ERIC Number: EJ843845
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 66
Different Worlds and Common Ground: Community Partner Perspectives on Campus-Community Partnerships
Sandy, Marie; Holland, Barbara A.
Michigan Journal of Community Service Learning, v13 n1 p30-43 Fall 2006
This qualitative study includes focus group research involving 99 experienced community partners across eight California communities using community-based research techniques to capture community voices about their service-learning partnerships with different colleges and universities. Partners commented on their perspectives regarding motivations, benefits to the academic institution and to their own organization, impacts on student learning, and areas for improving partnerships. The analysis affirms the characteristics of effective partnerships of multiple well-established models of effective partnerships developed by higher education, but reveal that community partners have a specific sense of prioritization among partnership factors. In addition, partners revealed a surprising depth of understanding and commitment to student learning, the "common ground" of the service-learning experience. Community partners also voiced challenges and recommendations for their higher education partners to transform service-learning partnership relationships to bridge their "different worlds," and enhance learning, reciprocity, and sustainability.
Descriptors: Higher Education, Focus Groups, Service Learning, Learning Experience, Colleges, Qualitative Research, Partnerships in Education, School Community Programs, School Community Relationship, Motivation, Program Effectiveness, Program Evaluation, College Students
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California