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Creating Systemsto Support Outreach Scholarship
Patricia Book, Kent State UniversityHiram Fitzgerald, Michigan State UniversityGinny Horvath, Kent State UniversityLorilee Sandmann, University of Georgia
Preconference WorkshopOutreach Scholarship ConferencePennsylvania State UniversityOctober 3, 2004
Workshop
• What does an engaged institution looklike?– Systems– Alignment– Toward a conceptual model/framework
• What has moved us along—caseexamples
• What will move your institutions along• Resources
An Engaged Institution
• is fully committed to direct, two-wayinteraction with communities and otherexternal constituencies through thedevelopment, exchange, and applicationof knowledge, information and expertisefor mutual benefit.
» Stepping Forward As Stewards of Place, AASCU,2002
Properties of Systems
• “A regularly interacting or interdependentgroup of elements forming a unified wholeworking toward achievement of a goal.”
• Input, transformations, outputs• Boundaries• Feedback• Multifinality and equifinality• Alignment
DiagnosingOrganizational Systems
• The key to effective diagnosis is…– Know what to look for at each
organizational level
– Recognize how the levels affect each other
Organization-LevelDiagnostic Model
Inputs
Technology
Strategy Structure
HR Measurement Systems Systems
GeneralEnvironment
IndustryStructure
Design ComponentsC
ulture
Organization
Effectiveness
Outputs
Cummings &Worley, 8e, 2005Thomson/South-Western
Organization Design Components
• Strategy– The way an organization uses its resources
(human, economic, or technical) to gain andsustain a competitive advantage
• Structure– How attention and resources are focused on
task accomplishment
• Technology– The way an organization converts inputs into
products and services
Organization Design Components
• Human resource systems– The mechanisms for selecting, developing,
appraising, and rewarding organizationmembers
• Measurement systems– Methods of gathering, assessing, and
disseminating information on the activitiesof groups and individuals in organizations
Organization Design Components
• Organization culture– The basic assumptions, values, and norms
shared by organization members
– Represents both an “outcome” oforganization design and a “foundation” or“constraint” to change
Alignment
• Diagnosis involves understanding each ofthe parts in the model and then assessinghow the elements of the strategicorientation align with each other and withthe inputs.
• Organization effectiveness is likely to behigh when there is good alignment.
Key Alignment Questions
• Do the systems/design components fitwith the inputs?
• Are the systems/design componentsinternally consistent? Do they fit andmutually support each other?
Creating Systems to Support OutreachScholarship…
• What are the focal issues/systems to consider?
• What are the transactions that need to occur within aninstitution to link systems to support outreachscholarship?– Significant facilitators
– Challenges
• What are critical points of alignment?– What may be essential but insufficient?
• Developmental stages?
Tenure Faculty& Units
P&T Standards
Community Groups
InstitutionalMission
Support Staff
Extension
Academic Governance
Central Admin
Perf. Standards
Non Tenure Faculty & Units Centers & Institutes
Scholarship of Engagement
Definitions,institutional mission,
etc.
Unit Compliance?
External Influences
Structure of Extension-Academic Unit Relationships
Perceived mission?
Perceived status?
Trouble tracks
Forgotten folks
Administrative Officer?
Curriculum &Student involvement
– Leadership– Org. structure
What Has Moved Us Along
• Kent State University
• Michigan State University
• University of Georgia
• The Pennsylvania State University ????
Background on Kent State
• Traditional model of facultywork expanded in the 1990s
• Promotion and tenureguidelines revised in line withScholarship Reconsidered
Institutional Systems
• Broad view of scholarshipembedded in documents,policies, and practices
• Opportunities for collaborationand partnerships
• Established programs for facultydevelopment
• Established institutional researchdivision
• Systems for evaluation andassessment
Institutional Commitments
• Mission that includesengagement
• Establishment of an Office ofRegional Development, headedby a new Vice President
• Strategic plan that identifiesengagement as a priority forplanning
• Expectation of unit-based goalsaligned with the strategic plan
Institutional Leadership
• President
• New Vice President forRegional Development
• Provost’s Office
• Faculty Senate
• Faculty Professional Development Center
• Research, Planning, and InstitutionalEffectiveness
• Academic Quality Improvement Project
Moving Forward
• Promoting discussion about scholarship ofengagement
• Engaging faculty leaders in exploring andsuggesting possibilities for the university
• Embedding this work in implementation ofnew strategic plan
Challenges Ahead
• “Growing pains”• Sustaining enthusiasm• Finding new sources of support• Maintaining scholarly quality
Enhancing Knowledge to Serve Society
Office of the Assistant Provostfor University Outreach & Engagement
Engagement is the partnership of universityknowledge and resources with those of the publicand private sectors
• to enrich scholarship and creative activities,• to enhance curriculum, teaching & learning,• to prepare educated, engaged citizens,• to strengthen democratic values and civic
responsibility,• to address critical societal issues,• and to contribute to the public good.
– Adapted from the CIC Committee on Engagement
Definition of Engagement
“ … a form of scholarship that cuts across teaching,
research, and service. It involves generating, transmitting,
applying, and preserving knowledge for the direct benefit
of external audiences in ways that are consistent with
university and unit missions.”
Provost’s Committee on University Outreach, 1993
OUTREACH
Teaching
Service
Research
Divisions of University Outreach &Engagement
ADVANCEMENTCOMMUNICATION AND
INFORMATIONSTRATEGIES
UNIVERSITY-COMMUNITY
PARTNERSHIPS
WHARTONCENTER FORPERFORMING
ARTS
SERVICELEARNING/CIVICENGAGEMENT
CENTER FORUSABILITY &
ACCESSIBILITY
Discovery Application Dissemination Preservation
Knowledge
Impact
Community
Outreach & Engagement Scholarship Model
University
The AAU land-grant universityhas a special roleto engage itsstudents/faculty,instructional andresearchresources to …
Educated Person
Educated Community/World
Discovery
CivicEngagement
WorkplacePreparation
GlobalKnowledge
… Improveworkplacepracticeandeconomicstrength
…conductcutting edgebasic andappliedresearch
… Strengthencitizenparticipation,civicresponsibilitydemocraticvalues, anddiversity
… Globalizeperspectivesand improveoutcomes forcommunities
Supportive Services for FacultyEnhancing Knowledge to Serve Society
Engaged Community
PartnersWith facultyresearch teams
ConsultsDevelopcommunity projects
TrainsAsset-basedapproaches tocommunity change
AssistsBuilding Service-Learning/CivicEngagementmodels
FundsSeed grants foroutreach research
CommunityFocus
EngagedFaculty
ScholarshipFocus
DevelopsOutreach measuresand standards ofpractice
MarketsOutreach andengagementactivities
Advocates–For theengagementmission– For crossinstitutionbenchmarks– For measurementstandards
Children, Youth & Families
Community & Family Security
Community Vitality & EconomicDevelopment
Technology & Human Development
Scholarship of Engagement
University Outreach & Engagement
Focal Content Areas: Seed Grant Areas
MSU Institutional Alignment
• No formalpresence inacademicgovernance
• No formalpresence in unitmissionstatements
• No formalacceptance ofO&E as part ofP&T System
• Part of institutionalmission but oftenviewed as service
• Leadership in Officeof the Provost
• Strong operationalprograms
• Budget support• Staff support• Measurement tools
for P&T in System• O&E standard part
of new faculty andadministratororientation programs
UGA
• University-wide, interdisciplinaryinitiatives—Persistent Poverty,Latino ++/-
• Seed Grants (1st round) emphasison scholarship +/-
• Service Learning +/--• UGA Appointment, Promotion &
Tenure Redo 0• Outreach & Public
Service/Faculty +/-
= institutional conversation/def.;integration/alignment(instruction/research)
Your Institutions?
• Individual Institutional Diagnosis—5 minutes• Group Discussion—Facilitator/Reporter; Recorder 10 minutes
each question
1. Do you have a definition of engaged scholarship—characteristics,process to develop it, how communicated/used?
2. Do faculty engaged in the SOE?
3. What systems seem to be working to support outreachscholarship…what is out of alignment…what needs to becreated…what needs to be to happen to create systems?
4. How would you characterize the “developmental” stage of yourinstitution in creating systems to support outreach scholarship?
5. Resources…used/developed/access
• Making the Case for Professional Service, AAHE
• A Larger Purpose Calling the Question: Is HigherEducation Ready to Commit to CommunityEngagement? A Wingspread Statement, 2004
• Clearinghouse for the Scholarship of Engagementwww.scholarshipofengagement.org
Resources
Institutional Mission
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
No mention orundefinedrhetoricalreference
Outreach iswhat we do ascitizens
Outreach is anelement of ouracademicagenda
Outreach is acentral anddefiningcharacteristic
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
Barriers and constraints (from NERCHE)• Import of institutional history, mission, ethos, context, and resources
Leadership – Central Administration
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
P&T Standards
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
Outreach tocampuscommittees or todiscipline
Communityoutreachmentioned;volunteerism orconsulting maybe included inportfolio
Formalguidelines fordefining,documenting andrewardingoutreach
Community-based researchand teaching arekey criteria forhiring andevaluation
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
P&T Standards: Barriers and Constraints(from NERCHE)
• Roles of external regulatory agencies (statewide boards,accreditation bodies, etc.)
• Cultures of disciplines & professions (autonomy, turf protection,work allocation systems)
• National and international prestige systems• Internal reward systems• Faculty careers and careerism (ethos of individualism, discipline-
specific training, split loyalties – university, community,discipline)
• Absence of professional associations and journals for facultycommitted to interprofessional collaborations; threats ofmarginalization and isolation
• Students’ orientations and characteristics (faculty orientations andcurricular innovations as influenced by what students will permit)
• Problems of bureaucratization• Antagonistic relationships between administration and faculty
groups• Accountability systems in, and for, the universities (what
expectations, criteria, and rewards for relevance and impact?)
Central Administration
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
None focusedon outreach
Units may existto fostervolunteerism
Variousseparate centersand institutionsare organized toprovideoutreach
Infrastructureexists tosupportwidespreadfaculty andstudentparticipation
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
Curriculum & Student Involvement
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
Part ofextracurricularstudent lifeactivities
Organizedsupport forvolunteeractivity
Opportunity forextra credit,internships,practicumexperience,special events/activities
Servicelearning andcommunitybased learningfeatured acrossthe curriculum
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
Tenure Faculty
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
Outreachdefined only ascampus duties;committees;littleinterdisciplinarywork
Pro bonoconsulting;communityvolunteerismacknowledged
Tenured/seniorfaculty pursuecommunity-based research;some teachservice-learningcourses
Communityresearch andactive learninga high priority;interdisciplinary andcollaborativeworkencouraged
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.
Community Groups
Level 1
Low Relevance
Level 2
MediumRelevance
Level 3
High Relevance
Level 4
Full Integration
Random orlimitedindividual orgroupinvolvement
Communityrepresentationon advisoryboards fordepartments orschools
Communityinfluencescampus throughactivepartnerships orpart-timeteaching orparticipation inservice-learningprograms
Communityinvolved indefining,conducting, andevaluatingcommunitybased researchand teaching
Adapted from: Holland, B. A. (1997), in Michigan Journal of Community ServiceLearning, 4, 30-41.