Dissertations / Theses: 'Community engagement'

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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

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Oskarsson, Stina. "Community engagement in wildlife conservation." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26244.

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With a growing population in the world today, the pressure on land areas and wildlife is also increasing. In order to preserve certain land areas and endangered wildlife, so called community-based conservation programs are being created around the world. These programmes are aiming to benefit both local communities and wildlife in the same area. The difficult task is, however, to create incentive for poor communities to devotedly participate in these projects in order to prevent poaching, a common problem within conservation conflicts. It is important to consider all aspects regarding this issue, both from a conservation management and the communities’ point of view, and many times a change in behaviour, attitude and participation plays a key role in reaching the conservation and community goal.

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Nice, Jako Albert. "Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-01082009-162529.

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Hansson, Torsten. "Collaborative Community Engagement: Developing a framework towards community engagement through an online collaborative drawing platform." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23798.

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The thesis focuses on understanding the relationship between remotely collaborative team members and the community userbase. This is done through a series of experiments where both workshops and interviews led to the development of a framework. The methodology developed melded workshops and interviews together with evaluation and iteration periods in what is called ‘workshop rounds’. Prototypes transitioned into ‘living prototypes’ as they involved an actual set of live users which furthermore required high-fidelity implementation. The framework created established team-to-team communication with considerations for eventual users in an open dialog. Suggestions in different directions towards collaborative contributions completed the efforts of a scaffolding approach. The project is relevant to collaborative media methodology where the case studies constructed understandings in design research on the topic of remote collaboration in community engagement and development.

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Astles, Alison Margaret. "Professional engagement of locum community pharmacists." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/17672/.

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Locum community pharmacists (‘locums’) constitute a significant proportion of the community pharmacy workforce in the UK, and have been identified as isolated practitioners who work outside existing quality assurance processes. This study examines professional engagement of locums in terms of their networking with pharmacist colleagues and their professional identity as pharmacists. With a constructivist, inductive approach, the study consisted of a series of five focus groups with a total of 25 participants in 2013, which were thematically analysed to yield a series of themes around professional engagement. The focus groups confirmed the isolation felt by locums and the effort undertaken by them to develop and maintain networks with colleagues. Locums used their networks for obtaining information, benchmarking their practice, decreasing personal stress, problem solving, sharing opinion on moral and ethical issues and promoting professional growth Next, the LocumVoice online forum for locum pharmacists was observed for a two month period in 2014, with the data being examined using an adaptation of Bales’ interaction process analysis, integrated with thematic analysis of the content. The interactions and content of the forum support it being considered a pharmacy community of practice, with locums’ interactions developing professional identity concepts via storytelling, sharing opinions and information. In particular, views on the nature of the role of the pharmacist were prominent in the discussions. The study contributes to knowledge of UK locum community pharmacists in that it describes the purpose and value of networking as perceived by locums and examines in detail the interactions occurring on an online community of practice that contribute to locum professional engagement and identity development.

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Fox, Roz. "Transformative community engagement for sustainable regeneration." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/734/.

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Community engagement in regeneration is an important way to ensure that residents in deprived neighbourhoods have a say in decisions that affect them. The aim of this research is to provide a critical examination of community engagement through the development of practice and strategy of a UK housing association to deliver neighbourhood regeneration in a deprived neighbourhood in North West England. An action research approach using interlinked inquiry streams was undertaken with residents, senior managers and practitioners. The findings were used to develop community engagement strategy, articulate a model of engagement practice and enable the residents’ lived experience and views on service providers to be heard. Most literature about community engagement in regeneration is critical about the limited involvement of residents in partnerships, meetings and consultations. However, little attention has been paid to the exploration of transformative engagement where the process and outcome of engagement seeks to empower and enable self-determination of residents. This research addresses this gap and also further explores informal and creative engagement methods, the skills required for engagement practice, the role of housing associations in neighbourhood management and considerations for housing associations undertaking community engagement to achieve a lasting impact for people and place. This thesis has contributed to knowledge in two ways. The first contribution is the adaptation of Andrews and Turner’s (2006) Consumerist and Participatory Framework for the analysis of community engagement in a housing association context. The adapted framework is valuable in identifying different types of engagement approach within organisations. This framework addresses the gap in knowledge about the development of community engagement strategy. The second contribution to knowledge is the creation of a model of transformative community engagement practice, based on an extended definition of neighbourhood sustainability, the literature review and research findings. The research discusses the implications for housing associations undertaking community engagement in the current context, which is of particular relevance given the impact of UK public sector cuts and welfare benefit changes to poorer communities. Findings can be transferred to other housing providers or agencies looking to engage residents to achieve sustainable outcomes that will improve their lives and local neighbourhoods.

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Shephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.

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Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE & Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE & Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE & Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.
ID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education

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Manchester, Helen. "Learning through engagement in community media design." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731707.

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Coffey, Kathleen M. "Designing Mobile User Experiences for Community Engagement." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556039507640102.

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Weaver, Andrew R. "Leadership and community engagement in supermarket recruitment." Kansas State University, 2016. http://hdl.handle.net/2097/34635.

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Master of Regional and Community Planning
Department of Landscape Architecture/Regional and Community Planning
Huston Gibson
Tens of millions of predominantly low-income, minority Americans live in food deserts – areas with poor access to healthful, affordable food. Food deserts have been associated with higher rates of diet-related diseases such as high blood pressure and obesity. These diseases carry significant morbidity and mortality and account for hundreds of billions of dollars in healthcare spending and lost productivity per year in the U.S. Establishment of a supermarket is the most effective intervention to eliminate a food desert. However, food deserts have historically been neglected by the retail industry. Local governments are rarely involved in supermarket recruitment. Often, food deserts themselves must recruit supermarkets. This study sought to understand how leadership and community engagement in supermarket recruitment influence its efficacy. The objective was to enable food deserts to more effectively recruit supermarkets. A case study of Argentine, a low-income, minority neighborhood in Kansas City, KS that successfully recruited a supermarket in 2013, was conducted. The heart of the case study was a series of interviews with individuals who were heavily involved in the recruitment. This study found the results of community engagement – specifically a community food assessment – were leveraged to attract funding and financing for a supermarket development. In settings where recruitment of a supermarket is contingent upon obtainment of these dollars, community engagement may be critical. Engagement empowers people to play an active role in shaping the future of their communities. It is a vital component of the urban planning process and government in general. Additionally, in the context of a food desert, engagement of residents can help accomplish the lofty goal of recruiting a supermarket and improving the food landscape – and health – of the community.

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Di, Mauro Salvatore Mario. "Public Art: A Catalyst for Community Engagement." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367985.

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This exegesis revolves around my research question: Is community participation an appropriate approach to creating public art in regional Queensland? It is informed by my experience of directing public art in regional Queensland over the last two decades. My investigation, which employs a reflective methodology, will attempt to address and answer why and how the process of community consultation and participation is essential to the relevance and longevity of public art projects. In doing so, I will engage with a number of case studies to position, problematise, and resolve issues and concerns that surround certain public art projects developed for and located in regional Queensland communities. My research also explores and extols a culture of place, and methodology that is informed by the oral history practices of interview and documentation. I consider the differences between ephemeral and permanent works, and acknowledge the significance of rituals, anniversary performance, and events. On completion of my analysis, I will formulate an effective reference chart and propose a redirective process that can be used by artists and community alike to further engage with locals in relation to negotiating public art and community. This will be done with the belief that communities, through their experience of place, can offer knowledge and inspire the artist. The artist in this way can work more positively to produce a public statement reflecting and informing the culture of place, past, present and future.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Smith, Dalenna Ruelas. "Evaluating family engagement| Program application of the parent, family, and community engagement framework." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726295.

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This study examined how an Early Head Start and Head Start grantee, the Institute for Human and Social Development (IHSD), implemented the Office of Head Start’s research-based Parent, Family, and Community Engagement (PFCE) Framework. This study also evaluated IHSD’s performance and determined whether the organization accomplished its set intention of fostering family engagement in support of positive child development and education outcomes.

This formative, outcome-based program evaluation utilized qualitative and quantitative analysis to evaluate IHSD's systematic implementation of engagement. Parent survey data, interview transcripts, and a review of existing agency data provided a parent-oriented perspective on the IHSD’s engagement outcomes relative to the PFCE Framework.

Participants included parents of children in each of IHSD's five program options during 2012–2013 or 2013–2014. They participated by completing either a parent survey (n = 842) or an interview ( n = 12) regarding engagement-focused services, focusing on the parents’ perspectives of the services’ implementation and outcomes. Results from the surveys and interviews were analyzed with available IHSD data related to family services as well as child outcomes, including gains in social-emotional development and language and literacy development within the Desired Results Developmental Profile (DRDP). Results indicate that the children made improvement gains within the DRDP domains investigated. Parents surveyed and interviewed identified the program environment as engaging and named the staff’s helpfulness as responsible. Among the aspects of the program they were asked to rate, parents identified the strategies of parent training, parent leadership council membership, home activities, home visits, parent meetings, and volunteerism as ideal in meeting their needs.

In general, IHSD is a high-quality agency providing early childhood education that engages families and grows parent engagement by teaching parents to be their children’s advocates and teachers. The results of this study indicate that if IHSD continues to effectively implement strategies and incorporates feedback from these findings, the organization’s child development programs will likely continue to excel.

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Bennett, Kellie. "Outcomes of community engagement in neighbourhood renewal: community confidence, participation and asset based community development." Thesis, Bennett, Kellie (2017) Outcomes of community engagement in neighbourhood renewal: community confidence, participation and asset based community development. Masters by Research thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/41318/.

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Chantler, T. E. A. "Community engagement & ethical practice in vaccine research." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://researchonline.lshtm.ac.uk/682450/.

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Community Engagement (CE) is often presented by bio-ethicists and scientists as a straightforward and unequivocal good which can help to minimize the risks of exploitation, ensure a fair distribution of research benefits and improve the quality of informed consent in the conduct of health research in developing countries. The main objective of my thesis is to critically analyse the relationship between CE and ethical practice in vaccine research. I do this by drawing on ethnographic fieldwork undertaken between 2007 and 2009. In my fieldwork I explored how CE is understood, talked about and enacted in two paediatric vaccine trials conducted by a collaborative partnership between the Kenyan Medical Research Institute and the US Centers for Disease Control (KEMRI/CDC) in Western Kenya. The first 3 chapters of my thesis contain introductory material. Chapter 1 describes the geographic and institutional context of my fieldwork and provides a summary of the paediatric vaccine trials. It also documents my conceptual framework with reference to relevant literature. Chapter 2 provides an overview of the history of immunization and related research in Sub-Saharan African, with a particular focus on East Africa. In chapter 3 describe my ethnographic research design and provide a detailed account of my fieldwork, methods and data analysis. 122 people from the following groups consented to participate in this study: 1) KEMRI/CDC Staff Members (n=18), 2) Community Representatives (e. g. Village Reporters (VRs), Community Advisory Board (CAB), Government & Political Gatekeepers) (n=71), 3) Parents/Guardians of Vaccine Trial Participants (n=20), and 4) Other Community Members (n=7). With the support of 3 Kenyan research assistants I observed CE related activities, compiled field notes and conducted 83 semi-structured interviews and 7 focus group discussions. The 8 findings chapters are grouped as follows: 1) 'The Historical Emergence & Framing of Community Engagement' (Ch. 4-5); 2) 'The Social Construction of Community Engagement' (Ch. 6-9); and 3) 'Responses and Negotiations in Community Engagement' (Ch. 10-11). 3 1) Between the years of 1979-2009 the KEMRI/CDC research programme grew from involvement in community-led health projects into a global enterprise. This inevitably resulted in changes in the control and direction of interactions between researchers and community members. The contemporary framing of CE relies heavily on researchers teaching laypeople about science. 2) The concept of 'positioning' is critical to the contemporary social construction of CE. KEMRI/CDC's primary goal is to convey accurate messages, present a positive image and demonstrate 'attachment' to the local community. VRs' (paid volunteers) smooth the passage of research but find it difficult to balance allegiances, and respond to local expectations for material assistance. CAB members function as KEMRI/CDC patron-clients rather than community advocates, and Gatekeepers argue that a research agenda cannot be applied without accounting for inadequate district health services. 3) Increasing interactions between KEMRI/CDC and the community have helped address inherent cultural suspicions about research, thereby diverting attention to the benefits of trial participation. Hence questions of exclusion rather than inclusion have started to dominate discussions during CE activities. When it comes to engagements in public health facilities attention is focussed on how to balance differences between two paradigms of care-giving; namely 1) 'research' and 'general' care. In chapter 12 I synthesize my findings and argue that far from being an unproblematic good CE offers a lens into new and pre-existing inequalities which affect the implementation of research in resource-limited settings. CE emerges from my data as highly complex and challenging work, which requires continuous efforts and cannot be limited simply to information exchange. In order to address the tensions and contradictions which arise in CE it is essential to discuss questions of social justice and to engage materially, through a broader distribution of resources, with the community where research takes place.

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Mazzotta, Carmin Michael. "Empowered engagement : how community gardens combat social isolation." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/21735.

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This thesis argues that engagement in the non-exclusionary, place-based, participatory democratic forums of community gardens can empower participants to become civically engaged in the task of building healthier, safer, more dynamic and interactive communities. In so doing, community gardens offer a space from which to combat social isolation. Four interwoven forms of a globalizing experience of social isolation receive individuated focus; following each are considerations of how community gardens can assist in countering these forces, or ‘probiematics.’ For the first form, I offer the term ‘homogenized mass experience’ to describe a globalizing experience of increasing sameness and solitude in our daily routines and habits stemming from the proliferation and mass consumption of information and communications technologies (ICTs) (Harris & Pendakur 2002; Vamelis 2008). A second problematic stems from the proliferation of “non-places” (Auge 1995) — spaces such as shopping malls, arterial corridors, airports, chain restaurants, even suburbs (Flint 2006) — which perpetuate and deepen the first problematic while also being productive of dehumanizing non-identities. The bombarding presentation of mainstream news media, coupled with our reception of information in the isolation of non-places or the solitude of our ICTs, are productive of a third problematic, that of the disempowered and un(der)informed citizen (Radovan 2001; Wilson 2002). A fourth experience of social isolation is centered in consumer society, and relates to the absorption and assimilation of individuals into ICT-filtered matrices of consumption and production (Baudriulard 1998; Belier 2007). Community gardens can be an empowering forum where individuals may begin to “delink” (Baker 2004) from a social isolation found in the global and discover an engagement rooted in the local.

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Arnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601905.

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Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation.

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Heslop, Richard William. "Police recruit training and 'community engagement' : unintended consequences." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509000.

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Farrell, John L. "Community Engagement for Collective Resilience : The Rising System." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/17363.

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Approved for public release; distribution is unlimited
Since the inception of the United States Department of Homeland Security, the American public has been told that it has a prominent role to play in the War on Terror. However, this role has not been clearly defined. This thesis explores the viability of community engagement as a tool to promote public safety and homeland security. Research was primarily conducted through a literature review (to understand how engagement impacts safety), and a comparison of four case studies of safety-centric engagement programs in the U.S. and United Kingdom. While several of the programs in the case studies have proven to be effective at developing trust and improving security, the U.S. federal government has not effectively worked with these resources to improve its understanding of the domestic security landscape. This thesis contends that a new system is necessary to connect the federal government to local engagement programs. This may be accomplished with a domestic coordination and engagement system, referred to as the Rising System for the purposes of this thesis. The goal of the Rising System would be threefold To link federal, state, and local governments; to build on existing community policing and outreach efforts to help at-risk communities identify their greatest challenges; and to provide a forum where community members can safely work with their government to develop solutions.

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Bea, Alexander. "TreeHugging users: Engagement in an online green community." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32870.

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The study of blogs up to this point has primarily, though not exclusively, covered â A-listâ and political or campaign blogs. Large filter blogs have not yet been the focus of communication research and offer an exciting new area of scholarship in online communication. This study examined if and how the environmental blog, TreeHugger, works to engage and maintain the online environmental community by potentially acting an online environmental public sphere and interacting with users who make up the community. Through a content analysis of two constructed weeks of blog posts (N=336) and their comments (N=1342) from the first half of 2008, this study examined the discussion of issues, use of interactive feature, and presence of the metacommunication frame in both groups. Results showed significant influence of topic and tone in the blog posts on the subsequent user comments. They also showed how commentersâ discussion can operate quite independently as well. In particular, comments were found to have a negative valence significantly more than the posts. Also, the focus of external metacommunication frames in each differed significantly, with posts referencing other mass media more often. Overall, this thesis concludes that writers for blogs like TreeHugger have limited influence on the discussion in the comments. Greater understanding of that influence could help bloggers engage readers better and promote active dialogue.
Master of Arts

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Reece, Kristie M. "Fighting Urban Blight through Community Engagement and GIS." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544810680015951.

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Gilliam, Holly, Ivy Click, J. A. Basden, R. Carico, H. Flippin, C. Murray, and Nicholas E. Hagemeier. "Community Pharmacists’ Engagement in Neonatal Abstinence Syndrome Prevention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1445.

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Arnaud, Velda. "Institutionalized Community College Service Learning to Promote Engagement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1095.

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Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation.

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Saul, Zamani. "Developing a Community Engagement Model as a Normative Framework for Meaningful Engagement During Evictions." University of the Western Cape, 2016. http://hdl.handle.net/11394/6255.

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Doctor Legum - LLD
The research problem of this study is the jurisprudential inconsistency in the application of the right in section 26(3) of the South African Constitution's Bill of Rights. The inconsistency is due to inadequate conceptualisation of the substantive requirements of meaningful engagement (ME) by the South African Constitutional Court (ConCourt). The central argument is that the development of a community engagement model based on the substantive requirements of ME will enhance the application of section 26(3). This study commences by illustrating the disempowering nature to the squatters of the apartheid evictions in South Africa. To tighten influx control, the apartheid regime introduced a battery of laws that disempowered the squatters. The apartheid-induced disempowerment of the squatters penetrated into the democratic dispensation. In the examination of the normative context of evictions post-1994, this study identifies six primary drivers for substantive involvement of the occupiers during evictions. The six primary drivers seek to address the disempowering trajectory during evictions.

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Spring, Kristian Joy. "Academic Communities of Engagement and Their Influence on Student Engagement." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7462.

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Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we submit that a human community may uniquely support increased student engagement. This research explored the characteristics and effects of the interactions and relationships that constitute three distinct communities in education and examined their influences on student engagement.In the format of a multiple-article dissertation I present three articles. The first article reviewed relevant literature about interactions, relationships, and communities in education. It focused specifically on online and blended contexts and their connections to student engagement. Interactions, relationships, and community are linked to one another and support student engagement. The second article surveyed students in a blended college preparation program about the relationships they experienced in their academic communities of engagement with online and in-person instructors and peers, family, friends, etc. and how they influenced students' perceptions of their engagement. The support provided by the in-person community is significantly higher than that provided online (p < 0.001). Support also has a significant impact on perceived student engagement (p < 0.001).The third article examined the students' supportive academic relationships and their influence on student engagement through semi-structured interviews. Students report more supportive relationships with their in-person communities and higher engagement there. Supportive interactions, relationships, and community promote higher student engagement. Such connections can be forged online, but in the case of this research were more likely to exist in-person. Supportive communities and the interactions and relationships they encompass should be fostered in learning environments, be they in-person, online, or blended, in order to encourage improved student engagement.

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Lubke, Theresa. "Factors that Motivate YMCA Volunteers." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/792.

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The Young Men's Christian Association (YMCA) is a not-for-profit organization that depends heavily on volunteers. As one of many such organizations, the YMCA must continually strive to find the best methods of recruiting and retaining volunteers. Although the field of psychology has done considerable research on what motivates people to engage in helping behavior and Volunteerism, there has been little applied research in this area. There appeared to be a lack of applicable research that would assist YMCA staff in their recruitment and development of volunteers. This present research focused on helping to fill that gap. The purpose of this study was twofold: 1) to determine what factors initially motivate people to volunteer for a YMCA and 2) to determine what factors motivate YMCA volunteers to continue that work. With the aid of a panel of experts, a survey instrument was developed for serve as the data gathering tool. A total of 720 surveys were sent to YMCAs to distribution to volunteers over two different periods of time. The first period, November 1992, 120 surveys were sent to three YMCAs in Kentucky and Tennessee. The second period, September 1995, 600 surveys were distributed to 20 YMCAs in Ohio and Michigan. The volunteers completed a survey providing demographic data on the volunteers, the type of volunteer service they provided, and factors motivating them to volunteer. One hundred and twenty six responses were collected from volunteers representing ten of the selected YMCAs throughout the test region. The data collected from these surveys were analyzed using statistical software. The most frequent participants were males between the ages of 35 to 40 and were married with 2.3 children ranging in age from six months to 14 years. The volunteer was employed and worked 41 or more hours per week. For those respondents who had been volunteering for the YMCA for 15 or more years, the strongest motivating factor was the same as those who had volunteered for less than one year: the individual respondent liked helping people. The second most motivating factor was the same for both groups: caring and concern for others. Based on the findings of the study the researcher recommended the following: YMCA's needing volunteers should ask people to volunteer; YMCA's should emphasize that the volunteer work will help others, improve the community, and is an expression of caring and concern for others; YMCA's should design volunteer positions such that the volunteer is helping others, feels needed and is able to fulfill the position during his/her leisure time. In addition, further research needs to be conducted involving a larger volunteer sample.

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Munsamy, J. "Community engagement at CUT and its involvement in sustainable development." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/303.

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Published Article
Increasingly universities are being expected to address community engagement and sustainable development as inherent characteristics of its daily operations, as well as its academic endeavour. In many cases it necessitates a change in the approach of academics and university managers with respect to their interactions with students and academic matters. This article addresses these matters with respect to Central University of Technology, Free State (CUT). In particular the interaction between the teaching and learning, research and service provision as substantial elements of the 21st century academic enterprise is indicated and discussed.

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Ndlovu, Nontobeko Nontando. "Participation of wards in Operation Sukuma Sakhe activities within the city of Umhlathuze." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1531.

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A thesis submitted to the Faculty Arts in fulfilment of the requirements for the Degree of Masters of Arts in Development Studies in the Department of Anthropology and Development Studies at the University of Zululand, South Africa, 2017
The study set out to obtain information on the nature and level of participation of community members in the implementation of Operation Sukuma Sakhe (OSS). A case study research design was adopted. A sample of 125 respondents was selected using the purposive sampling method for the key informants such as the traditional leadership, officials deployed by the government to the programme, fieldworkers and CSO. A convenience sampling method was also used for focus groups and to select participants from the community. An interview schedule which had both structured and unstructured questions, was used to gather the required data. For data analysis, the thematic analysis method was used. It was discovered that there are various methods used to engage the community in the programme, namely: mass community meetings, door-to-door visits, household visits and participation of the community as walk-ins. The most commonly used method to engage community members was found to be the door-to-door visits where the CCGs were actively involved. The respondents participated only in the identification of issues affecting them and not in identifying possible solutions to the problems. The decisions were seemingly taken by external members, something which has negative implications on community development of projects. The participation of community members in the form of ‘walk-ins’ raised concern, as this is taken as a sign of lack of commitment, which could result in people not viewing the programme as a learning process which could lead to growth and change. The method cannot be considered as a reliable or effective way of ensuring adequate participation in any service delivery or community development programme. It basically suggests low levels of participation and that the actual implementation does not encourage the development of what is referred to as the ‘we feeling’ or ownership of the programme in participation circles. It is also concluded that gender-specific capacitation and empowerment programmes have to be instituted, because the programme predominantly comprises women. The group that was found to be actively involved is usually characterised by inadequate access to assets and productive resources, and a lack of knowledge or skills. Among the officials in the WR, limited knowledge on roles and responsibilities was noted in certain wards, and this has implications for service delivery and may be somehow responsible for the lack of participation in WR activities.

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Creighton, Sean J. "Community Partner Indicators of Engagement: An Action Research Study on Campus-Community Partnership." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1158867184.

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Thesis (Ph.D.)--Antioch University, 2006.
Title from PDF t.p. (viewed April 11, 2007). Advisor: Jon F. Wergin . Keywords: service learning, community involvement, civic engagement, partnership, higher education, action research. Includes bibliographical references (p. 156-165).

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Hirsch, Edward A. 1970. "Speakeasy : mobile telephony for community networking and civic engagement in an immigrant community." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17822.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2004.
Includes bibliographical references (leaves 76-81).
Immigrants face a variety of barriers limiting their access to social services. These include inability to speak English, unfamiliarity with available services, and distrust of government agencies. To overcome these obstacles, many immigrants rely on informal social networks for information, advice, and language interpretation. This is an imperfect solution that provides inadequate access for the immigrant and unduly burdens friends and family members. More importantly, it does little to address the social isolation that characterizes much of the immigrant experience and contributes to the disenfranchisement of immigrant communities. Speakeasy is a community-based service that provides telephone-based access to a network of volunteers who provide real-time language interpretation and help navigate complex social service networks. Relying on the constant connectivity afforded by cell phones and wireless devices, Speakeasy overcomes barriers to traditional forms of volunteerism with a "just in time" model of community service. The system also encourages community development efforts by engaging new immigrants and volunteers in community activity, and by fostering a sense of collective identity. A study with members of Boston's Chinatown community showed that Speakeasy is an effective, convenient, and easy to use service that engenders trust among non-English speakers.
by Edward A. Hirsch.
S.M.

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Ware, Randy K. "Student Engagement, Student Success and Self-report: Validating the Community College Survey of Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339608779.

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Van, Der Stad Sarah Gratia. "Museums and civic engagement in the Pacific Northwest /." Connect to title online (Scholars' Bank), 2007. http://hdl.handle.net/1794/5354.

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Jackson, Kellee, Pierre Johnson, and Melinda Jolley. "Strategic Methods in Community Engagement for UNESCO Biosphere Reserves." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4935.

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This research aimed to find strategic methods in community engagement related to regional sustainable development, specifically within the context of regions in Europe and North America that are applying for the UNESCO Biosphere Reserve designation. The Framework for Strategic Sustainable Development was presented as a planning framework that can fill gaps in the current Biosphere Reserve planning process. A tool for assessing community engagement based on the five Process Characteristics of transparency, cooperation, openness, inclusiveness, and involvement was created and used to explore community engagement practices in six UNESCO Biosphere Reserve regions in Sweden and Canada. The assessment of methods used in those six regions yielded a list of nine methods which stood out in contributing to community engagement.

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Force, Colleen Gerrish. "Small group social structure and student engagement, building community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34888.pdf.

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Silverstrone, David Michael. "A grounded theory of university leadership in community engagement." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22971/.

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Increasingly, universities are being called upon to reach out beyond their walls and engage with potential collaborators on a myriad of activities. These expectations arise from a range of factors, many associated with the increasing prevalence of multi-party trans-disciplinary approaches for creating and activating knowledge to address challenges faced around the globe. To succeed in this emerging milieu, universities require a more refined capacity to engage in such collaborations. Vital to this development is a deeper and more nuanced understanding of what leadership means for such activity, and how it can be encouraged and strengthened. However, to date investigation related to universities' involvement in community engagement has been primarily descriptive, rather than theoretical in focus (Hart, et al., 2009). The present study seeks to advance theoretical understanding in this field by examining the university leadership associated with the development and implementation of community engagement initiatives. The inquiry builds upon Heifetz' (1994) broad view ofleadership as those actions taken within an organization to achieve desired outcomes, and Huxham and Vangen's (2005) concept of "leadership media", which encompasses the structures, processes and people that enable desired outcomes to be achieved within collaborative endeavours. The study adopts Strauss and Corbin's (1990) model of Grounded Theory as a primary methodology to develop this theoretical understanding. This approach was buttressed by multiple complementary methods for data collection and analysis to strengthen the robustness of the thesis. The principle data collection strategy was "convergent interviewing" (Dick, 2008). These findings were systematically compared and contrasted with data derived from secondary sources, survey research and a Delphi (i.e. expert) Panel. Data analysis combined grounded coding with quantitative analysis, visual mapping, narrative development and pattern matching. Findings revealed a multi-level model of leadership, comprised of key factors, both at an institutional (i.e. meso) and individual (micro) level, which appeared to activate and sustain members' involvement in community engagement. The model was conceptualized as the 'Capacity to Engage'. Aligning with Huxham and Vangen's leadership media and other contemporary leadership theory, this capacity provides the impetus and critical resources that facilitates members' initiation of and participation in such activities. Study implications are considered for further theory development and research, as well as policy and practice.

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Danielsons, Amy L. "Edible Urbanism: Fostering Growth and Community Engagement Through Food." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397476517.

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Kahl, Alexandra Claire. "Flood Modeling and Community Engagement in Giles County, Virginia." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98755.

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Evaluating and educating communities on their flood risks is an integral part of adapting to climate change and more extreme precipitation patterns. Low-income communities are often the most affected by in-land floods. They are more likely to live in floodplains and have less socioeconomic mobility. This thesis takes a two-pronged approach to evaluating flood risk. First, a flood risk model that identifies areas of high runoff in Giles County, Virginia was developed. The model accounts for land cover, soil type and elevation. The soil retention layer and Digital Elevation Model (DEM) produced a cell by cell layer of runoff. Storm data was collected from the NEXRAD program and integrated into the runoff layer. Countywide maps of low, moderate and high risk were produced. Semi structured interviews were then conducted to gauge the usability of the maps within high risk areas. Interview feedback was transcribed and coded for analysis. Themes identified throughout the interviews, were used to make adjustments to the model and maps. This experience suggests that combining technical analysis and community engagement can create a more accurate depiction of flood risk that is meaningful to those most affected. This paper also suggests that evaluating riverine flooding based on the most severe, recent storm yields a more accurate and impactful tool than previous flood modeling methods. This work takes flood modeling a step farther by receiving community input and shows that models are only as useful as they are meaningful to the most impacted communities.
Master of Urban and Regional Planning
Climate change models suggest that many communities will experience fewer precipitation events, but when precipitation events do occur they will be more intense and thus destructive. Communities can expect a higher risk of flooding, which is why it is important to plan proactively and understand where the most at-risk areas are. To help Giles County, VA understand its flood risk we created a tool that displays storm runoff. Elevation, soil type and vegetation were incorporated into the model. Storm data was integrated into the model and compared to annual precipitation levels. Countywide maps of low, moderate and high risk were produced. In order for the maps to have the maximum impact they need to be accessible to at risk populations. To gauge the accessibility of the maps to the community semi structured interviews were conducted within the high risk areas. Issues and opportunities identified through the interviews were used to make adjustments to the model and maps. The findings suggest that combining technical analysis and community engagement can create more accurate depictions of flood risks that are meaningful to those most affected. Future research efforts should include incorporating anticipated development schemes into the model and hosting more in depth community engagement activities. The importance of community engagement is highlighted in this research, as the interviews has a major impact on the outcome of the model.

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Bean, Molly Kate. "Community attachment and engagement in an exurban Ohio region." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1247846054.

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Joyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.

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Naim, Meuthia Alvernia. "Effective Community Engagement for Climate Change Adaptation in Indonesia." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367137.

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In regard to the highly vulnerable coastal areas of Indonesia, the focus of this thesis is on what might comprise effective community engagement to enhance local capacity building for climate change adaptation. Following an extensive multidisciplinary literature review complemented by field work, suggestions are made. The literatures include those of public participation and community engagement; particularly in regard to closely interrelated contexts of environmental management, sustainable development and climate change adaptation, internationally and in Indonesia. A series of semi-structured interviews with relevant policy actors from the governmental to the community level provided data in Indonesian practice, thought, and context to well inform the analysis. A key finding was that current community enagement practices in Indonesia are wanting in any meaningful engagement with local communities and their representatives to build effective adaptive capacity at the local level. Lack of local social knowledge and perspectives in government facilitated programs is a significant causal factor of low participation in such programs. Enhanced community engagement that stresses social inclusion in partnership programs for building adaptive capacity and local acceptance and support is thus needed. Other key determinants or attributes for such programs were found to be enhanced social capital, institutional change to facilitate participatory governance approaches, and the associated need to address social-economic issues of vulnerable, usually poor, communities, in particular, poverty and low levels of literacy and education.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
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Kirby, Misty M. "Academic optimism and community engagement in urban elementary schools." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154106.

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Worley, Claire Louise. "Identity, community and community cohesion : a critical engagement with policy discourses and the everyday." Thesis, University of Huddersfield, 2006. http://eprints.hud.ac.uk/id/eprint/5975/.

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Using three different methods, this thesis critically explores New Labour policy discourses of community cohesion, alongside and in relation to, the construction and performance of gendered and racialised identities in a northern England town. The research is located at the intersection of feminist theory, critical race studies and critical social policy, and draws upon post structuralist approaches. Through an examination of community cohesion policy texts and in depth interviews with policy actors (used to refer to a diverse group of participants in the policy process), I consider how discourses of community cohesion are negotiated and constructed within the policy making process. I also explore how these policy stories contribute to gendered and racialised constructions of local 'communities'. Drawing upon ethnographic research conducted within a 'multicultural' women's group, I consider how communities and identities are negotiated and lived out in the 'everyday', and -in turn how these community stories both challenge and connect with community cohesion policy stories and policy actors' constructions of communities. My findings suggest that community cohesion can be understood as part of the wider New Labour project, drawing upon the ambiguous concept of 'community' central to the agenda of the 'Third Way'. My analysis of community cohesion policy texts indicate that whilst discourses of community cohesion are presented as a coherent agenda, they are multiple and muddled. The search for a set of common 'British' values alongside the management of diversity relies upon notions of integration, which resonate with attempts at assimilation. Moreover, my findings suggest that whilst gender blind, community cohesion policy discourses are deeply gendered and racialised, contributing to particular constructions of race and gender 'difference'. Nevertheless, it is evident that discourses of community cohesion have become rapidly entrenched within the language and practice of local government and local practitioners, bringing with it a 'new' framework governing race relations in the UK. My analysis of policy actors' interpretations of community cohesion policy points to the complexities facing policy actors engaged in 'making sense' of government policies; alongside and in relation to their personal and professional identifications. My findings suggest that New Labour discourses of 'community cohesion' enable practitioners to adopt a safer form of de-racialised language to talk about issues of race and ethnicity. Yet policy actors are also active in the construction of 'expert' knowledge about 'communities', which at times draw upon 'common sense' ideas. These narratives of 'community' and 'identity' often deny the ambiguous nature of identities and the 'messiness' of 'doing community' within the 'everyday'. Indeed, the findings from my ethnographic research conducted with women from different racial and ethnic positionings emphasise the multiple, complex and contradictory ways in which gendered and racialised identities are performed within and across 'communities'. These 'everyday' stories of 'community' both complicate and disrupt policy actors' narratives of community and the community cohesion policy agenda, whilst at the same time suggesting alternative ways of 'getting along' (see also Amin, 2005).

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Li, Xu. "Consumer Engagement in Travel-related Social Media." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5806.

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The term of “consumer engagement” is extensively used in the digital era. It is believed that engaged consumers play an important role in products/services referral and recommendation, new product/service development and experience/value co-creation. Although the notion of consumer engagement sounds compelling, it is not fully developed in theory. Different interpretations coexist, resulting in confusion and misuse of the concept. This study attempts to define consumer engagement and develop a conceptual framework of consumer engagement, addressing antecedents of consumer engagement in online context. Moreover, some situational and social media usage-related factors are incorporated into the framework. A set of propositions are presented based on literature review and the conceptual framework to illustrate the relationship between consumer engagement and related factors. To provide empirical evidence for the conceptual model, an online survey is conducted. Participants complete the self-administered survey by answering questions concerning their online experience with the travel-related social media website they visit most. Two-step structural equation modeling is employed to analyze the data. The results show that both community experience and community identification have significant and positive relationship with consumer engagement. Community experience is also a strong predictor of community identification. Attitude toward using social media and travel involvement influence the relationship between consumer engagement and its antecedents. With focus on the interactive and experiential nature of consumer engagement, this study expands current understanding of consumer engagement and provides insights for hospitality and tourism businesses regarding how to engage consumers through travel-related social media.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Hospitality Education

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Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.

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Hertzberg, Carie. "Exploring Motivations of Early Career Faculty Commitment to Community Engagement." Thesis, Johnson & Wales University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561127.

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Over the past 30 years there has been a call for higher education to reprioritize the civic purposes of the university (Campus Compact, 2012). Community-based teaching and research have emerged as key academic strategies to enhance the student experience and increase the civic mission of higher education (Erlich, 2000; Eyler & Giles, 1999; Stanton, Giles, & Cruz, 1999). While more faculty are encouraged to incorporate community engagement into their work (Colby, Ehrlich, & Stephens, 2003), minimal research focuses on the motivations of early career engaged faculty (O'Meara, 2012). This study explores why early career faculty, in order to fulfill their roles as engaged teachers, scholars, and active community members, are motivated to integrate community engagement into their teaching, research, and outreach.

The following research questions guided this qualitative study: Q1: How do early career faculty describe their motivations to include community engagement into their teaching, research, and outreach? Q1a: What do early career faculty perceive as the greatest areas of support for community engagement in their teaching, research, and outreach? Q1b: What do early career faculty perceive as the greatest barriers to include community engagement in their teaching, research, and outreach?

This study employed a qualitative, interpretive research design (Patton, 2002). Three sequential phases were utilized: N=6 semi-structured individual expert interviews, N=5 focus groups with N=23 participants involving early career faculty from New England, and N=19 reflective questionnaires administered to focus group participants and additional early career faculty in New England. Purposeful and snowball sampling techniques (Patton, 2002) were used to secure participants through Campus Compact. Data analysis was accomplished using Krueger and Casey's (2009) Classic Approach strategy.

Five major themes emerged: 1) The desire to deepen student learning and enhance teaching methods, 2) Responsibility for community impact and community collaboration, 3) Driven by personal identity, values, and 'meaning making', 4) The struggle for work-life balance, and 5) Motivations grounded in unique institutional culture and characteristics. Findings may be used to recruit and hire new engaged faculty, and design future faculty development efforts to increase faculty involvement, satisfaction, and retention at college, universities, and higher education organizations that promote community engagement.

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Smith, Lisa T. "Urban change through sustained community engagement: implications for school leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/1890.

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In this study, the researcher explored the juncture between the community development and educational reform movements in distressed urban communities and investigated why institutions, such as school systems, are critical to the success of the community development movement. The study utilized a multimethod approach employing three qualitative data sources—interviews, observations, and document review—to access the implementation of comprehensive reform in urban renewal communities and to determine if the presence of reform strengthens the value of teamwork, collaboration, and communication. A major emphasis of this ethnography was the introduction of the Urban Change through Community Engagement Theoretical Framework that identifies the close relationships among three mediations of experience, which are exemplified as (a) critical connections to collaborate, coordinate, and communicate; (b) the exchange of ideas, which reflects attempts at understanding relations through decisions, judgments, perceptions, and responses; and (c) commitments, which make it possible to consider the resources of tradition and culture that ultimately leads to collaborative building, a collective agenda, equity, and excellence. The hermeneutic model of interpretation continually puts forth relevant questions to challenge older beliefs and reaches beyond issues, policies, and structures to establish a focused analysis. The researcher found that there are barriers that must be removed, which will aid policymakers, practitioners, and community activists in their work to close critical gaps that relate to race, class, and culture, consequently ensuring the success of the new model. Perhaps more importantly, the reason that the community development and school reform movements have not produced realistic models for educating students of color and radically reconstructing urban communities is because the movement does not effectively challenge structural forces that continually reproduce nihilistic conditions. Without attacking the structural barriers, the community development and school reform movements fail to challenge the causes of distress and underdevelopment in urban communities.

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Hui, Pik-kwan, and 許碧君. "An appraisal of community engagement in planning the express raillink." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4818357X.

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Community engagement (CE) is an emerging concept with various definitions and acclaimed benefits. It became vital in the transport planning process because conventional approaches to transport planning no longer satisfy a diverse public and is required to improve the “quality of planning outcomes” (Booth and Richardson 2001, p. 148). Since Hong Kong will continue making railway the backbone for passenger transport, and very little (if any) community engagement has been explored for the city’s railway projects, this research aimed to appraise the role, adequacy, and effectiveness of CE in planning Hong Kong’s section of the high-speed Guangzhou-Shenzhen-Hong Kong Express Rail Link from years 2000 to 2010. Four objectives are pursued, which are to: (1) identify what community engagement (CE) means to the XRL project stakeholders, including their perceptions of CE strengths, weaknesses, and challenges during the XRL‘s planning process of Hong Kong‘s section; (2) identify major factors that shape the XRL project stakeholder understanding and perception of CE; (3) identify and evaluate the implications and the cause and effect that result from stakeholders’ understanding and perception of CE in planning Hong Kong‘s XRL section; and (4) identify scopes to improve the CE process for the city’s future transport infrastructure projects. The study first conducted a literature review. It then traced the development of CE in Hong Kong, particularly in the transport planning realm. News articles, MTR website on the XRL, and policy papers from the Legislative Council Policy Database were examined. A survey was distributed afterwards. 130 usable surveys were returned giving a 40.6% response rate. Results were then quantitatively analyzed with Spearman’s correlation and a two-tailed test. A member from each stakeholder group was lastly interviewed. Overall, CE improved since British rule, but its extent in planning the XRL fell short or according to Sheedy (2008), non-existent, thus making it ineffective in achieving CE benefits. By statute and the railway development process that professionals adhere to, genuine CE (or higher levels of it) are not encouraged nor guaranteed. Consequences include public resistance and protests after gazettal; respondents believing the government and MTR engagement efforts raised communities ‘buy-in’ of ‘pre-approved plans;’ “sometimes” disrespected and/or mistrusted their communities; “slightly” shared final decision-making with their communities; “sometimes” if not “always” used too much professional jargon; and only “slightly” to “sometimes” followed-up with communities after engaging them in the planning process. The CE concept in Hong Kong is not eminent either. Engaging people in the XRL planning process additionally showed no direct and comprehensive citizen involvement. This is probably due to the general public and government attitudes, which makes it challenging for genuine CE to occur on top of limited resources. On the bright side, many CE benefits were found true from descriptive analysis, and electronic media was deemed the most effective tool to engage citizens. From quantitative analysis, a stakeholder’s power and/or knowledge lacked a statistical significant relationship with how satisfied he or she was on how CE was conducted in XRL planning and his or her perceptions of it. A stakeholder’s exposure to CE, however, mostly had a negative statistically significant relationship with a few perceptions of community engagement. In the end, three major recommendations are offered to improve CE in Hong Kong’s transport planning framework. In no order of importance, the general community and XRL Sponsor (government and MTR) must change their attitude towards engagement. The XRL Sponsor must aggressively educate the general Hong Kong community about community engagement. Lastly, it should revise the Railways Ordinance to incorporate more CE characteristics.
published_or_final_version
Transport Policy and Planning
Master
Master of Arts in Transport Policy and Planning

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Kirk, Philip M. "Community preparedness: alternative approaches to citizen engagement in homeland security." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42661.

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Approved for public release; distribution is unlimited
Since the events of September 11, 2001, there has been an increased emphasis on citizen preparedness in the United States. But over 12 years later, the overall level of preparedness for individuals remains basically unchanged. Americans remain largely unprepared to take care of themselves and their families following a disaster or a terrorist event. There is evidence of success in citizen engagement and community outreach in other safety campaigns, such as fire prevention and safety, as well as seat belt safety. This thesis asks what strategies, methods and practices are used in these successful models to effectively change individual behavior and prompt citizens to take action, and how can these models be applied successfully in the homeland security mission space in the area of community preparedness. In addition, this thesis examines a small set of best practices (fire prevention and safety and seat belt safety) and a comparative case study of community preparedness in the United Kingdom. These best practices are then applied to the United States homeland security discipline, specifically in the area of individual, family and community preparedness. Finally, this thesis provides recommendations for practical applications to increase citizen engagement in preparedness in the United States.

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Steinemann, Jeremy R. "Successful streets : performance measures, community engagement, and urban street design." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/73834.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 171-181).
Over the past decade, local transportation agencies have increasingly re-designed urban arterials, their cities' major surface streets, to better accommodate a wide range of users. At the same time, a growing number of agencies are using performance measurement, the tracking and reporting of specific transportation-related variables, to evaluate and document their impacts. This report attempts to understand the role that performance measurement plays in design decision-making for urban arterial streets. First, the report examines how the selection and prioritization of performance measures shape urban arterial forms. While agencies in the mid-20th Century prioritized automobile performance in arterial design, present-day agencies attempt to balance performance across a broader range of street users and performance goals. Second, the report explores how local agencies can use performance-based planning for urban arterial projects at the same time as they engage in community-focused design processes. Research in transportation policy defines performance-based planning as a framework for agencies to use performance goals and measurement to guide decision-making. Existing research largely neglects the use of performance-based planning for project-level decisions and local transportation agencies. Since performance measurement systems hold agencies accountable to well-defined goals, performance-based planning may have value for both stakeholders and local officals in urban arterial design processes. To understand the potential role of performance-based planning for project-level design, this report examines four cases of urban arterial design: two in New York City (Prospect Park West in Brooklyn and 34th Street in Manhattan), and two in Portland, OR (North Williams Avenue and East Burnside). The cases were chosen because, in each, local officials faced community conflict about design and employed some form of performance measurement. The case study analysis finds that agencies can use performance-based planning to both guide design decisions and to actively engage community stakeholders. Among the cases considered, most employed only some features of performance-based planning, primarily to evaluate impacts and to make modifications to preliminary designs. One case, North Williams in Portland, was unique, however, in using a complete form of performance-based planning as a tool to increase participation by community stakeholders in the design process. Building upon the lessons from North Williams and the other cases, this report recommends a new framework for performance-based planning that attempts to empower stakeholders to participate in design decision-making, but recognizes that performance-based planning alone cannot resolve community conflicts.
by Jeremy R. Steinemann.
M.C.P.

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49

Ball, Charlene L. "Intercultural dialogue for civic engagement: Perspectives from the multicultural community." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.

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Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities.

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50

Budd, Jean. "Beyond academics - is community engagement possible through work integrated learning?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20724.

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The purpose of this study was to investigate whether two work integrated learning modules were the appropriate means to achieve community engagement ends, and to what extent the introduction of an NGO component in the WIL curriculum raised awareness or understanding of community engagement amongst the students at a private higher educational institution. Theoretical fields that guided the research included community engagement studies by Butin(2010) and Lazarus (2008), experiential learning literature encompassing work integrated learning, and the literature on service learning and transformative learning with a particular focus on Kolb's (1984) experiential learning cycle and the important role of critical reflection. This was a single case study conducted at a private higher education institution, which employed qualitative research methodology to analyse two work integrated learning modules. McCowan's (2008) curricular transposition framework was used to analyse whether the community engagement ideal was realised, and to identify any disjunctures that inhibited its implementation and realisation. To accomplish this four groups of participants were interviewed, each representing a different stage in McCowan's model. These were curriculum developers, work integrated learning lecturers, students from each work integrated learning module and a representative from the chosen NGO. From their perspectives key themes emerged revolving around levels of conviction of all stakeholders, forms of learning and degrees of student transformation. All of these indicated disjunctures between the "ideal" and what was actually achieved, and these acted as constraining factors which affected the transposition from ideal to real. My data suggests that WIL modules can be an appropriate means to achieve community engagement ends, but the "ideal" needs to have the support of all stakeholders and should be embedded firmly in the curriculum. The data also shows that because of the lack of conviction on the part of all stakeholders the community engagement awareness or understanding happened almost implicitly, as part of the hidden curriculum. Additionally, even though some awareness of community engagement did occur for students, the superficiality of the NGO engagement provided a superficial student experience. The evidence points to the conclusion that the use of work integrated learning modules as a means to promote community engagement awareness was moderately successful, but a lot more needs to be done to make it a viable and worthwhile option. Belief in the concept, clarity on goals and objectives, proper training and development of lecturers, constructive feedback loops, more intensive NGO engagement and support from all stakeholders involved are issues that need to be addressed to move towards realisation of the "ideal".

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