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Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership

Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership

Ndwakhulu Stephen Tshishonga
Copyright: © 2019 |Pages: 25
ISBN13: 9781522584612|ISBN10: 1522584617|ISBN13 Softcover: 9781522585091|EISBN13: 9781522584629
DOI: 10.4018/978-1-5225-8461-2.ch006
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MLA

Tshishonga, Ndwakhulu Stephen. "Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership." The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society, edited by Edgar Oliver Cardoso Espinosa, IGI Global, 2019, pp. 101-125. https://doi.org/10.4018/978-1-5225-8461-2.ch006

APA

Tshishonga, N. S. (2019). Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership. In E. Cardoso Espinosa (Ed.), The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society (pp. 101-125). IGI Global. https://doi.org/10.4018/978-1-5225-8461-2.ch006

Chicago

Tshishonga, Ndwakhulu Stephen. "Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership." In The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society, edited by Edgar Oliver Cardoso Espinosa, 101-125. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8461-2.ch006

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Abstract

This chapter explores the potential benefits and opportunities for institutions of higher learning (HEIs) to advance human-centered intellectual scholarship through institutionalizing university-community partnerships. The chapter argues that the success of these partnerships are not only depended on respect and mutual understanding but also on collective envisioning by all partners in forging both the strategic and plan of action. Paying lip-service to community-civil engagement or service-learning-deprived students, universities' and respective learning communities generate transformative knowledge and use knowledge as a strategy to deal with their problems. The chapter uses service learning or community engagement-related programs and projects from different universities as case studies in South Africa. Informed opinions from experts from academic institutions and students will be engaged to extract primary data.

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