The Cheers!? project has resulted in further collaboration between Age Concern Brighton, Hove and Portslade, and the University of Brighton, who are now working together on an 'innovative research project' about older people and well-being. The concern was an increase in the number of older people using their services who may have problems with alcohol. Partners were aware of a lack of local evidence and also a lack of services specifically for older people with alcohol problems. They commissioned the university to conduct a scoping study, with further funding from the Brighton and Sussex Community Knowledge Exchange (BSCKE). From the perspective of the Brighton and Hove Drug and Alcohol Action Team (DAAT), the project offered potential for thinking about work with the voluntary sector.
The University of Brighton (UoB) received a grant from the American-based Atlantic Philanthropies Foundation to create an institutional infrastructure for supporting community-based research (CBR) in Brighton and the surrounding counties of East and West Sussex. Community-University Partnership Programme's (CUPP) role was to act as a nexus between academics and community groups, promoting CBR on both sides of the town-gown line. Many of the CUPP staff came from voluntary sector backgrounds rather than from university roles, which helped them to liaise between the two different cultures, establishing trusted, longstanding relationships with community partners. Although initial projects were based on existing relationships, CUPP took lessons from the science shop model and soon created a helpdesk for fielding community inquiries. Community and Personal Development module (CPD) has been a significant force in helping to bridge the gap between student volunteerism and CBR.
Under the coordination of Centro Boliviano de Estudios Multidisciplinarios (CEBEM), support for municipal management of indigenous communities was chosen as a key project objective in Bolivia. CEBEM signed a cooperation agreement with the Municipality of Jesus de Machaca to develop a research project, together with the indigenous authorities, to strengthen institutions and spread their experiences. Although the European Union (EU) project has ended, a series of activities continue in the shape of collaboration between CEBEM and the municipality with the aim of identifying steps for collaboration, investments, webpage development and intercultural dialogues through the Intercultural Relations Platform. EU-funded project was approved by the indigenous peoples, peasants and Aboriginals of three countries: Ecuador, Peru and Bolivia. The general objective of the project was to build capacity for territorial management on the part of the authorities and their organizations.
In the Chiquitania region of Bolivia, precious woods are products of high value that can be acquired from communities through local intermediaries at very low prices. Timber buyers acquire timber from people and communities through a system of loans and exchanges that often disadvantage small producers In 2003, the governments of Bolivia and Spain agreed to undertake a forestry development project in the Chiquitania region. The Chiquitania Forestry development project was undertaken within the VII Joint Hispano-Bolivian Cooperation Commission. In Bolivia, the Forestry Law gives municipalities responsibility for promoting local forestry development activities. The project involved a wide range of participants. To facilitate the adoption of a research-action approach, project coordination was undertaken by a Centro Boliviano de Estudios Multidisciplinarios (CEBEM) researcher. This facilitated the establishment of strategies for monitoring social interaction, support and methodological design.
This chapter examines the extent to which community-based research (CBR) programmes at four higher education institutions (HEIs) have impacted the curriculum and pedagogies of the institutions themselves. It provides a review of these four programmes, supplying some background on the CBR programmes and their evolution, and detailing some areas where the growth of these programmes has had an impact on aspects of the institution's curricula and/or pedagogy. The four programmes are: the Master's in Participation (MAP) at the UK's Institute of Development Studies (IDS), and the Community University Partnership Programme at the University of Brighton (CUPP). It also includes the outreach programme at Sewanee, University of the South (US), and the Programa de Investigacion Interdisciplinario Desrarrollo Humano en Chiapas (Interdisciplinary Research Programme on Human Development in Chiapas) at the Universidad Autonoma Metropolitana (UAM), Mexico.
Eileen Martin, Emma McKenna, Henk Mulder, and Norbert Steinhaus
This chapter considers the role of science shops in helping to develop policy to support community engagement within universities, both at the European level and at the country level. It discusses lessons learned by science shops in embedding community-university partnerships in policy, with a view to enhancing their sustainability. A science shop provides independent, participatory research support in response to concerns experienced by civil society. Science shop practitioners recognized the potential links between their work, which aimed to democratize science with the wider European Commission (EC) Science and Society agenda. Attempts have been made by science shops in different countries to either capitalize on current public and institutional policy where it exists or to create a policy context where it does not exist. EC support has also enabled some science shops to make stronger arguments for support at national and local levels.
Joy Molina Mirasol, Felix S. Mirasol, Estela C. Itaas Jr., and Benjamin Maputi
The forest land in the province of Bukidnon, Philippines, is continuously declining in terms of its economic and environmental capacity. Acosta called on the government and challenged the academy and other agencies to be more aggressive about measuring the efficacy of government programmes and policies on a range of environmental concerns. Collaborative efforts among the academy, non-governmental organizations (NGOs) and local government units (LGUs) have to be pursued to achieve good environmental management in local governance, economic growth and to prevent further damage to environment and natural resources. Bukidnon State University (BSU) Institute of Environmental Governance (IEG) was established to carry out programmes aimed at providing the needed capacity for local executives and local policymakers to better perform their mandate as provided under the Local Government Code.
This chapter seeks to define partnership research. It focuses on evaluation of the partnership research process, an undertaking distinguished from analysis of the larger process in which partnership research takes place. Finally, a partnership research evaluation model, based on the partnership research model developed by the Alliance de recherche universites-communautes en economie sociale (ARUC-ES) and the Reseau quebecois de recherche partenariale en economie sociale (RQRP-ES), was proposed. Partnership research is defined by three essential steps or phases: the co-definition of research goals; the co-implementation of the research project; and the mobilization of the resulting knowledge. Primarily, the partnership research evaluation model is targeted at the participants in partnership research, to give them tools with which to reflect on their partnership research experience and identify areas for improvement.
In Romania, most environmental problems, including deterioration of water source quality, have their origin in intensive industrialization and development of agriculture. The science shop used the report to promote science shop activities as an example of student participation, and also to raise public awareness about the quality of drinking water in Iasi. Iasi underwent a rapid industrialization and population growth. Prior to the beginning of this project, no correlations had been made between the quality of water sources, the water treatment at the Water Works Company and the opinions and expectations of the residents. As the project was conducted through a Romanian science shop, all costs were supported from the MATRA Social Transformation Programme of the Dutch Ministry of Foreign Affairs, which provided seed funding to the science shops.
This chapter lays out briefly how the work of the Citizenship Development Research Consortium (CDRC) is impacting university curricula and pedagogy across a global selection of higher education institutions (HEIs). The CDRC formed a teaching and learning group which has been experimenting with various ways in which citizenship can be taught within a formal university curricula and a traditional classroom setting. Not all members of the CRDC are university researchers. The Indian non-governmental organization (NGO) in Participatory Research in Asia (PRIA) has been one of the core institutional members of the group. PRIA has been an influential pioneer in participatory action research (PAR) and community-based research (CBR) in the global South. PRIA has designed a two-year MA in participatory development which includes a year of intensive coursework and a year of PAR fieldwork.