Community Engagement (CE) Database Report - uwc.ac.za Database Report.pdf · Research, DVC Student Development and Support, ... 83. Training of social workers ... 1. Database Report

CommunityEngagement (CE)

Database Report

2 Database Report 2017

Contents

1. Introduction 4

Background and context 4

2. CE Database in the UWC context 5

The CE database 5

CE projects in faculties and offices 5

3. The database in the context of CE model 15

UWC CE projects are linked to Boyer’s

Scholarship of Engagement 15

4. University core functions 18

CE core function 18

CE core function 19

5. CE partnerships 23

Types of partnerships in the database 20

Geographical location of partners on database 21

Map 1. UWC CE globally 23

Map 2. CE partnerships in the United

States of America 24

Map 3. CE partnerships in Europe 25

Map 4. CE partnerships in Africa 25

Map 5. CE partnerships in Southern Africa 26

Map 6. CE partnerships in South Africa 26

Map 8. CE partnerships in the City of

Cape Town 27

Map 7. CE partnerships in the Western Cape 27

UWC CE monetary value 28

A summary the partnerships and engagement

hours per week for 30

The Rector’s office 30

The DVC: Academic office 31

The DVC: Research & innovation 32

The DVC: Student development and support

services 33

The Faculty of Arts 34

The Faculty of Community and Health Sciences 35

The Faculty of Dentistry 36

The Faculty of Economic and Management

Sciences 37

The Faculty of Education 38

The Faculty of Law 39

The Faculty of Natural Science 40

Conclusion 41

Reference 42

3Database Report 2017


1. IntroductionThe University of the Western Cape (UWC) Community Engagement

(CE) database was launched in December 2014. It highlights

information relating to CE projects in faculties, schools and support

units at the university. It contains projects across the UWC campus

and offers access to over one hundred UWC CE projects. The database

is accessible to everyone both on and off campus. All UWC staff can

access it by logging in with their Novell user name and password,

while anyone else can access it simply by registering as a new user.

Background and contextIn 2010, the UWC celebrated fifty years as a higher education

institution. In these fifty years,the university has grown from its

humble beginnings to the vibrant environment of today, hosting

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

Each of these entities responds to the institution’s vision and mission.

They include a wide range of CE activities facilitating community

development in one form or another.

The university has grown to such an extent that units within faculties

are often unaware of each other’s engagements, where they take

place, or what their key objectives are in being involved in community

development projects. While there was already an abundance

of CE knowledge and a wide range of projects at UWC, 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.

A knowledge management and sharing system for CE was clearly a

necessity at UWC.

The Community Engagement Unit (CEU), in partnership with the

Centre for Innovative Educational and Communication Technologies

(CIECT) within the Office of Deputy Vice Chancellor (Academic),

were therefore tasked with undertaking a special project on the

identification of CE activities across the UWC. The information

gathered was developed into a database which gives a brief overview

of each project and which can be accessed through the CE website or

by using the link https://ceudatabase.uwc.ac.za/portal

In effect, the aim of the CE database was to develop a resource bank

based on the collected information, highlighting the purposes of the

university’s CE activities. It also facilitates partnerships, optimises the

use of resources, and identifies placement sites which could enhance

CE delivery as it seeks to align with the vision and mission of the

university.


2. CE database in the UWC context

The CE database both captures information and provides it on CE

projects, sourced from the office of the Rector, DVC Academic, DVC

Research, DVC Student Development and Support, and all seven

faculties. However, it is important to note that projects can only be

captured on the database if project 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 activities.

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

■ 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

■ Rector

■ DVC: Academic

■ DVC: Research & Innovation

■ DVC: Student Development and Support Services

UWCCE Projects

97

25%

2%

12%

7%4%

13%

8%

9%

3%

10% 7%

FIGURE 1


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

and indicates the following:

8% of CE projects were from the Office of Rector

9% of CE projects were from the Office of DVC: Academic

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

Research & innovation

10% of CE projects were from the Office of DVC: Student

Development & Support Services

7% of CE projects were from the Faculty of Arts

25% of CE projects were from the Faculty of Community and

Health Science

2% of CE projects were from the Faculty of Dentistry

12% of CE projects were from the Faculty of Economic and

Management Sciences

7% of CE projects were from the Faculty of Education

4% of CE projects were from the Faculty of Law

13% of CE projects were from the Faculty of Natural Sciences

SummaryAs indicated in figure 1, 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 involve a community orientated component.

In addition, Figure 1 also indicates that the Faculty of

Dentistry has the least number of projects captured; however, this

only indicates the number of projects captured, not the number of

engagements in which the faculty was involved. This is better reflected

in the summary of the partnerships and engagement hours section of

the report.


FACULTY OR OFFICE DEPARTMENT, DIVISION OR UNIT PROJECT NAME NO.

Rector Centre for the Performing Arts (CPA) 1. Community music

2. UWC Chamber choir (ended)

3. UWC Wind Orchestra (ended)

4. UWC Jazz Combo

4

HIV and AIDS Programme 5. USAID HIV Aids prevention

6. HIV and Aids Health Wise

7. HIV Aids and Me

8. Annual Youth Indaba

4

DVC: Academic CIECT 9. Digital Inclusion eCentre

Management Programme

10. Design an instructional event

2

CEU 11. Brief Intervention and Fetal Alcohol Syndrome

12. Collaboration for Health Equity Education Research (CHEER) (ended)

13. International Community Leadership Development Programme

(ICLDP)

14. Substance Abuse Project

15. Theewaterskloof (TWK) Partnership

5

Division of Life Long Learning (DLL) 16. Recognition of Prior Learning (RPL): Alternative access to undergraduate study

1

DVC: Research & Innovation Gender Equity Unit 17. Edudrama Programme

18. LoudEnuf LGBTI Documentary

19. Out & About@UWC: `Creating a safe and inclusive campus’

3

DVC: Student Development & Support Services

Centre for Student Support Services

(CSSS)

Leadership & Responsibility

20. The Advanced Leadership Programme (ALP)

21. The Emerging Leadership Programme (ELP)

22. Enactus

3

Office for Academic Support 23. Peer Mentoring Programme

24. Graduate Development Programme

2

Residential Services

Reslife

25. Academic support unit

26. First years first adjustment Series

27. Skills Resource Exchange Programme

28. UDUBS Got Talent

29. Student Leadership Community Engagement

5

TABLE 2. Database list 2016


The Faculty of Arts Departement van Afrikaans en Nederlands

30. Supporting creative writing

( Currently not active)

1

Department of Library and

Information Science

31. City of Cape Town continuous professional development for librarians

32. Preservation management workshop

2

Department of Religion andTheology

33. Programme for Lay Theological Education (PLATE)

1

Women and Gender Studies 34. ICTs and Women's Political Participation (ended)

1

The Centre for Humanities Research 35. Dullah Omar Centre

36. The Factory of the Arts

2

The Faculty of Community and Health Sciences

Department of Dietetics 37. Community Nutrition 402 Internship

1

Department of OccupationalTherapy

38. Cape Metro Health – Mental Health Support Programme (not active)

39. Fisantekraal – Community development projects

40. Health Promoting Schools (not active)

41. Ikamva Labantu Youth Development Programme (not active)

4

Department of Physiotherapy 42. Two Oceans Academy Outreach 1

Department of Psychology 43. A community’s participation in the development of a community-based substance abuse intervention

44. Exploring the effects of prenatal

methamphetamine exposure on the development of children

45. Inclusive identity across cultures

46. Reducing substance abuse in Vredendal

47. Sports skills for life

48. Substance abuse research

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

50. The development and validation of a

measure of associated factors

8

Department of Social Work 51. 2nd Year Fieldwork Programme

52. Fourth Year BSW Student Practice

53. Intermediate Fieldwork (student placements)

54. Vredendal North, Family Resilience Project

55. Theewaterskloof (TKW) Project (not active)

5

Interdisciplinary Centre forExcellence for Sports Science andDevelopment (ICESSD)

56. Sport and Recreation for Community 1

TABLE 2. Database list 2016 contd.


Interprofessional Education Unit 57. IHP community placement and community engagement research

58. Interdisciplinary health promotion

59. Interprofessional service learning

3

School of Nursing 60. Gender-Based Violence Service- Learning Project

1

School of Natural Medicine 61. Community Engagement Project 1

The Faculty of Dentistry Department of Community OralHealth

62. Dental outreach 1

Department of Oral Hygiene 63. Oral hygiene 1

The Faculty of Economic andManagement Sciences

The African Centre for Citizenshipand Democracy (ACCEDE)

64. Surveys liaising with CBOs 1

Department of Political Studies 65. Collaboration with the Catholic Parliamentary Liaison Office

1

Institute for Social Development 66. A programme of action research into gender-based violence67. Sir Lowry's Hospice & Street Children's Project (move to civic engagement)

68. Someleze

69. Stellenbosch Sport Empowerment Programme (move to civic engagement)

4

Institute for Poverty, Land andAgrarian Studies (PLAAS)

70. Commercialisation of land and land grabbing

71. Enhancing contributions of inland fisheries to rural livelihoods

72. Supporting smallholders in commercial agriculture

3

School of Business and Finance 73. Organic food garden 1

Student Enrolment ManagementUnit (SEMU)

74. SEMU/EMS Mathematics Saturday Tutorial Programme

1

The Faculty of Education Community Law Centre 82. Engagement with policy on human rights and governance

83. Training of social workers (ended)

2

Social Law Project 84. Empowerment of precarious workers

85. Domestic workers

2



The Faculty of

Natural Sciences

Department of Computer Science 86. Deaf communications

87. Rural telephony

2

Nature Reserve 88. Outreach Greening Programme

89. Environmental education

90. Research support

3

Agriculture Research Council (ARC) 91. Climate change knowledge and adaptations among livestock farming communities in the Northern and Western Cape Provinces (ended)

1

Department of Mathematics 92. Teacher Enrichment Course (FET Mathematics)

1

Department of Statistics and

Population Studies

93. Maths4Stats (ended) 1

School of Pharmacy 94. School health care

95. Environmental health

96. Clinical skills development

97. Pharmaceutical care

4


FACULTY OR OFFICE DEPARTMENT, DIVISION OR UNIT PROJECT NAME

Rector HIV and AIDS Programme 1. Truancy Programme

2. Healthwise Zambia

4

DVC: Student Development &Support Services

CSSSOffice for Academic Support

3. The Personal Mastery and Empowerment 1

The Faculty ofNatural Sciences

ARC 4. Assessing the drivers of livestock production in communal areas in Northern Cape

1

TABLE 3. CEU Projects 2017


DATABASE DATA COLLECTION 2014 DATABASE DATA COLLECTION 2016

Rector

CPA

• Community Music

HIV and AIDS Programme

• USAID HIV Aids Prevention

• HIV and Aids_Health Wise

• HIV Aids and Me

4 Rector

CPA

• UWC Chamber choir

• UWC Wind Orchestra

• UWC Jazz Combo

HIV and AIDS Programme

• Annual Youth Indaba

4

DVC: AcademicCIECT

• Digital Inclusion eCentre Management Programme• Design an Instructional Event

CEU• Brief Intervention and Fetal Alcohol Syndrome

• CHEER

• Substance Abuse Project

• TWK Partnership

DVC: Academic

CEU

• ICLDP

DLL

• RPL: Alternative Access to Undergraduate study

2

DVC: Research & Innovation Gender Equity Unit • Edudrama Programme

• LoudEnuf LGBTI Documentary

• Out & About@UWC: “Creating a safe and inclusive campus

3

DVC: Student Development & Support Services

CSSS

Leadership & Responsibility

• ALP

• ELP

The Hague Tutoring Project removed as it no longer exists

Sports Administration Department Sports development was removed as it no longer exists

2 DVC: Student Development &Support ServicesCSSSLeadership & Responsibility

• Enactus

Office for Academic Support• Peer Mentoring Programme

• Graduate Development Programme

Residential ServicesReslife

• Academic Support Unit

• First Years First Adjustment Series

• Skills Resource Exchange Programme

• UDUBS Got Talent

• Student Leadership Community Engagement

8

TABLE 4. Comparison between the Database in 2014 and 2016


The Faculty of Arts

Departement van Afrikaans en Nederlands

• Supporting creative writing

Department of Religion and Theology

• PLATE

Women and Gender Studies

• ICTs and women's political participation

3 The Faculty of Arts

Department of Library and information science

• City of Cape Town continuous professional development for librarians

• Preservation management workshop

The Centre for Humanities Research

• Dullah Omar Centre

• The Factory of the Arts

4


Department of Occupational Therapy

• Cape Metro Health – Mental Health Support Programme

Department of Physiotherapy

• Two Oceans Academy Outreach

Department of Psychology

• Substance abuse research

• Reducing substance abuse in Vredendal

Department of Social Work

• Fourth year BSW student practice

• Intermediate fieldwork (student placements)

• Vredendal North, Family Resilience Project

• TKW Project

The Diatesda Oiknonia Welfare Project was removed as it no longer exists

ICESSD

• Sport and recreation for community development

Interprofessional Education Unit

• IHP community placement and community engagement research

• Interdisciplinary health promotion

• Interprofessional service learning

School of Nursing

• Gender-Based Violence Service-Learning Project

School of Natural Medicine

• TWK community engagement project

14 The Faculty of Community and Health Sciences

Department of Occupational Therapy

• Cape Metro Health – Mental Health Support Programme

• Fisantekraal – Community development projects

• Fisantekraal – Community development projects

Department of Psychology

• A community’s participation in the development of a community-based substance abuse intervention

• Exploring the effects of prenatal methamphetamine exposure on the development of children

• Inclusive identity across cultures

• Sports skills for life

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

• The development and validation of a measure of associated factors

Department of Social Work

• 2nd Year fieldwork programme

10

The Faculty of Dentistry

Department of Community Oral Health

• Dental outreach

Department of Oral Hygiene

• Oral hygiene

2

TABLE 4. Comparison between the Database in 2014 and 2016 contd.


The Faculty of Economic and Management Sciences

ACCEDE

• Surveys liaising with CBO’s

Department of Political Studies

• Collaboration with the Catholic Parliamentary

Liaison Office

SEMU

• SEMU/EMS Mathematics Saturday

Tutorial Programme

3 The Faculty of Economic and Management Sciences

Institute for Social Development

• A programme of action research into

gender-based violence

• Sir Lowry's Hospice & Street Children' Project

• Someleze

• Stellenbosch Sport Empowerment Programme

PLAAS

• Commercialisation of land and land grabbing

• Enhancing contributions of inland fisheries to rural livelihoods

• Supporting smallholders in commercial agriculture

School of Business and Finance

• Organic food garden

8

The Faculty of Education UWC-SLCA

• Construction of UWC Science Learning Centres (laboratorium)

• FET and GET training in science education

• Science competition

• Upgrading of science educators in the Eastern

Cape

4 The Faculty of Education UWC-SLCA

• DST National Science Week

• Women in mathematics

Educational Psychology

• Teacher Well-Being Project

3

The Faculty of LawCommunity Law Centre

• Engagement with policy on human rights and governance

• Training of social workers

Social Law Project

• Empowerment of precarious workers

3 The Faculty of LawSocial Law Project

• Domestic workers

The Faculty of Natural Sciences

Department of Computer Science

• Deaf Communications

• Rural Telephony

Department of Mathematics

• Teacher Enrichment Course (FET Mathematics)

Department of Statistics and Population Studies

• Maths4Stats

School of Pharmacy

• Service learning (this has been expanded to what we see in 2016)

The Faculty of Natural Sciences

Nature Reserve

• Outreach Greening Programme

• Environmental Education

• Research Support

ARC

• Climate change knowledge and adaptations amongst livestock farming communities in the Northern and Western Cape Provinces

School of Pharmacy

• School Health Care

• Environmental Health

• Clinical skills development

• Pharmaceutical Care

TOTAL 46 TOTAL 51

TABLE 4. Comparison between the Database in 2014 and 2016 contd.


SummaryTable 2 is a list of the projects from 2016. It gives project names and

the relevant departments, centres, schools and units. In addition, it

records information on which projects have ended or are inactive. Four

new CE projects have been added to the database in 2017 (Table 3); a

few, however, are still outstanding. Finally, in 2016, the CE database

increased from forty-six to ninety-seven projects,while in 2017 four

more were included, bringing the total to one hundred and one. Since

its inception in 2014, there has been a 54% increase in the number of

projects captured on the CE database.

This increase in the number of captured projects may be due to

the method of collecting information. In 2014, data were collected

via Survey Monkey, an online platform. A few challenges were

experienced with this method, among them a lower intake of data,

which is a known weakness of surveys. Some questionnaires were

incomplete. Other problems were related to the actual programme

(Survey Monkey), for example that only one survey could be completed

per computer; thus, if participants had more than one CE activity they

would need to complete every questionnaire on a different computer.

Since 2016, the method of collecting information has changed, from

an online platform to face-to-face and telephonic interviews for those

participants who could not meet. If needed,further communication

by email was encouraged. Another method was to ask participants to

send documentation, such as reports of relevant CE activities, so that

CEU could capture the information. This seems to have increased the

number of projects captured on the database.

Tables 2, 3 and 4 only represents projects captured in the database


3. The database in the context of the CE modelThe process of CE involves an evolution and transformation of

knowledge, as opposed to the simple transfer of information from

one learning partner to another (Boyer, 2008). The CEU presented this

model as a theoretical framework for the CE activities at UWC. The

CEU researched various CE models, to find one which best suited UWC.

Boyer’s model was adopted because it closely matched the vision and

mission of UWC. There may yet be challenges, such as ensuring co-

creation and equity, but these should be seen as leading to discussions

on how best to integrate the model. 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 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


SCHOLARSHIP PRACTICE

1. SCHOLARSHIP OF ENGAGEMENT • Engagement through database with different departments and units at the university by collecting data for the formulation of database.

• Engagement through database and website with campus community and broader community by allowing access to information.

• The CE database allows campus community and broader community to be involved with projects in which the different departments and units are currently engaged.

2. SCHOLARSHIP APPLICATION • Using the database, CEU facilitates sustainable communities by providing information to the campus community and the broader community on a variety of different projects, on and off campus, run by the different departments and units at UWC. For example, people could request information from the database for research or to connect with others engaged in similar projects.

3. SCHOLARSHIP OF THEORY AND PRACTICE

• The partnership between CEU and CIECT promotes active citizenship through the database.

• CIEST supports CEU in maintenance of the database and with any technical issues.

• The partnerships which CEU has built through the database with participants, such as the different departments, schools, centres and units who still contribute to the continuous development and maintenance of the database

4. SCHOLARSHIP OF INTEGRATION AND APPLICATION

• The database needs continuous updating, both by adding relevant information and by improving the platform.

• Allows CE involvement to be promoted, recognised and peer-reviewed through sharing information

5. SCHOLARSHIP OF RESEARCH • Research was used to compile information in the development of the CE database.

• When users draw on the database as a resource for research.

• Through the data collection process it has the ability to report on CE hours.

TABLE 5: CE database as a niche CE Scholarship of Engagement initiative


16 % of the projects are aligned with the

scholarship of research

25% of the projects are aligned with the

scholarship of integration


scholarship of theory and practice


scholarship of application


scholarship engagement

SummaryTable 3 demonstrates how the database falls within the CEU model.

Figure 3 further indicates a linkage between the CE projects and the

scholarship of engagement. UWC CE projects are thus aligned with

the CEU model.

Above: UWC CE projects are linked to Boyer’s Scholarship of Engagement

■ Scholarship of research

■ Scholarship of integration

■ Scholarship of theory

■ Scholarship of application

■ Scholarship of engagement

FIGURE 3

Scholarships

16%22%

14%

23%

25%


4. University core functionsThe White Paper for Post-School Education and Training (2013)

acknowledges the difficulty of defining CE, since it is such a complex

issue. Its complexity lies in the many different forms it takes. It is found

in research, teaching and learning programmes, including formal and

informal academic work (Higher Education and Training, 2013). Prof.

Tyrone Pretorius, Rector and Vice Chancellor,clarified the role of CE at

UWC when he said: ‘In order for research and teaching and learning

to be functionally interdependent, UWC would continue these two

core functions in the context of CE.’ This section of the report will

demonstrate this in the context of UWC.

SummaryIn this section the database shows how the CE projects are linked

to one or more of the core functions (Figure 4). In addition,Table 5

gives a breakdown of how many projects are linked to one or more

core function in each office or faculty. It was summarised using

the information from the 97 projects at the end of 2016. Of these,

there were 14 projects for which data for this particular section were

missing.

CoreFunctions

18%

37%

45%

■ Teaching and learning

■ Research

■ Community Engagement

FIGURE 4

Above: CE Core function


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

Projects linked to core function

RECTORTeaching and learningResearchCommunity engagement

621

DVC: AcademicTeaching and learningResearchCommunity engagement

896

DVC: Research & InnovationTeaching and learningResearch

21

DVC: Student Development and Support ServicesTeaching and learningCommunity engagement

73

The Faculty of ArtsTeaching and learningResearchCommunity engagement

451

The Faculty of Community and Health SciencesTeaching and learningResearchCommunity engagement

17176

The Faculty of DentistryTeaching and learningResearch

21

The Faculty of Economic and Management SciencesTeaching and learningResearchCommunity engagement

162

The Faculty of EducationTeaching and learningResearchCommunity engagement

631

The Faculty of LawTeaching and learningResearchCommunity engagement

341

The Faculty of Natural ScienceTeaching and learningResearchCommunity engagement

854

TABLE 5: CE Core function


5. CE partnershipsAs a higher education institution, UWC can boast sizeable assets in

terms of its knowledge of community engagement. However, in a

South African context of transformation, at a time of global economic

recession, there is a serious need for such assets to be shared, so

that limited or minimal resources maybe optimally utilised. 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.

16%

26%

33%UWC

CEPartnerships

■ Community based organisation

■ Educational Institution

■ Faith based organisation

■ Government agency

■ Non-government organisation

■ Non-profit organisation

■ Other

FIGURE 5

Above: Types of partnerships in the database

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

3%

9%

8%5%

FIGURE 6

76%

5%

9%

6% 4%


Figure 5 indicates the following:

8% of all the projects had partnerships with community-basedorganisations

33% of all the projects had partnerships with educational

institutions (schools were placed in this category)

3% of all the projects had partnerships with faith-basedorganisations

26% of all the projects had partnerships with a government agency

16% of all the projects had partnerships with non-government organisations

9% of all the projects had partnerships with a non-profit organisation

5% of all the projects had other partnerships

SummaryThe various offices and faculties represented in the database reported

521 community partnerships for year-end 2016. According to Figure

5, a third of UWC partnerships are with other educational institutions

and a quarter with government agencies.

■ UWC

■ Local

■ Provincial

■ National

■ International

Above: Geographical location of partners on

the database

Location of

Partners


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

in Figure 6, can be summarised as follows:

4% are interdepartmental partnerships at UWC

76% are local partnerships

5% are provincial partnerships

9% are national partnerships

6% are international partnerships

Summary

As seen in the partnerships captured in the database, faculties,

departments, schools, centres and units have all been engaged within

UWC, as well as locally, provincially, nationally and internationally.

Two-thirds of UWC partnerships are in the area surrounding the

university, facilitating UWC’s strategic goal of developing the campus

and surrounding areas. 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.


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 (Map 2)

• Europe (Map 3)

• Africa (mostly Southern Africa) (Maps 4 and 5)

• South Africa (Local, provincial and national) (Maps 6, 7 and 8)

(See maps on pages 29 and 30)

Top: Map 1. UWC CE globally


Top: Table 6. Map ledgerBottom: Map 2. CE partnerships in the United States of America

ICON ORGANISATIONS/INSTITUTIONS

Primary and High School

Universities and other Higher Institutions

Faith-Based Organisations

Government Departments

Library

Law Enforcement/Correctional Services

Clinic/Community Health Centre

Hospital

Non-Profit Organisation

Businesses

Hotel

Community-Based Organisation

Non-Government Organisation


Top: Map 3. CE partnerships in EuropeBottom: Map 4. CE partnerships in Africa


Top: Map 5. CE partnerships in Southern AfricaBottom: Map 6. CE partnerships in South Africa


Top: Map 7. CE partnerships in the Western CapeBottom: Map 8. CE partnerships in the City of Cape Town


UWC CE monetary value

The following section highlights the amount of time engaged in CE

projects and summarises the partnerships and engagement hours for

each office and faculty.

The Volunteer Investment and Value Audit (VIVA) was developed to

calculate the value of volunteering in organisations, as a practical

concept rather than a methodological one (Tice & Salamon, 2000).

One of the approaches used to calculatethe monetary value of

engagement is based on replacement cost. This 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). In addition,

organisations estimating the value of volunteers simply use a gross

hourly average for the calculations in any particular industrial sector

(Brown, 1999).

In this report, the replacement cost approach was applied to the time

spent by staff and students in community engagement activities. The

average monthly earnings in the social and personal service industry

(Statssa, 2017) was used to estimate the value of engagement for

staff, but the average work-study 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.

Through 521 documented partnerships, staff have given

7549 hours and students 37569 hours per week. The monetary

value of CE for staff per week was R958 723. The monetary

value of CE for students per week was R2 930 382.

Staff’s projected total hours for a 45-week academic year

were estimated at 359275 hours and the monetary value was

R42 376 090. Students’ projected total hours for a 45-week

academic year were estimated at 169 06 05 hours and the

monetary value was R131 867 190.

(See Figures 6a and b)


Estimated hourly rate(Community, social &

personal service industry,November 2016)

Staff Total weeklyengagement hours

Total monetary value per week

Total projected engagement hours

per year

Projected monetaryvalue for full

academic year

127 635 R 80 645,00 28575 R 3 629 025,00

127 1606 R 203 962,00 72270 R 9 178 290,00

127 16 R 2 032,00 720 R 91 440,00

127 1527 R 193 929,00 68715 R 8 726 805,00

127 245 R 31 115,00 11025 R 1 400 175,00

127 800 R 101 600,00 36000 R 4 572 000,00

127 166 R 21 082,00 7470 R 948 690,00

127 355 R 45 085,00 35545 R 4 514 215,00

127 516 R 65 532,00 23220 R 2 948 940,00

127 1114 R 141 478,00 50130 R 6 366 510,00

127 569 R 72 263,00 25605

7549 R 958 723,00 359275 R 42 376 090,00

The average monthly earnings in the social & personal service industry (Statssa, 2017) was used as a value of engagement estimate for staff

Estimated hourly rate(Community, social &

personal service industry,

November 2016)

Students Total weeklyengagement hours

Total monetary value per week

Total projected engagement hours

per year

Projected monetaryvalue for full

academic year

78 8 R 624,00 360 R 28 080,00

78 208 R 16 224,00 9360 R 730 080,00

78 140 R 10 920,00 6300 R 491 400,00

78 21604 R 1 685 112,00 972180 R 75 830 040,00

78 8 R 624,00 360 R 28 080,00

78 5309 R 414 102,00 238905 R 18 634 590,00

78 6812 R 531 336,00 306540 R 23 910 120,00

78 60 R 4 680,00 2700 R 210 600,00

78 0 R – 0 R –

78 0 R – 0 R –

78 3420 R 266 760,00 153900 R 12 004 200,00

37569 R 2 930 382,00 1690605 R 131 867 190,99

The average work-study rate was used as a value of engagement estimate for staff students

FIGURE 6A: CE monetary value calculation for staff

FIGURE 6B: CE monetary value calculation for students


A summary the partnerships and engagement hours per week for the Rector’s Office

The summary only represents information captured

RECTOR

89 partnerships involving 2 units.

Through these partnerships, staff have given 635 CE hours and students have given 8 CE hours per week.

The CE projects were linked to the following partnerships.

Type of partnership Number of projects

Community-based organisation 9

Educational institution 68

Faith-based organisation 0

Government agency 5

Non-government organisation 3

Non-profit organisation 4

Other 0

Communitybased

organisation

9

Educationalinstitution

68

Faith-basedorganisation

0

Governmentagency

5

Non-governmentorganisation

3

Non-profitorganisation

4

Other, pleasespecify

0

0

10

20

30

40

50

60

70

RECTOR


The DVC: Academic office


DVC: ACADEMIC

10 partnerships involving 3 units.







Government agency 6



Other 1

Communitybased

organisation

0


2


0

Governmentagency

6


0


1


1

0

1

2

3

4

5

6

DVC: ACADEMIC


The DVC: Research and innovation

DVC: RESEARCH AND INNOVATION

9 partnerships involving 1 unit.







Government agency 2



Other 3


Communitybased

organisation

0


2


0

Governmentagency

2


1


1


3

0

0,5

1

1,5

2

2,5

3

DVC: RESEARCH & INNOVATION


The DVC: Student development and support services

DVC: STUDENT DEVELOPMENT AND SUPPORT SERVICES

10 partnerships involving 1 centre and 1 unit.







Government agency 1



Other 0


Communitybased

organisation

0


7


0

Governmentagency

1


2


0


0

0

10

20

30

40

50

60

70

DVC: STUDENT DEVELOPMENT AND SUPPORT SERVICES


The Faculty of Arts

THE FACULTY OF ARTS

10 partnerships involving 5 departments and 1 centre.







Government agency 3



Other 2

Communitybased

organisation

0


2


2

Governmentagency

3


0


1


2

0

0,5

1

1,5

2

2,5

3

THE FACULTY OF ARTS


Communitybased

organisation

16


44


3

Governmentagency

39


46


23


3

0

5

10

15

20

25

30

35

40

45

50

THE FACULTY OF COMMUNITY AND HEALTH SCIENCES




THE FACULTY OF COMMUNITY AND HEALTH SCIENCES

174 partnerships involving 5 departments, 2 schools and 2 units.







Government agency 39



Other 3

Communitybased

organisation

0


7


0

Governmentagency

6


4


0


0

0

1

2

3

4

5

6

7

THE FACULTY OF DENTISTRY



The Faculty of Dentistry

THE FACULTY OF DENTISTRY

17 partnerships involving 2 departments.







Government agency 6



Other 0


The Faculty of Economic and Management Sciences

THE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

22 partnerships involving 1 department, 1 centre, 2 Institutes, 1 school and 1 unit.







Government agency 2



Other 3


Communitybased

organisation

0


4


2

Governmentagency

2


4


7


3

0

1

2

3

4

5

6

7

THE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES


The Faculty of Education

THE FACULTY OF EDUCATION

22 partnerships involving 1 department and 1 centre.

Through these partnerships, staff have given 516 CE hours, while no CE hours have been captured for students.






Government agency 7



Other 5


Communitybased

organisation

0


8


0

Governmentagency

7


2


0


5

0

1

2

3

4

5

6

7

8

THE FACULTY OF EDUCATION


The Faculty of Law

THE FACULTY OF LAW

29 partnerships involving 1 centre and 1 unit.

Through these partnerships, staff have given 1114 CE hours, while no CE hours have been captured for students.






Government agency 7



Other 5


Communitybased

organisation

0


6


0

Governmentagency

7


15


1


0

0

2

8

6

4

12

10

16

14

THE FACULTY OF LAW

Communitybased

organisation

10


21


0

Governmentagency

59


3


6


2

0

10

20

30

40

50

60

THE FACULTY OF NATURAL SCIENCE



The Faculty of Natural Science

THE FACULTY OF NATURAL SCIENCE

101 partnerships involving 4 departments and 1 school.







Government agency 59



Other 2


ConclusionThis report reviewed the original need for the UWC CE database and

looked at how it was created. It explained the purpose of the database

in the context of UWC, and showed how it is aligned with the CEU

model, making it one of the niche initiatives of the CEU. It illustrated

how the CE projects encompass one or more of the core functions of

the university. Finally, 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 thosewho have access to it. This

report, like the database, should be seen as a resource, to promote

the departments, schools, centres and units of UWC. As a baseline

document, it is hoped that it will encourage further discussions about

community engagement.


ReferenceBrown, E. (1999). Assessing the value of volunteer activity. Non-profit and voluntary sector quarterly, 28(1), 3-17.

Mook, L., Richmond, B. J., & Quarter, J. (2009). Calculating the value

of volunteer contributions for financial statements. The Philanthropist, 18(1), 71-83.

Statssa (2017) Quarterly Employment Statistics (QES). Retrieved from www.statssa.gov.za

Tice, H. S., & Salamon, L. M. (2000, August). The handbook of

non-profit institutions in the system of national accounts: an

introduction and overview. In 26th General Conference of the International Association for research in income and wealth, Cracow, Poland (Vol. 27).

Documents

Community Engagement (CE) Database Report - uwc.ac.za Database Report.pdf · Research, DVC Student Development and Support, ... 83. Training of social workers ... 1. Database Report