No Cover Image

Journal article 491 views 44 downloads

The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?

Alison Walker Orcid Logo, jenny mercer, leanne freeman

Journal of University Teaching and Learning Practice, Volume: 18, Issue: 7, Pages: 56 - 70

Swansea University Author: Alison Walker Orcid Logo

  • 63748.VOR.pdf

    PDF | Version of Record

    This journal provides open access to its content thereby sharing capability in research and education effectively with global partners and stakeholders. By facilitating exposure, sharing, comparison and critique of research, Open Access supports the generation of new knowledge applied to solve complex problems and deliver social benefits.

    Download (373.22KB)

DOI (Published version): https://doi.org/10.53761/1.18.7.5

Abstract

This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working with...

Full description

Published in: Journal of University Teaching and Learning Practice
Published: University of Wollongong and University of Tasmania, Australia 2021
Online Access: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2507&context=jutlp
URI: https://cronfa.swan.ac.uk/Record/cronfa63748
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2023-08-30T15:49:37Z
last_indexed 2023-08-30T15:49:37Z
id cronfa63748
recordtype SURis
fullrecord <?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>63748</id><entry>2023-06-28</entry><title>The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?</title><swanseaauthors><author><sid>9b302dcca04a1f4150e7d6f4a3af572b</sid><ORCID>0000-0002-1023-1983</ORCID><firstname>Alison</firstname><surname>Walker</surname><name>Alison Walker</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2023-06-28</date><deptcode>EDUC</deptcode><abstract>This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships.</abstract><type>Journal Article</type><journal>Journal of University Teaching and Learning Practice</journal><volume>18</volume><journalNumber>7</journalNumber><paginationStart>56</paginationStart><paginationEnd>70</paginationEnd><publisher>University of Wollongong and University of Tasmania, Australia</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>service-learning, collaboration, partnership, community partners</keywords><publishedDay>6</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-12-06</publishedDate><doi>https://doi.org/10.53761/1.18.7.5</doi><url>https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2507&amp;amp;context=jutlp</url><notes>Walker, A., Mercer, J., &amp; Freeman, L. (2021). The doors of opportunity: How do community partnersexperience working as co-educators in a service-learning collaboration?. Journal of University Teaching &amp; Learning Practice, 18(7), 56-70. https://doi.org/10.53761/1.18.7.5</notes><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2023-09-28T18:34:24.4432521</lastEdited><Created>2023-06-28T16:53:29.5192478</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2"/></path><authors><author><firstname>Alison</firstname><surname>Walker</surname><orcid>0000-0002-1023-1983</orcid><order>1</order></author><author><firstname>jenny</firstname><surname>mercer</surname><order>2</order></author><author><firstname>leanne</firstname><surname>freeman</surname><order>3</order></author></authors><documents><document><filename>63748__28659__ceebf64e832248899ccd802ee5a0ddc9.pdf</filename><originalFilename>63748.VOR.pdf</originalFilename><uploaded>2023-09-28T17:51:41.3935156</uploaded><type>Output</type><contentLength>382181</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>This journal provides open access to its content thereby sharing capability in research and education effectively with global partners and stakeholders. By facilitating exposure, sharing, comparison and critique of research, Open Access supports the generation of new knowledge applied to solve complex problems and deliver social benefits.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://ro.uow.edu.au/jutlp/about.html</licence></document></documents><OutputDurs/></rfc1807>
spelling v2 63748 2023-06-28 The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration? 9b302dcca04a1f4150e7d6f4a3af572b 0000-0002-1023-1983 Alison Walker Alison Walker true false 2023-06-28 EDUC This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships. Journal Article Journal of University Teaching and Learning Practice 18 7 56 70 University of Wollongong and University of Tasmania, Australia service-learning, collaboration, partnership, community partners 6 12 2021 2021-12-06 https://doi.org/10.53761/1.18.7.5 https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2507&amp;context=jutlp Walker, A., Mercer, J., & Freeman, L. (2021). The doors of opportunity: How do community partnersexperience working as co-educators in a service-learning collaboration?. Journal of University Teaching & Learning Practice, 18(7), 56-70. https://doi.org/10.53761/1.18.7.5 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2023-09-28T18:34:24.4432521 2023-06-28T16:53:29.5192478 Faculty of Humanities and Social Sciences Alison Walker 0000-0002-1023-1983 1 jenny mercer 2 leanne freeman 3 63748__28659__ceebf64e832248899ccd802ee5a0ddc9.pdf 63748.VOR.pdf 2023-09-28T17:51:41.3935156 Output 382181 application/pdf Version of Record true This journal provides open access to its content thereby sharing capability in research and education effectively with global partners and stakeholders. By facilitating exposure, sharing, comparison and critique of research, Open Access supports the generation of new knowledge applied to solve complex problems and deliver social benefits. true eng https://ro.uow.edu.au/jutlp/about.html
title The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
spellingShingle The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
Alison Walker
title_short The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
title_full The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
title_fullStr The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
title_full_unstemmed The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
title_sort The doors of opportunity: How do community partners experience working as co-educators in a service-learning collaboration?
author_id_str_mv 9b302dcca04a1f4150e7d6f4a3af572b
author_id_fullname_str_mv 9b302dcca04a1f4150e7d6f4a3af572b_***_Alison Walker
author Alison Walker
author2 Alison Walker
jenny mercer
leanne freeman
format Journal article
container_title Journal of University Teaching and Learning Practice
container_volume 18
container_issue 7
container_start_page 56
publishDate 2021
institution Swansea University
doi_str_mv https://doi.org/10.53761/1.18.7.5
publisher University of Wollongong and University of Tasmania, Australia
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
url https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2507&amp;context=jutlp
document_store_str 1
active_str 0
description This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships.
published_date 2021-12-06T18:34:25Z
_version_ 1778303595586781184
score 11.035634

Similar Items