DIMENSION IV ENHANCING SOCIAL, CIVIC AND COMMUNITY ENGAGEMENT
Strategies, policies, practices and resources to implement, sustain and embed civic, social, cultural and community engagement as an institutional UAS activity.
UAS stimulate regional life by different activities devoted to supporting and innovating regional culture, social and civic life. UAS can support social, civic and community engagement through teaching and learning and students volunteering. UAS can provide RDI to issues of public interest or concern and engage regional stakeholders to research process. It could also leverage institutional knowledge and resources for social good and finally build win-win systematic approaches to social, civic and community engagement.
Examples of such contribution could be: making on-campus activities or services available to outsiders; providing informal knowledge exchange activities; contributing to the wider civic life of the region (community) through speaking to regional media, opening the use of UAS facilities and services to the public in sports and recreation, culture (theatres, museums etc.) and knowledge development (libraries, science parks).
Please use the following buttons to navigate through this page or to return to the Help main page.
IV.1.Supporting community-engaged teaching and learning including credit-bearing curricular activities and students’ volunteering
Community-Engaged teaching and learning refers to pedagogies that incorporates community involvement into coursework. This class-related community involvement enhances students’ understanding of course materials. While deepening the learning process in this way, students build a sense of civic responsibility. At the same time, they address community-identified needs. UAS students can also serve community development through different volunteering activities.
IV.1.1. are students offered credit-bearing curricular activities to work in partnership with civic / civil society organisations and groups to address regional societal challenges?
A civil society organizations work in the interest of the citizens but operating outside of the governmental and for-profit sectors. Organizations and institutions that make up civil society include labor unions, non-profit organizations, churches, and other service agencies that provide an important service to society but generally ask for very little in return.
Your UAS can offers a range of activities (community engaged-learning, service learning or internships) focused on regional societal needs for which your students get ECTS points.
Example of level 5: Curriculums of most study programmes provide/offer the possibility to work in partnership with civic / civil society organisations and groups and to recognize credits from these activities.
Example of level 3: Curriculums of some study programmes provide/offer the possibility to work in partnership with civic / civil society organisations and groups and to recognize credits from these activities.
IV.1.2 does the UAS offer programmes that respond to societal needs that are specific to the regional context and communities?
You should consider study programmes of all types (i.e. Bachelor, Master, Doctoral, as well as short study programmes if they are available in your country). Are such study programmes developed in (close) cooperation with regional actors and according to their societal needs? Do they take into account (also) regional conditions? You should try focusing on regional aspects of study programmes (i.e. it means that study programmes could also have broader – national or even international – aspirations).
Example of level 5: Your UAS has a well-developed system for identifying and addressing regional societal needs to your study programmes. There is little or no room for further improvement.
Example of level 3: Your UAS has some system for identifying and addressing regional societal needs to your study programmes. There are multiple areas for further improvement.
IV.1.3. do study programmes include a community-engaged learning component for students?
Community-engaged learning refer to pedagogies that incorporates community involvement into coursework. This credit-bearing community involvement enhances students’ understanding of course materials. While deepening the learning process in this way, students build a sense of civic responsibility. At that same time, they address community-identified needs.
Students, faculty, and community members all benefit from incorporating community-engaged learning into coursework. It promotes interactive teaching, active learning, new classroom discussion possibilities, civic and learning skills for students, and a connection to the community. It also can lead to new avenues for RDI and publication.
Example of level 5: Curriculums of most study programmes include a community-engaged learning component for students.
Example of level 3: Curriculums of some study programmes include a community-engaged learning component for students.
IV.1.4. does the UAS facilitate the participation of community representatives in the teaching and learning process?
Try to answer the question: Are there study programmes or courses designed, delivered or evaluated in cooperation with the regional communities’ representatives?
Example of level 5: Most study programmes are designed or delivered or evaluated in cooperation with the regional communities or their participation in this process is considered. (It does not make sense to involve regional communities in all study programmes, but it should be considered if their participation brings benefits).
Example of level 3: Some study programmes are designed or delivered or evaluated in cooperation with the regional communities or their participation in this process is consider. (It does not make sense to involve regional communities in all study programmes, but it should be considered if they participation brings benefits).
IV.1.5. are UAS students delivering community-engagement activities through student organisations or initiatives?
Students’ community-engagement activities through student organisations or initiatives include e.g. awareness-raising campaigns, charitable events, volunteering in schools, partnerships with community groups.
Example of level 5: Your UAS has a well-developed system for supporting students delivering community-engagement activities through student organisations or initiatives. There is little or no room for further improvement.
Example of level 3: Your UAS has some system for implementing regional for supporting students delivering community-engagement activities through student organisations or initiatives. There are multiple areas for further improvement.
IV.1.6. does the UAS provide support for volunteering to enable students to commit their time and energy for the benefit of society, the environment and individuals?
UAS can support students volunteering through financial and non-financial incentives (such as extra credits, students awards and promotion).
Example of level 5: Your UAS has a well-developed system for supporting volunteering to enable students to commit their time and energy for the benefit of society, the environment and individuals. There is little or no room for further improvement.
Example of level 3: Your UAS has some system for support for volunteering to enable students to commit their time and energy for the benefit of society, the environment and individuals. There are multiple areas for further improvement.
IV.1.7. does the UAS facilitate and support partnerships between students and regional communities?
The support for partnership refers to formal support through funding or other kinds of UAS incentives or promotion.
Example of level 5: Your UAS has a well-developed system for supporting partnerships between students and regional communities. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for supporting partnerships between students and regional communities. There are multiple areas for further improvement.
IV.2.Providing research, development and innovation to investigate and solutions to issues of public interest or concern
This sub-dimension focuses on RDI which has a focus on the interest of the general public regional and social issues and citizens interests.
IV.2.1. does the UAS analyse and assess the social and community specifics of the region and community needs (e.g. inclusion aspects)?
UAS should have a system for analysing and assessing the social and community specifics of the region and community needs (e.g. inclusion aspects, demographical changes, regional environmental changes etc.).
IV.2.2. is this information used to inform policies and actions?
Example of level 5: Your UAS has a well-developed system of analysing and assessing the social and community specifics of the region and community needs (e.g. inclusion aspects). There is little or no room for further improvement.
Example of level 3: Your UAS has some systems of analysing and assessing the social and community specifics of the region and community needs (e.g. inclusion aspects). There are multiple areas for further improvement.
The second step after analysing and assessing specifics of the region and community needs is to respond to these needs by taking practical actions.
Example of level 5: Your UAS a has well-developed system of transferring findings from analyses of the social and community specifics of the region and community needs to practice. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for transferring findings from analyses of the social and community specifics of the region and community needs to practice. There are multiple areas for further improvement.
IV.3.Leveraging institutional knowledge and resources for social good
UAS is an institution that produces a lot of knowledge which can be used for regional well-being and social good. UAS also has many facilities and services which can serve regional communities and citizens.
IV.3.1. does the UAS contribute to /mediate debates and initiatives that address the societal needs of the regional communities?
UAS can play an important role in public debates about societal needs for the regional communities.
Example of level 5: Your UAS has a well-developed system for active engagement in public debates about the societal needs of the regional communities, there is little or no room for further improvement.
Example of level 3: Your UAS has some system for active engagement in public debates about the societal needs of the regional communities there are multiple areas for further improvement.
IV.3.2. does the UAS provide its knowledge and capacity to support the regional communities?
UAS can support regional communities with its experts’ knowledge. It can offer consultations and experts capacities for solving public and communities’ issues.
IV.3.3. does the UAS offer public access to its space, facilities and services to regional communities?
Example of level 5: Your UAS has a well-developed system for providing knowledge and capacity to help to solve the regional communities’ issues. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for providing knowledge and capacity to help solving the regional communities’ issues. There are multiple areas for further improvement.
UAS can offer their spaces, facilities and services to regional communities and citizens. UAS can provide them access to libraries, parks, museums. UAS can provide public courses and lectures, e.g. university of the third age, lectures about public health, climate change. It can organize the learning of children and youth etc. UAS can organize cultural/scientific festivals, arts events. UAS can also offer sports facilities or some commercial services (as a travel agency) to local communities.
Example of level 5: Your UAS has a well-developed system for offering public access to its space, facilities and services to regional communities. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for offering public access to its space, facilities and services to regional communities. There are multiple areas for further improvement.
IV.3.4. does the UAS provide / support public engagement initiatives, activities and events for the benefit of the regional communities?
The questions IV.3.1. focuses on contribution to the public debates. This question asks if your UAS provides financial or expert and administrative support for public engagement initiatives, activities and events for the benefit of the regional communities (e.g. campaigns, platforms, discussions and debates etc.).
Example of level 5: Your UAS has well-developed system for supporting public engagement initiatives, activities and events for the benefit of the regional communities. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for supporting public engagement initiatives, activities and events for the benefit of the regional communities. There are multiple areas for further improvement.
IV.4.Building win-win systematic approaches to social, civic and community engagement
UAS interaction with regional communities can build a win-win system for both sides.
IV.4.1. are structures developed or in place for planning, oversight and improvement of the UAS social, civic and community engagement?
The question asks if your UAS has some structures for planning, oversight, and improvement of the UAS social, civic and community engagement. It can be e.g. working group, dedicated body, a UAS body (including community groups).
Example of level 5: Your UAS a has well-developed system of structures for planning, oversight, and improvement of the UAS social, civic and community engagement. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for planning, oversight, and improvement of the UAS social, civic and community engagement. There are multiple areas for further improvement.
IV.4.2. does UAS develop mechanisms to engage community partners in the design and implementation of the UAS social, civic and community engagement?
Your UAS can develop different kinds of mechanism to engage community partners in the design and implementation of the UAS social, civic and community engagement. It could be e.g. partnerships, agreements, resources to address community needs.
Example of level 5: Your UAS a has well-developed system of mechanism to engage community partners in the design and implementation of the UAS social, civic and community engagement. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems of formal mechanisms to engage community partners in the design and implementation of the UAS social, civic and community engagement. There are multiple areas for further improvement.
IV.4.3. are systems in place to monitor, evaluate and improve social, civic and community engagement?
Your UAS should have a system for monitoring, evaluating and improvement of your UAS social, civic and community engagement.
Example of level 5: Your UAS has well-developed systems for monitoring, evaluating and improvement of your UAS social, civic and community engagement. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems for monitoring, evaluating and improvement of your UAS social, civic and community engagement. There are multiple areas for further improvement.
IV.4.4. is there evidence of the UAS activities leading to demonstrable benefits for the regional communities?
Your UAS should have a system of evidence, that the UAS activities are leading to demonstrable benefits for the regional communities.
Example of level 5: Your UAS has a well-developed system of evidence that your UAS activities have demonstrable benefits for the regional communities. There is little or no room for further improvement.
Example of level 3: Your UAS has some systems of evidence that your UAS activities have demonstrable benefits for the regional communities. There are multiple areas for further improvement.
IV.4.5. does UAS show a track record of mutually beneficial partnerships with its regional communities?
Your UAS should have a system of collecting evidence, that your UAS is establishing a mutually beneficial partnership with your regional communities.
Example of level 5: Your UAS has a proven records of mutually beneficial partnerships with its regional communities. There is little or no room for further improvement.
Example of level 3: Your UAS forged some mutually beneficial partnerships with its regional communities. There are multiple areas for further improvement.
