rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Community Engagement in Higher Education
    sub title: Policy Reforms and Practice
  name:
    name part: Jacob, W. James.
    role:
      role term: editor.
  name:
    name part: Sutin, Stewart E.
    role:
      role term: editor.
  name:
    name part: Weidman, John C.
    role:
      role term: editor.
  name:
    name part: Yeager, John L.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XX, 334 p. online resource.
  abstract: There seems to be renewed interest in having universities and other higher education institutions engage with their communities at the local, national, and international levels. But what is community engagement? Even if this interest is genuine and widespread, there are many different concepts of community service, outreach, and engagement. The wide range of activity encompassed by community engagement suggests that a precise definition of the “community mission” is difficult and organizing and coordinating such activities is a complex task. This edited volume includes 18 chapters that explore conceptual understandings of community engagement and higher education reforms and initiatives intended to foster it. Contributors provide empirical research findings, including several case study examples that respond to the following higher educaiton community engagement issues. What is “the community” and what does it need and expect from higher education institutions? Is community engagement a mission of all types of higher education institutions or should it be the mission of specific institutions such as regional or metropolitan universities, technical universities, community colleges, or indigenous institutions while other institutions such as major research universities should concentrate on national and global research agendas and on educating internationally-competent researchers and professionals? How can a university be global and at the same time locally relevant? Is it, or should it be, left to the institutions to determine the scope and mode of their community engagement, or is a state mandate preferable and feasible? If community engagement or “community service” are mandatory, what are the consequences of not complying with the mandate? How effective are policy mandates and university engagement for regional and local economic development? What are the principal features and relationships of regionally-engaged universities? Is community engagement to be left t…
  note: edited by W. James Jacob, Stewart E. Sutin, John C. Weidman, John L. Yeager.
  subject:
    topic: Education
  subject:
    topic: Education
  subject:
    topic: Education, general
  classification: L1-991
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Pittsburgh Studies In Comparative and International Education
  identifier: 9789463000079
  identifier: http://dx.doi.org/10.1007/978-94-6300-007-9
  record info:
    record creation date: 150617
    record change date: 20151204185042.0
    record identifier: 978-94-6300-007-9