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Engaging in Societa...
Engaging in Societal Collaboration Through Reflexivity : Experiences from a Cross-Disciplinary Pilot Course for Faculty
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- Jonsson, Anna (author)
- Lund University,Lunds universitet,Organisation,Företagsekonomiska institutionen,Ekonomihögskolan,Organizational Studies,Department of Business Administration,Lund University School of Economics and Management, LUSEM,School of Economics and Management, Lund, Sweden
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- Perez Vico, Eugenia (author)
- Högskolan i Halmstad,Halmstad University,Lund University,Lunds universitet,CIRCLE,Institutionen för designvetenskaper,Institutioner vid LTH,Lunds Tekniska Högskola,Department of Design Sciences,Departments at LTH,Faculty of Engineering, LTH,Akademin för företagande, innovation och hållbarhet,Lund University, Lund, Sweden
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- Politis, Diamanto (author)
- Lund University,Lunds universitet,Entreprenörskap,Företagsekonomiska institutionen,Ekonomihögskolan,Entrepreneurship,Department of Business Administration,Lund University School of Economics and Management, LUSEM,Lund University, Lund, Sweden
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Mattsson, Pauline (editor)
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Perez Vico, Eugenia (editor)
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Salö, Linus (editor)
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(creator_code:org_t)
- Cham : Springer, 2024
- 2024
- English 22 s.
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In: Making Universities Matter : Collaboration, Engagement. Impact - Collaboration, Engagement. Impact. - Cham : Springer. - 2197-5701 .- 2197-5698. - 9783031487996 - 9783031487989 ; , s. 11-32
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Abstract
Subject headings
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- There is limited understanding of how education initiatives geared toward faculty and support staff can foster a capacity for long-term and integrated societal engagement and collaboration within higher education institutions. Using the experiences from a cross-disciplinary pilot course in Sweden, the current study aims to identify features that explicate how skills and academic rigor for engaging in societal collaboration can be developed toward a “reflexive scholarship of societal collaboration.” Based on a case study of the course, we identify the need for (i) theoretical orientation, (ii) collective reflections among diverse participants, and (iii) application of gained knowledge in real-world contexts. Building on the experiences from the pilot course, we explore and discuss the participants’ reflections on how their partaking in the course may support a reflexive scholarship of societal collaboration. Our study is relevant to managers and policymakers interested in nurturing long-term and integrated collaborations between academia and various societal actors.
- There is limited understanding of how education initiatives geared toward faculty and support staff can foster a capacity for long-term and integrated societal engagement and collaboration within higher education institutions. Using the experiences from a cross-disciplinary pilot course in Sweden, the current study aims to identify features that explicate how skills and academic rigor for engaging in societal collaboration can be developed toward a “reflexive scholarship of societal collaboration.” Based on a case study of the course, we identify the need for (i) theoretical orientation, (ii) collective reflections among diverse participants, and (iii) application of gained knowledge in real-world contexts. Building on the experiences from the pilot course, we explore and discuss the participants’ reflections on how their partaking in the course may support a reflexive scholarship of societal collaboration. Our study is relevant to managers and policymakers interested in nurturing long-term and integrated collaborations between academia and various societal actors.
Subject headings
- SAMHÄLLSVETENSKAP -- Annan samhällsvetenskap -- Tvärvetenskapliga studier inom samhällsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Other Social Sciences -- Social Sciences Interdisciplinary (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Keyword
- Societal Collaboration
- reflexivity
- Universities
- Scholarship Engagement
- Knowledge transfer
- academia
- Faculty course
Publication and Content Type
- kap (subject category)
- ref (subject category)
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