerism

33200000

DVC: Student Development and Support ServicesTeaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

62702000

Finance, Innovation, Operations and Infrastructure (F.I.O.I) Teaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

31200000

The Faculty of Arts Teaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

40300000

TABLE 2


The Faculty of Community and Health SciencesTeaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

11141173420

The Faculty of DentistryTeaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

62210004

The Faculty of Economic and Management SciencesTeaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

24322120

The Faculty of EducationTeaching and learning Research Community Engagement Service Learning Community Services Field Education Internship Volunteerism

69811000

The Faculty of Law Teaching and learningResearch Community Engagement Service Learning Community Services Field Education Internship Volunteerism

12200001

The Faculty of Natural Science Teaching and learning Research Community Engagement Service Learning Community Services Field EducationInternship Volunteerism

105660100

TABLE 2 Contd.


Quality Assurance The aim of post – apartheid South Africa was to develop a democratic

South Africa, which assumes the population can share the wealth of

the country and that each person’s potential can be realised and that it

is enabled through the core functions of Higher Education Institutions

(HEIs) ( Higher Education Quality Committee (HEQC), (2006). The only

way this transformation can take place is through the development of

systems within higher education. These systems are dependent on the

planning, funding and quality assurance and for this to be applicable

government has established the necessary policies and structures.

Quality assurance is vital in transforming the vision of education in a

democratic South Africa (HEQC, 2006). The main purpose of quality

assurance is to reassure individuals, civil society and government that

higher education has systems in place to monitor and improve the

quality of education (HEQC, 2006).

Currently, there is no formal quality measure for CE in Higher Education

Institutions (HEI) (Hart & Northmore, 2011) however; Bender (2008)

suggested that each HEI adopt whatever model that is appropriate in

relation to its own vision, mission, strategic plan and context. After

exploring the problem of QA, Daniels & Adonis, (2017) concluded that

the framework for benchmarking QA in CE should rely on objective

measures of community involvement with universities as well as the

assessment of the impact of CE at all levels.

Quality Assurance PrinciplesThe Council on Higher Education (CHE) ensures quality in higher

education. The concept of quality involves the following;

• The execution of the core functions teaching and learning, research

and community engagement (CHE, 2017).

• The efficiency and effectiveness of the institution’s functioning

• The purpose and role of the institution in the South African context

(CHE, 2017).

The first principle for HEI’s regarding quality assurance is solely the

responsibility of the institution and can be attained through reliable

mechanisms such as internal programme-related planning, self-

evaluation, external evaluation and public reporting (CHE, 2017). The

Community Service Learning Guidelines, the Community Engaged

Reward Policy for UWC and the Co-curricular Record are reliable

measures, which involves evaluation and reporting (UWC, 2003,

2017).


The second principle is implementing quality assurance such as

external validation through site visits, peer review and qualitative and

quantitative performance indicators (CHE, 2017). The service learning

guidelines specify the necessity of monitoring and evaluation to

ensure effective community service through research and evaluation

measurements, while the CE reward policy promotes the submission

of CE as evidence (UWC, 2003, 2017).

Thirdly, the CHE encourage institutions to use QA systems to strive

towards the following:

• To address individual learning needs through developing their

intellectual abilities and aptitudes throughout their lives.

• To provide the necessary needs of society and provide a high level

of skills and expertise to drive our economy (CHE, 2017).

• To develop and nurture a culture of active citizenry.

• The creation, sharing and evaluation of knowledge (CHE, 2017).

The community service learning guidelines encourages engagement

within historically disadvantaged communities and encouraging

students to collaborate with the communities during both teaching

and resource funding allocation. In addition, 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.).

The fourth principle require the implementation of these QA systems to

ensure that qualifications meet appropriate criteria and quality (CHE,

2017). Similarly, to the fourth principle the service learning guidelines

require accreditation for community service, and staff appointments

and promotions to include community service involvement (UWC,

2003). This is one of the reasons the community engaged reward

policy was developed (UWC, 2017). The guidelines also encourage

capacity building of stakeholders to manage programmes (UWC,

2003).

Key Principles and Practices for CE on an Institutional LevelThe following key principles and practices are critical to the success of

community engagement on an institutional level:

Mission statement:CE should be integrated into teaching and research, which is included

in the institution’s mission statement. UWC’S third value, which

underpin the mission, emphasises socially responsive, people-centred


approach to education that encourages graduates to engage with the

challenges of the day and to make powerful contributions to building

an equitable and sustainable society.

Institutional policies:The institution should show its commitment to CE by including it in its

policies. In addition, include it in as a requirement in staff promotion

and reward policies. Three examples of UWC’s commitment to CE

is the development of the community service learning guidelines,

the community engaged reward policy and the co-curricular record

(UWC, 2003, 2017, n.d.).

Institutional strategies:The institution should have a strategic plan to make CE policies

operational. 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).

Partnerships:Local, regional and national collaborations, as well as partnerships

with non-governmental, governmental service agencies and civic

organisations provide a comprehensive framework and strategy

for community engagement. The CE Database Report (2017) has

indicated that UWC’s 521 partnerships recorded in the database

of which there was collaboration from local, regional, national and

international partners. Partnerships were with various stakeholders

from various sectors of society (Community based organisations,

educational institutions, faith based organisations, government

agency, non-government organisation and non-profit organisation). In

the IOP (2016), UWC is strategically planning to expand their network

of collaborations towards appropriate work placements, opportunities

for entrepreneurship and all forms of CE.

Notion of scholarship:CE should be acknowledged as a scholarly activity, which contributes

towards teaching and research. UWC continue being an engaged

university, by infusing the community engagement into teaching,

learning, research and innovation (UWC, 2016).

Allocation of resources:The institution should provide a physical space, human resources

and operating costs towards the implementation of CE. UWC has a

Community Engagement Unit (CEU) that has a physical location on

campus, as well as a website within the universities site and staff.

3

FIGURE 5: QUALITY MEASURES


Enabling mechanisms:The institution can enhance mechanisms to facilitate the implementation

of CE strategy. The CEU facilitates CE opportunities that enhance and

promote the scholarship of engagement through equitable partnership

and citizenry to promote sustainable communities.

Managing QAThe three core functions of HEI are teaching and learning, research

and community engagement (CHE, 2017). Managing the quality of

the core functions involves four stages, namely.

1. Input

2. Process

3. Monitoring and Evaluation

4. Review

During the annual database update in 2018 project leaders and

coordinators were asked if they had quality measures in place. An

overwhelming eighty six answered yes and the responses to the follow

on question “please explain how?” was analysed using thematic

analysis. Only three replied no, because they were in the process of

working on quality measures for their CE projects. Thematic analysis

provides an easily interpretable and concise description of themes

and patterns within the dataset (Braun and Clarke, 2006). The report

will compare the themes with the prescribed guide for CE standards

adapted from the Good Practice Guide for Managing the Quality of

Service Learning.

In this section, we adapted the critical factors for service learning

to critical elements for all CE as applicable. The subthemes, which

emerged from the analyses, was included in the table below alongside

the guidelines for CE as a comparison.

Above: Quality Measures

86

Yes No


CE Activity Input Indicators

Management of Quality Examples of Evidence UWC Subthemes

The programme/activity is aligned with the faculty’s/office mission and purpose relating to CE

Align the CE with the faculty statements on CE.

The mission statement/ teaching and/or learning policy or procedure/ community engagement policy etc.).

No subthemes, however evidence of this is the IOP, CE reward policy, service learning guidelines and co-curricular record.

The CE activity management structure reflects its commitment to CE.

At least one member of the management team need expertise in CE or a consultation with an expert.

Specialisation of staff involved.

Letters requesting support from experts.

Subtheme not found and only departments would have evidence of this, although it might be a challenge for certain faculties to have specialised staff in CE, although there is a CEU that provide staff development training.

At least one of the management team member need to keep up to date with the latest developments in community engagement.

Evidence of staff development regarding service-learning/community engagement.

Membership of relevant organisations.

Evidence of attendance of workshops, seminars etc.

Papers read, research articles published.

Description of system.

Subtheme not found, however each department would have record of this.

The allocation of resource to CE reflects the commitment to CE

The allocation of staff hours need to be adequate for CE activity.

Documentation regarding work division/allocation.

Not in subthemes however information collected during the update of CE Database. Accredited CE courses/ modules will have this information recorded in the necessary documentation.

Individuals assigned to the CE programme/ activity need to have adequate training.

Documentation regarding training for particular CE.

Funds allocated to the CE programme/ activity are adequate for implementation.

Financial statements.

Proof of funding.

Not in subthemes however, Information on funding can be found in the database in section D.

Partnerships are designed to be collaborative

Identify appropriate partners that fit the outcomes for CE activity, while also meeting the outcomes, resources and needs of the partners.

Copy of institutional guidelines.

Documents on needs and assets of community partner.

Assessment audit/needs assessment.

Unit standards of specific discipline.

Documents on needs of service partner.

Minutes of meetings.

Needs assessment.

Project Audits.


Approval for project UWC Committee.

Requirements from funder.


(HEQC, 2006)

TABLE 3


Clarification of roles, expectations and benefits.

Partnership committee.

MOU.

Meeting schedule.

Minutes of meeting.

Agreement signed by all partners.

Copy of academic calendar and module syllabus.

Appropriate documentation.

MOU.

Meeting records.

Accredited modules .

Approval of research project by UWC Ethics board.

Approval by UWC Committee.

Planning takes place for implementation of CE activity.

Planning of CE programme/ activity is integral part of the process.

Documents regarding the development/adaptation of the CE.

Minute of planning meetings.

Proposals for CE.

Project proposal.

Research proposals.

Documentation from planning meeting.

Transportation arrangements for placements or participants.


Copies of transport invoices.

Transport arrangement for service learning placements.

Community engagements are scheduled, such as contact sessions and placements is coordinated.

Timetable. Information on schedules and arrangements on ikamva.

Participants /students attendance and involvement are monitored.

Time log/ record form.

Attendance registers.

Evaluation by partners.

Attendance register for community courses.

Audits by funders.

Annual report to funders.

There are certain criteria to participate in the project.

Possible risks and liability issues immanent in the CE are considered.

Institutional risk management policy/ insurance.

Liability documents.

Copy of students indemnity insurance form.


Code of conduct.

Agreements/ contracts.

Guided by policy and procedures.

Available resources (physical space, human resources and operating costs) are identified and planned.

Budget.

Institutional class and venue timetable.

Correspondence with community and service partners(s).


Subtheme not pick up, however the database in section D indicated if a project is funded or not.

(HEQC, 2006)

TABLE 3 Contd.


CE Activity Process Indicators Management of Quality Examples of Evidence UWC Subthemes

If the CE involves teaching and learning then it need the appropriate educational design principles.

Appropriate learning material that is relevant to the African context.

Study material/guides. Accredited course /modules with relevant course material.

Curriculum advisor does checks.


Lecturers are empowered on a continuous basis to facilitate appropriately and effectively.

Description of empowerment structures.

Teachers and tutors need to have appropriate qualifications.

Curriculum advisor does checks.

Accredited modules / courses.

Research related to CE is actively promoted and facilitated.

Research is viewed by staff as an integral part of CE.

Any surveys.

Evidence of such projects that are planned or underway.

Research project proposals.

Reference of research papers/articles/case studies published.

Research proposals.

Research element as part of service learning course.

Research committee approval.

Research project was accepted by UWC Ethics board.

CE is managed, facilitated and coordinated effectively.

Good communication and coordination among all stakeholders involved in the CE activity.

Minutes of meeting and other records of communication.

Verbal feedback.

Written feedback.

Minutes of meeting.

The infrastructure and library resources of the institution/ faculty will show the importance placed on CE.

There are enough books/ journals/ documents related to community engagement in the library.

List of available material. Not picked up in the themes, however as previously indicated CEU has a website with many relevant resources to CE a CE Database. The CEU host a resource center with literature on CE.

Transport to and from the community/ service provider is readily available.

Proof of transport arrangements. Theme not picked up, however many service learning courses publish this information on ikamva.

Sustainable partnerships are maintained.

Communication and transparency are essential mechanisms for sustainable partnerships.

Minute of meeting.

Documents of feedback.

List of contact details.

Verbal feedback.

Written feedback.

Minutes of meeting.

Partners acquire skills and are provided with support to fulfil their commitment to the partnership outcomes.

Program of training sessions.

Invitation to congresses and workshops.

Subtheme not picked up, however there is record of community partners attending conference.

Formal assessment of student learning

Student’s reflection. Time line of reflection activities and feedback.

Journals.

Group discussion.

Reflection report.

Portfolio of evidence.

Reflection and debriefing with field workers.

(HEQC, 2006)


Portfolio and notebooks.

Simulations and role-play.

Written feedback.

Reflection pre, during and post-service experiences.

Students revealed new insights and posed new questions.

Student assessment. Assessment policies of institution and / department.

Evidence of assessment; journals reflection reports; group projects; product of service: care studies: incident reports: class presenta-tions: portfolios.

Assessment memoranda/ rubrics.

Score sheets.

Summary of assessment methods and results.

Written feedback.

Evidence of individual and group supervision.

Calls to site supervisor.

Registered supervisors are always present on site.

Reports from placement super-visors.

Module/ course requirements.

Portfolio of evidence.

Each student will be required to complete and reflect on pre and post self-assessments.

Feedback from placement super-visor.

Internal moderator.

Peer to peer evaluation.

The process is managed.

CE is coordinated. Minutes of meetings.

Mid-term reports.

Research reports.

Annual reports.


Research reports.

Annual reports.

Reports to funder.

CE Output and Impact Indicators Management of Quality Examples of Evidence UWC Subthemes

The impact of CE is monitored and evaluated.

The impact on students, academic staff, department, profession, community, and service provider is assessed.

Likert-type responses.

Focus groups and interviews.

Questionnaires.

Written reflection journals.

Letters from partners.

Publications.

Module evaluation instruments.

Personal portfolio.

Research results.

Surveys feedback.

Questionnaire to participants.

Evaluation questionnaires.

Class reflections.

Reflections from participants.

Online surveys.

(HEQC, 2006)


Partners’ outcomes are assessed. Checklist.

Module evaluations.

Letters of appreciation.

Interviews.

Feedback from participants at the end of the programme.

Follow up and feedback studies programme are monitored over a 2 year period.

The completion of the CE is demonstrated and celebrated.

Appreciation is expressed for all stakeholders, and recognition is given.

Evidence of appreciation function.

Letter of thanks.

Copy of students products.

Certificates of appreciation.

Verbal feedback.

Receive feedback from their stakeholder and partners about the project.

Exchange of Valuable information.

Applicable documents.

Results of research.

Photographs of networking.

Subtheme has not been picked up during the update however, it has been noted by some projects in the database. In particular by research projects.

CE achievements are demonstrated and celebrated.

Photographs and videos/multimedia.

Project presentations.

Press releases.

Letters of thanks.

Publication.

Partnership publications.

Conferences.

Subtheme has not been picked up during the update however; the CE newsletter from issue one to six has evidence of this. Proof of this can also be found on other media source such on Campus as well.

CE Review Indicators Management of Quality Examples of Evidence UWC Subthemes

The CE activity is reviewed in an appropriate manner.

A formalised review the of CE has been developed and implemented.

Written documentation on formalised review cycle.

Review from critics.

Monitoring and evaluation.

End evaluation workshop.

Evaluation and review for improvement takes place.

Evaluation of CE. Student journals.

Mid term/evaluation.

Partner reports.

Financial reports/cost analysis.

Referrals.

Evaluation instrument.

Research proposals.

End of term conversation with Partners.

All module material.

Student survey.

Reflection Reports.

Research proposals.

External evaluation.

Review internal moderator.



Annual reviews on project as funders.

Evaluation of program.

(HEQC, 2006)


Partners’ outcomes are assessed. Checklist.

Module evaluations.

Letters of appreciation.

Interviews.

Feedback from participants at the end of the programme.

Follow up and feedback studies programme are monitored over a 2 year period.

The completion of the CE is demonstrated and celebrated.

Appreciation is expressed for all stakeholders, and recognition is given.

Evidence of appreciation function.

Letter of thanks.

Copy of students products.

Certificates of appreciation.

Verbal feedback.

Receive feedback from their stakeholder and partners about the project.

Exchange of Valuable information.

Applicable documents.

Results of research.

Photographs of networking.

Subtheme has not been picked up during the update however, it has been noted by some projects in the database. In particular by research projects.

CE achievements are demonstrated and celebrated.

Photographs and videos/multimedia.

Project presentations.

Press releases.

Letters of thanks.

Publication.

Partnership publications.

Conferences.

Subtheme has not been picked up during the update however; the CE newsletter from issue one to six has evidence of this. Proof of this can also be found on other media source such on Campus as well.

CE Review Indicators Management of Quality Examples of Evidence UWC Subthemes

The CE activity is reviewed in an appropriate manner.

A formalised review the of CE has been developed and implemented.

Written documentation on formalised review cycle.

Review from critics.


End evaluation workshop.

Evaluation and review for improvement takes place.

Evaluation of CE. Student journals.

Mid term/evaluation.

Partner reports.

Financial reports/cost analysis.

Referrals.

Evaluation instrument.

Research proposals.

End of term conversation with Partners.

All module material.

Student survey.

Reflection Reports.

Research proposals.

External evaluation.

Review internal moderator.



Annual reviews on project as funders.

Evaluation of program.

(HEQC, 2006)

The CE activity/programme is revised where necessary.

Protocol for anticipated problems.

Study guide.

Module outcomes vs programme outcomes.

Plans for the next implementation.

No subthemes, however all accredited modules and registered projects are required to stipulate outcomes and plans for implementation.

The partnership is expanded or terminated.

The future of the partnership is determined.

Closing ritual.

Appropriate documentation.

Minutes of last meeting.

No subtheme found in update, however the CE newsletter and CE database can be used as evidence for these closing rituals, such as graduation of community courses.

(HEQC, 2006)

Discussion CE is very complex because it acquires so many different forms, which

include distance education, community-based research, participatory

action research, professional community service and service learning.

HEQC (2006) describes CE as the combination and integration of

service with teaching and learning (e.g. service- learning) and research

(e.g. participatory action research) in the interest of community

development. The CE database capture a variety of different CE

projects. In the comparison in the table above some of the indicators

did not feature in the subthemes, although there were alternative

resources referenced to find evidence of these indicators. The only

indicator, which might be a challenge “The CE activity management

structure reflects its commitment to CE”, because each department

might not have an expert in CE. However, besides CEU that have

expertise in CE the university had service learning experts in some

faculties.

The question on quality assurance was very broad and participants

could give as much or as little information during the database update.

Secondly, there is no QA for CE and therefore participants had no real

clear guide on what QA measures there were for CE.

Each HEI is responsible for clarifying QA measures for their own

institution in respect of their particular context. This chapter should be

used as an encouragement for further discussions on QA measures for

CE. The second recommendation is to have a sequence of workshops

on QA measures at UWC. The third recommendation is to implement

a research project, which will explore CE QA measures in practice.

Lastly, this overview can be used as a baseline for further conversation

and discussions in developing QA for CE at UWC.


Graduate AttributesGraduate attributes are certain qualities, skills and capabilities, which

are acquired by students while at university. These attributes are

more than the disciplinary knowledge acquired at university. Refers to

qualities that prepare graduates to be responsible citizens in the real

world (As cited by Barrie, 2007).

Student engagement grounded in mutual reciprocity enhances student

attributes and when universities engage with their surrounding

communities, they become part of that community (as cited by Mason

O’Connor et.al. 2011). Community Engagement (CE) should be

encouraged for three main reasons. Firstly, so that universities are not

seen as ivory towers, secondly so that students become responsible

citizens and lastly to provide students with real world experiences (as

cited by Mason O’Connor et.al. 2011). CE during higher education

provide an environment in which attributes can be developed

which become part of the graduate’s identity (Mason O’Connor

et.al. 2011). Learning which occur through real world experience is

rooted in problem-based reflective pedagogies of empowerment,

transformation, critical thinking and social participation (as cited by

Mason O’Connor et.al. 2011).

UWC has developed a Charter of Graduate Attributes that guides the

university in developing the knowledge, skills and competencies of

graduates, which is informed by the Institutional Operating Plan (IOP)

(UWC, 2012). UWC’s Charter of Graduate Attributes, was launched

during the course of the previous IOP and since has been amended to

accommodate the UWC IOP (2016-2020) (UWC, 2017). The Charter

of graduate attributes is a guided framework for faculties and offices

to create opportunities where students are required to actively apply

their knowledge to real-world issues, and for them to connect with

a range of professional, business and social communities outside

the institution (UWC, 2016). Through the IOP, the university has

developed a plan to assist students to develop into responsible citizens

that engages with academic knowledge and learn how to use it to

address the needs of society (UWC, 2016).

Previously the Charter had three attributes in tier one namely:

• Scholarship: A critical attitude towards knowledge:

• Critical Citizenship and Social Good: A relationship and interaction

with local and global communities and the environment:

• Lifelong Learning: An attitude or stance towards themselves:


Now it has a fourth attribute namely:

• Creative and Collaborative Problem Solving: Deep and broad

engagement

Discussion In the data update, we asked participants which of the previous three

attributes was relevant to their projects. Graduate Attribute two is in

four percent more projects than the other two attributes. However,

there was no significant difference in the three attributes among CE

projects.

The scholarship of engagement involves the transformation of

knowledge as opposed to the simple transfer of information from

one learning partner to another (Boyer, 1990). CE activities at UWC

is aligned with the scholarship of engagement, which is linked to the

attainment of graduate attributes (CEU, 2016). The following table 4

will show the alignment of the CEU Model with the amended Charter

of Graduate Attributes.

Above: Graduate Attributes

64

66

68

70

72

74

76

78

80

82

84

71

82

73

■ GRADUATE ATTRIBUTE 1 Scholarship

■ GRADUATE ATTRIBUTE 3 Lifelong Learning

■ GRADUATE ATTRIBUTE 2 Critical Citizenship & The Social Good

FIGURE 6: GRADUATE ATTRIBUTES


UWC GRADUATE ATTRIBUTE TIER ONE

Scholarship: A critical attitude towards

knowledge

Critical Citizenship and Good: A relationship and interaction with local and global communities and

the environment

Lifelong Learning: An attitude or

stance towards themselves

Creative and Collaborative Problem Solving: Deep and broad

engagement

• Scholarly attitude to knowledge

• Actively engage

• Innovative and relevant

• Through Inquiry, critique & synthesis

• Problem solvers

• Application of knowledge

• Engaged

• Committed

• Responsible Citizens

• Construct social justice

• Appreciative of historical contexts and societal conditions

• Leadership and responsible

• Sustainable environment

• Lifelong learners

• Collaborative and individual learning

• Subjective reflection

• Contextualise

• Transparency

• Capacity for self and society

• Creative

• Courageous

• Problem Solvers

• Disciplinary knowledge

• Interdisciplinary endeavours to solve complex problems

CEU SCHOLARSHIPS OF ENGAGEMENTS

Scholarship of Application/Scholarship

of Research

Scholarship of Engagement/Scholarship of Research

Scholarship of Integration/Scholarship of Research

Scholarship of theory and practice/Scholarship

of Research

• Conceptualisation

• Innovative

• Citizenry

• Progressive

• Students equipped for service

• To be sustainable

• Recognition of indigenous knowledge resilience

• Quality assurance

• Monitoring and evaluation

• Research

• A critical attitude towards shared knowledge

• Awareness of cultural contexts and diversity

• Facilitates an enabling environment for sustainable communities

• Incorporates engagement into teaching, theory and practice, integration and

• Research



• Connectedness

• Interdisciplinary

• Contextualise

• Transformative learning

• Synthesis of traditional academia

• Promotion through capacity building

• Mentoring and coaching

• collaboration


• Research

• Transformative learning

• Relevant knowledge

• Partnership

• Citizenry building for the purpose of empowerment

• Connectedness

• Co-creation



• Research

TABLE 4

• (Scholarship of Research)

* Research (Publication, articles and conference presentations)


CE partnershipsUWC is committed to development of new relationships with other

academic and research bodies, government agencies and professions,

as well as actively working towards building partnerships with other

universities, globally and in Africa (UWC, 2016). CE present universities

with the opportunities to develop partnerships for the common good

and these collaborations can provide all stakeholders resources to

address critical issues in local communities (Bringle & Hatcher, 2002).

CEU’s core values are aligned with the values expressed in the mission

and vision of the university.

If we look at the CEU’s values, we can see the importance of

partnership at UWC. The following four CEU values define partnership

for CE at UWC. Firstly, partnerships facilitate collaboration,

reciprocity, sustainability and equity. Secondly, critical citizenship &

civic responsibility (citizenry) is a relationship and interaction with

local and global communities and the environment. Thirdly, social

justice is commitment to acknowledging our past and confronting

issues of oppression, racism and discrimination through developing

sustainable partnership. Lastly, equity is the recognition of the

knowledge inherent within communities and accepting the unique

strengths and shared responsibilities that each partner provides to

enhancing the scholarship of community engagement at UWC. The

CE database offers opportunities to forge links and partnerships

within the institution, but also helps to create partnerships, which can

be extended to other universities and to different communities locally,

nationally and internationally.

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


Figure 5 indicates the following:

7% of the partnerships was with community-based organisations

40% of the partnerships was with educational institutions (schools were placed in this category)

4% of the partnerships was with faith-based organisations

20% of the partnerships was with government agency

12% of the partnerships was with non-government organisations

11% of the partnerships was with non-profit organisation

4% of the partnerships was with businesses

2% of the partnerships was with other partnerships

Discussion The 2017 report distinguished among six different types of CE

partnerships in the database; however, in the 2018 report a seventh

category has been included which is business. This has been included

because of the increase of partnerships with businesses; consequently,

it has the same percentage of partnership as with faith-based

organisations. Previously, the business partnerships were included into

other. Most of the partnerships are with educational institutions and

government agencies. There are 452 partnerships in total across the

seven categories globally.

■ Community based organisation

■ Educational Institution

■ Faith based organisation

■ Government agency

■ Non-government organisation

■ Non-profit organisation

■ Business

■ Other

7%

40%

4%

FIGURE 5

20%

12%

11%

4%2%

UWCCE

Partnerships


The geographical location of partners on the CE database, as shown

in Figure 6, can be summarised as follows:

9% are interdepartmental partnerships at UWC

76% are local partnerships

3% are provincial partnerships

7% are national partnerships

5% are international partnerships

Discussion The data capture from faculties, departments, schools, centres and

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

provincially, nationally and internationally. Similarly, to the previous

report two-thirds of UWC partnerships are in the area surrounding

the university, facilitating UWC’s goal to be an anchor institution in

Cape Town and delivering on the strategic goal of being engaged in

local environment with communities (UWC, 2016). This summary is a

record of the specific CE partnerships the university has both globally

and locally, and does not cover the full number of its engagements

around the world.

■ UWC

■ Local

■ Provincial

■ National

■ International

FIGURE 6

Locationof

Partners

76%

9%5%7%

3%


Map 1 provides a clear indication that UWC has many CE partners

around the globe. They are 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

University of the Western Cape


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


UWC CE monetary value

The Volunteer Investment and Value Audit (VIVA) is a practical

way to assist organisations to calculate the value of volunteering in

organisations (Tice & Salamon, 2000). Replacement cost is one way

to calculate the monetary value of engagement, which refers to the

cost of the engaged person’s function in the organisation if it were

bought on the labour market (Mook, Richmond & Quarter, 2009).

Organisations estimating the value of volunteers simply use a gross

hourly average for the calculations in any particular industrial sector

(Brown, 1999). The average monthly earnings in community, social

and personal service industry (Statssa, 2018) was used to estimate the

hourly (R138) value of engagement for staff, but the average work-

study hourly (R78) rate was used for students.

The calculation of monetary value was included in the report to

demonstrate the impact of CE. It also acknowledges the input of

UWC’s partners involved in curricula based projects. In addition, the

representation of CE hours in monetary value provide an opportunity

for the university to broker equitable partnerships when applying for

funding. This allows the university to calculate the contribution and

depict CE hours in monetary value.

Through 452 documented partnerships, staff have given

7688 hours and students 43398 hours per week. The monetary

value of CE for staff per week was R1 060 944. The monetary

value of CE for students per week was R3 385 044.

Staff’s projected total hours for a 40-week academic year

were estimated at 307520 hours and the monetary value was

R42 437 760. Students’ projected total hours for a 40-week

academic year were estimated at 1735920 hours and the

monetary value was R135 401 760.

(See Figures 7a and b)


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 138 100 R 13 800,00 4000 R 552 000,00

DVC: Academic 138 727 R 100 326,00 29080 R 4 013 040,00

DVC: Research & Innovation 138 317 R 43 746,00 12680 R 1 749 840,00

DVC: Student Development and Support Services

138 824 R 113 712,00 32960 R 4 548 480,00


138 1039 R 143 382,00 41560 R 5 735 280,00

The Faculty of Arts 138 97 R 13 386,00 3880 R 535 440,00

The Faculty of Community and Health Sciences

138 1264 R 174 432,00 50560 R 6 977 280,00

The Faculty of Dentistry 138 248 R 34 224,00 9920 R 1 368 960,00

The Faculty of Economic and Management Sciences

138 424 R 58 512,00 16960 R 2 340 480,00

The Faculty of Education 138 644 R 88 872,00 25760 R 3 554 880,00

The Faculty of Law 138 1320 R 182 160,00 52800 R 7 286 400,00

The Faculty of Natural Sciences 138 684 R 94 392,00 27360 R 3 775 680,00

7688 R 1 060 944,00 307520 R 42 437 760,00

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 702,00 360 R 28 080,00

DVC: Academic 78 176 R 13 728,00 7040 R 549 120,00

DVC: Research & Innovation 78 78 R 6 084,00 3120 R 243 360,00

DVC: Student Development and Support Services

78 18496 R 1 442 688,00 739840 R 57 707 520,00


78 80 R 6 240,00 3200 R 249 600,00

The Faculty of Arts 78 248 R 19 344,00 9920 R 773 760,00


78 17765 R 1 385 670,00 710600 R 55 426 800,00

The Faculty of Dentistry 78 3513 R 274 014,00 140520 R 10 960 560,00


78 20 R 1 560,00 800 R 62 400,00

The Faculty of Education 78 45 R 3 510,00 1800 R 140 400,00

The Faculty of Law 78 715 R 55 770,00 28600 R 2 230 800,00

The Faculty of Natural Sciences 78 2253 R 175 734 90120 R 7 029 360,00

43398 R 3 385 044,00 1735920 R 135 401 760,00

FIGURE 7A: CE monetary value calculation for staff

FIGURE 7B: CE monetary value calculation for students

If monetary value was calculated according to an average salary of academic and support staff. (See Figure 8a)

Thirty percent of a 40hr week for 368 academic staff is 4416 hours of CE and the monetary value of CE per week is R146 6112. The thirty percent projected CE hours for 368 academic staff for a 40-week academic year is 176648hrs and the monetary value is R58 647 136 [mean hourly rate for UWC academic (2017) is R332 per hour].

If monetary value was calculated according to an average salary of support staff. (See Figure 8b)

Thirty percent of a 40hr week for 189 support staff is 2265 hours of CE and the monetary value of CE per week is R231 816. The thirty percent projected CE hours for 189 academic staff for a 40-week academic year is 90600 hrs and the monetary value is R9 422 400 [mean hourly rate for UWC academic (2017) is R332 per hour].


Increase CE Activities to Thirty PercentCEU would like to suggest that faculties strive towards increasing the

percentage of CE activities to thirty percent. It is one of the core pillars

of higher education; secondly, a core function of the university and

thirdly, it is one of the motivations for promotion according to the

appraisal system. Lastly, the National Research Fund (NRF) (2016) has

stated as one of its key 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

engagement”.

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 R1656. 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 ph @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 24 288 332 R 95 616,00 11520 R 3 824 640,00

DVC: Academic 12 48 576 332 R 191 232,00 23040 R 7 649 280,00

DVC: Research & Innovation 12 7 84 332 R 27 888,00 3360 R 1 115 520,00

DVC: Student Development and

Support Services

12 40 480 332 R 159 360,00 19200 R 6 374 400,00

Finance, Innovation, Operations

and Infrastructure (F.I.O.I)

12 25 300 332 R 99 600,00 12000 R 3 984 000,00

The Faculty of Arts 12 6 72 332 R 23 904,00 2888 R 958 816,00

The Faculty of Community and

Health Sciences

12 68 816 332 R 270 912,00 32640 R 10 836 480,00

The Faculty of Dentistry 12 20 240 332 R 79 680,00 9600 R 3 187 200,00

The Faculty of Economic and

Management Sciences

12 11 132 332 R 43 824,00 5280 R 1 752 960,00

The Faculty of Education 12 28 336 332 R 111 552,00 13440 R 4 462 080,00

The Faculty of Law 12 40 480 332 R 159 360,00 19200 R 6 374 400,00

The Faculty of Natural Sciences 12 51 612 332 R 203 184,00 24480 R 8 127 360,00

368 4416 R 1 466 112,00 176648 R 58 647 136,00

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 ph @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 8 96 104 R 9 984,00 3840 R 399 360,00

DVC: Academic 12 11 132 104 R 13 728,00 5280 R 549 120,00

DVC: Research & Innovation 12 54 648 104 R 67 392,00 25920 R 2 695 680,00

DVC: Student Development and

Support Services

12 13 156 104 R 16 224,00 6240 R 648 960,00

Finance, Innovation, Operations

and Infrastructure (F.I.O.I)

12 2 24 104 R 2 496,00 960 R 99 840,00

The Faculty of Arts 12 3 36 104 R 3 744,00 1440 R 149 760,00

The Faculty of Community and

Health Sciences

12 34 408 104 R 42 432,00 16200 R 1 684 800,00

The Faculty of Dentistry 12 0 0 104 R 0,00 0 R 0,00

The Faculty of Economic and

Management Sciences

12 10 120 104 R 12 480,00 4800 R 499 200,00

The Faculty of Education 12 18 216 104 R 22 464,00 8640 R 898 560,00

The Faculty of Law 12 16 192 104 R 19 968,00 7680 R 798 720,00

The Faculty of Natural Sciences 12 20 240 104 R 24 960,00 9600 R 998 400,00

189 2268 R 235 572,00 90600 R 9 422 400,00

FIGURE 8A: If monetary value was calculated according to UWC academic staff

FIGURE 8B: 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

49 partnerships involving 2 units.

Through these partnerships, staff have given 100 CE hours and students have given 9 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 39

Faith-based organisation 0

Government agency 3

Non-government organisation 1

Non-profit organisation 3

Business 0

Other, please specify 2

Community based organisation

Educational institution

Faith based organisation

Government agency

Non-government organisation

Non-profit organisation

Other, please specify

Business

0 5 10 15 20 25 30 35 40

RECTOR


The DVC: Academic office

DVC: ACADEMIC

14 partnerships involving 1 division, 1 center and 1 unit.







Government agency 5



Business 2





Government agency




Business

0 1 2 3 4 5 6 7 8

DVC: ACADEMIC


The DVC: Research and innovation

DVC: RESEARCH AND INNOVATION

8 partnerships involving 1 unit.







Government agency 2



Business 0





Government agency




Business

0 0.5 1 1,5 2

DVC: RESEARCH & INNOVATION


The DVC: Student development and support services

DVC: STUDENT DEVELOPMENT AND SUPPORT SERVICES

33 partnerships involving 1 center and 2 units.







Government agency 5



Business 3





Government agency




Business

0 2 4 6 8 10 12 14

DVC: STUDENT DEVELOPMENT &

SUPPORT SERVICES



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

5 partnerships involving 1 unit.







Government agency 1



Business 3





Government agency




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

10 partnerships involving 3 departments and 1 center.







Government agency 3



Business 0





Government agency




Business

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

FACULTY OF ARTS



THE FACULTY OF COMMUNITY AND HEALTH SCIENCES

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







Government agency 40



Business 1





Government agency




Business

0 10 20 30 40 50 60 70 80 90

FACULTY OF COMMUNITY AND HEALTH SCIENCES


The Faculty of Dentistry

THE FACULTY OF DENTISTRY

8 partnerships involving 2 departments.







Government agency 4



Business 0





Government agency




Business

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

FACULTY OF DENTISTRY



THE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

10 partnerships involving 1 department, 1 school, 1 unit, 1 center and 1 Institute.







Government agency 3



Business 0





Government agency




Business

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

FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES


The Faculty of Education

THE FACULTY OF EDUCATION

26 partnerships involving 2 departments and 1 center.










Business 2





Government agency




Business

0 2 4 6 8 10 12 14

FACULTY OF EDUCATION


The Faculty of Law

THE FACULTY OF LAW

48 partnerships involving 1 center and 2 units.







Government agency 3



Business 6





Government agency




Business

0 2 4 6 8 10 12 14

FACULTY OF LAW


The Faculty of Natural Science

THE FACULTY OF NATURAL SCIENCE

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










Business 0





Government agency




Business

0 2 4 6 8 10 12 14 16 18

FACULTY OF NATURL SCIENCE


ConclusionThe report presented an overview of CE at UWC. It explained the

purpose of the database in the context of UWC, and showed how

it is aligned with the CEU model and illustrated how the CE projects

encompass one or more of the core functions of CE. In addition, the

report included a section on graduate attributes and how it relates

to CE projects. The report highlighted the importance of quality

assurance in CE, with the intention to encourage more conversations

on this topic. Lastly, it reported on the various types of partnerships,

their geographical location and the monetary value of the different

engagements.

The database is a platform, which allows project managers and

coordinators in faculties and offices to share their CE activities with

their colleagues, as well as with all those who have access to it. This

resource should be seen to promote departments, schools, centres

and units. As a baseline document, it is hoped that it will encourage

further discussions about community engagement.


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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Bringle, R. G., & Hatcher, J. A. (2002). Campus–community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503-516.

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http://www.che.ac.za/sites/default/files/publications/Integrated%20Approach%20to%20QA%20by%20the%20CHE%20post-HEQC%20version%2019092017%20%28002%29.pdf

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GlossaryCommunity based organisation (CBO)

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

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

neighbourhoods. Some organisations register as voluntary associations (U.S. Department of Transportation, 2018).

Educational Institution

A place where people gain an education and it 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 (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)

Is 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 are usually driven by people with a common

interest and provide a variety of service and humanitarian functions (Introduction to Non-Government Organisations

and Their Management (2018, October 17).

Non-profit organisation (NPO)

A NPO are dedicated to furthering a particular social cause or advocating for a shared point of view. The organisation

is governing structure 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, whereby goods

or services are exchanged for one another or for money to make a profit. (Journal of Business & Financial Affairs,

2018).

Thank you, to all who have contributed.

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