Knowledge as Enablement - Engagement between higher education and the third sector in South Africa

Ruth Albertyn, Mabel Erasmus

Description

Knowledge can and does enable, specifically through engagement between higher education institutions, the third sector (mostly non-profit organisations), public service role players and the communities. The purpose of the research is reciprocal building, sharing and utilisation of knowledge for mutual enablement and capacity building.

Sujets

• Littérature Sud-Africaine
• Littérature sud-africaine
• Townsend
• Leadership
• Research
• Higher education
• Occupational therapy
• Voluntary sector
• RE/Search
• Capacity building
• Enablement
• Community engagement

Informations

• Publié par: UJ Press
• Date de parution: 01 octobre 2015
• Nombre de lectures: 3
• EAN13: 9781920382636
• Langue: English
• Poids de l'ouvrage: 3 Mo

Extrait

KNOWLEDGE AS ENABLEMENT Engagement between higher education and the third sector in South A frica

EDITORS MABEL ERASMUS RUTH ALBERTYN

KNOWLEDGE AS ENABLEMENT Engagement between higher education and the third sector in South A frica

EDITORS MABEL ERASMUS RUTH ALBERTYN

Knowledge as Enablement – Engagement between higher education and the third sector in

South Africa

Published by Sun Media Bloemfontein (Pty) Ltd.

Imprint: SunBonani Scholar

All rights reserved

Copyright © 2014 Sun Media Bloemfontein and the Authors

The author and the publisher have made every eort to obtain permission for and acknowledge the

use of copyrighted material. Refer all inquiries to the publisher.

No part of this book may be reproduced or transmitted in any form or by any electronic, photographic or mechanical means, including photocopying and recording on record, tape or laser disk, on microfilm, via the Internet, by e-mail, or by any other information storage and retrieval system, without prior written permission by the publisher.

Views reected in this publication are not necessarily those of the publisher.

First edition 2014

ISBN: 978-1-920382-62-9 (Print) ISBN: 978-1-920382-63-6 (e-book) DOI: https://doi.org/10.18820/9781920382636

Set in Futura Lt BT 10/13 Cover design, typesetting and production by Sun Media Bloemfontein

Research, academic and reference works are published under this imprint in print and electronic format.

This printed copy can be ordered directly from: [e-mail] The e-book is available at the following link: https://doi.org/10.18820/9781920382636

 A C K N O W L E D G E M E N T S

It is an honour and a privilege to acknowledge the authors of this book, who traversed the landscape of community engagement together and shared the wisdom gained along the way. Their commitment to knowledge creation in scholarly activities is worthy of respect. Travelling this road together was a most fulfilling, inspiring experience for us as editors. We salute you all – and each other – for this.

Several of the chapters are based on collaborative work undertaken with other higher education colleagues and non‑profit staff members and volunteers. We acknowledge their sterling efforts and exceptional commitment to making novel contributions to enablement projects in varying contexts. We acknowledge the three experts in engagement who dedicated time, effort and scholarly attention to the double‑blind peer review process. Their critical comments guided us in making essential improvements to the chapters, and the more appreciative observations encouraged the editors and the authors to persevere in the belief that the book project was a worthwhile cause.

Ella Belcher’s first round of language editing was a testimony to her excellent professional standards combined with sensitivity to the context and nature of this project. From the offices of SUN MeDIA Bloemfontein Gerdus Senekal (text editor and junior publisher) added to the meticulous editing of the text at a further stage, and the publisher, Liezel Meintjes rounded off the project in a most professional, competent manner. Her enthusiasm, support and advice are highly appreciated.

The financial assistance of the National Research Foundation (NRF) towards the undertaking of key aspects of this book project is hereby acknowledged. Opinions expressed and conclusions arrived at are those of the authors and are not necessarily to be attributed to the NRF.

 C O N T E N T S

List of tables .......................................................................................................... 9

List of figures ...................................................................................................... 10

Contributing authors ........................................................................................... 11

Preface ............................................................................................................... 17

Foreword ............................................................................................................ 19

INTRODUCTION An introductory perspective on the knowledge enablement landscape: Potential for higher education–third sector engagement ................................................................... 21 Ruth Albertyn & Mabel Erasmus

PART ONE • Conceptual positionings 1 Enablement – A foundation for community engagement through service learning in higher education ............................................................................................. 41 Elize Janse van Rensburg

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Community‑engaged scholarship as pedagogy of possibility and knowledge enablement ....................................................................................... 62 Grey Magaiza

Considering ethics: Enabling participatory knowledge sharing ................................. 80 Sunette Pienaar

The Political Unconscious of higher education community engagement in South Africa ..................................................................................................... 100 Mabel Erasmus

Reimagining the third sector and its engagement with higher education institutions and local neighbourhoods: From scarcity to sustainability...................... 119 Stephan de Beer

PART TWO • Focus on the third sector 6 Perspectives on religious faith and management skills as enabling factors in the functioning and sustainability of faith‑based organisations in the third sector .......... 145 Kirna Hellmuth

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Views from inside a non‑profit organisation: Facilitating reciprocal relations based on a shared value system ......................................................................... 162 Patrick Kaars & Burneline Kaars

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Enabling constructive engagement through knowledge of the non‑profit sector ....... 179 Deidré van Rooyen & Willem Ellis

Factors that promote or hinder the voice of the third sector in public service delivery: Perspectives on the Batho Pele principles ..................................... 195 Pulane Pitso

PART THREE • Case studies and new approaches 10 “Let’s keep in touch!”: Exploring the connectedness of the third sector and higher education institutions in South Africa through social network analysis ........... 217 Elene Cloete

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Higher education: Enabling a social entrepreneurial approach for the third sector .. 236 Willem Ellis & Deidré van Rooyen

Working with non‑profit organisations during an international fieldtrip: Reflections on efforts to improve reciprocal relations ............................................ 253 Daniel Hammett & Daniel Vickers

Creating an online collaborative space for knowledge sharing among service learning participants ............................................................................... 251 Elanie Myburgh

The enablement of service learning champions through reciprocal knowledge sharing for engagement between the third sector and higher education ................. 290 Karen Venter & Ielse Seale

INDEX ..................................................................................................................... 311

ACRONYMS ............................................................................................................ 327

I S T  L T A B L E SO F

TABLE 1.1

TABLE 3.1

TABLE 8.1

TABLE 8.2

TABLE 8.3

TABLE 8.4

TABLE 8.5

TABLE 9.1

TABLE 10.1

TABLE 10.2

TABLE 10.3

TABLE 11.1

TABLE 11.2

Knowledge to share and knowledge to gain in SL partnerships .............. 58

An ethics framework for knowledge sharing between higher education institutions and the third sector ............................................ 92

Non‑profit classification sectors ......................................................... 182

Types of services rendered by NPOs in the Free State ........................... 184

Management/governance and staff of NPOs in the Free State .............. 185

Percentage breakdown of NPO income .............................................. 190

Opinions on generating own income ................................................. 191

Description of participants in the focus group discussion ...................... 202

UCINET degree centrality matrix for NPO–HEI collaboration (symmetrised) ................................................................................... 228

UCINET degree centrality matrix for NPO–HEI knowledge sharing (funding) (symmetrised) ..................................................................... 231

UCINET degree centrality matrix for NPO–HEI knowledge sharing (workshop information) (symmetrised) ................................................. 232

Continuum table of organisations according to their core purpose ....... 240

Recommendations to improve the process of social entrepreneurship in the third sector ............................................................................. 247

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 L I S T O F F I G U R E S

FIGURE 1.1

FIGURE 2.1

FIGURE 4.1

FIGURE 5.1

FIGURE 6.1

FIGURE 10.1

Enablement foundations [Source: Townsendet al442013:101] .................

Centrality of community‑engaged scholarship in higher education ........... 68

The Political Unconscious of community engagement in South Africa ..... 114

The three pillars of sustainability [Wikipedia 2006] ............................... 128

Three elements of the faith‑based NPO ............................................... 149

NPO–HEI collaboration network ......................................................... 227

FIGURE 10.2229NPO–HEI collaboration network without university actors......................

FIGURE 10.3NPO–HEI knowledge sharing network (funding and grant opportunities) ........................................................................... 230

FIGURE 10.4NPO–HEI knowledge sharing network (workshop and personal development information) .................................................................. 232

FIGURE 13.1

FIGURE 13.2

Different types or stages of relationships [Source: Bringleet al2732009:4] ....

Salmon’s five stage online learning model [Source: Salmon 2011:31] ...... 274

FIGURE 13.3Reflective journal screenshot............................................................... 285

FIGURE 13.4287Role‑player communication and sharing..............................................

FIGURE 14.1

Broad context of the study .................................................................. 293

FIGURE 14.2Conceptual framework of suggested principles..................................... 306

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A U T H O R SO N T R I B U T I N G  C

Ruth Albertynholds a PhD in adult education from Stellenbosch University. She started her career in education and was involved in a community development project in rural KwaZulu‑Natal in the 1980s where she focused on nutrition, adult education and research. She has lecturing experience in the field of adult education, community development, postgraduate supervision and research methodology and has supervised several master’s and PhD students. She also has conducted various research projects in her capacity as research associate at the Centre for Higher and Adult Education at Stellenbosch University over the past nine years. She has presented papers and published in her fields of expertise. She acts as critical reader for academic articles across disciplines, and has received an international award for review. Within the higher education context she has been involved in research, capacity building in research methodology, academic writing for publication and postgraduate supervision at various institutions in South Africa.

Elene Cloeteholds an advanced master’s degree in culture and development studies from the Katholieke Universiteit of Leuven, Belgium. After completing an undergraduate degree in music from the University of the Free State, South Africa, Elene pursued a 10‑year career in community development. This included working in both rural and urban arts development programmes and coordinating community outreach programs for the University of the Free State’s School of Music (currently the Odeion School of Music). This also involved implementing and coordinating a service‑ learning programme in collaboration with the University of the Free State’s service learning division. She is currently pursuing a PhD in socio‑cultural anthropology at the University of Kansas, USA.

Stephan de Beerholds a doctorate in divinity from the University of Pretoria. He is director of the Centre for Contextual Ministry at the University of Pretoria (www. ccm.up.ac.za). He oversees the development and management of diverse training programmes for continued education, and the hosting of four transdisciplinary research projects, focusing on faith and the city, social cohesion and reconciliation, child and youth development, and spirituality and health. Stephan was the CEO of the Tshwane Leadership Foundation from 1993 to 2012, pioneering community development programmes in the inner city of Pretoria, Tshwane, ranging from social and economic development programmes and the development of a social housing company to advocate for justice through arts and festivals. He has co‑founded the Institute for Urban Ministry, committed to the development of urban theological education in partnership with various institutions. He is convenor of Leadership Foundations Africa, a peer mentoring network supporting Christian community foundations committed to the socio‑spiritual transformation of their cities.

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