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Fluid Practices of University-Community Engagement Boundary Spanners at a Land-Grant University

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Title: Fluid Practices of University-Community Engagement Boundary Spanners at a Land-Grant University
Language: English
Authors: Ania Payne, Ronald Orchard, Joshua Brewer, Cassidy Moreau
Source: Journal of Higher Education Outreach and Engagement. 2024 28(3):113-126.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: School Community Relationship, Land Grant Universities, Higher Education, Partnerships in Education, Models, Critical Theory, Guidelines, Social Work, Veterinary Medicine, Housing, Writing Instruction, Community Programs, Trust (Psychology), Educational Benefits, American Indian Education
Geographic Terms: Nebraska, South Dakota, Kansas
ISSN: 1534-6102
2164-8212
Abstract: Research on higher education community engagement (HECE) rarely places university or institutional voices in conversation with the community partners' voices. Boundary-spanning frameworks such as Weerts and Sandmann's (2010) for universities and Adams's (2014) for community partners help boundary spanners, but such models draw boundaries between community and university spanners and the beneficiaries of their work. Contrary to a resource-based view of value creation, which posits that organizations with more resources create more value, beneficiary-centric views see the beneficiary as central to value creation (Lepak et al., 2007). In this essay we incorporate a beneficiary-centric lens into HECE boundary-spanning practices to advance a critical theory of value creation that considers for whom, for what, and to what effect beneficiaries may create value (Le Ber & Branzei, 2010). We advocate for an integrated framework that unites university and community partners and places the beneficiary at the center of all engagement efforts.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445709
Database: ERIC
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  Data: Fluid Practices of University-Community Engagement Boundary Spanners at a Land-Grant University
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  Data: <searchLink fieldCode="AR" term="%22Ania+Payne%22">Ania Payne</searchLink><br /><searchLink fieldCode="AR" term="%22Ronald+Orchard%22">Ronald Orchard</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+Brewer%22">Joshua Brewer</searchLink><br /><searchLink fieldCode="AR" term="%22Cassidy+Moreau%22">Cassidy Moreau</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Outreach+and+Engagement%22"><i>Journal of Higher Education Outreach and Engagement</i></searchLink>. 2024 28(3):113-126.
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Land+Grant+Universities%22">Land Grant Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Veterinary+Medicine%22">Veterinary Medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Housing%22">Housing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Education%22">American Indian Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nebraska%22">Nebraska</searchLink><br /><searchLink fieldCode="DE" term="%22South+Dakota%22">South Dakota</searchLink><br /><searchLink fieldCode="DE" term="%22Kansas%22">Kansas</searchLink>
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  Data: 1534-6102<br />2164-8212
– Name: Abstract
  Label: Abstract
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  Data: Research on higher education community engagement (HECE) rarely places university or institutional voices in conversation with the community partners' voices. Boundary-spanning frameworks such as Weerts and Sandmann's (2010) for universities and Adams's (2014) for community partners help boundary spanners, but such models draw boundaries between community and university spanners and the beneficiaries of their work. Contrary to a resource-based view of value creation, which posits that organizations with more resources create more value, beneficiary-centric views see the beneficiary as central to value creation (Lepak et al., 2007). In this essay we incorporate a beneficiary-centric lens into HECE boundary-spanning practices to advance a critical theory of value creation that considers for whom, for what, and to what effect beneficiaries may create value (Le Ber & Branzei, 2010). We advocate for an integrated framework that unites university and community partners and places the beneficiary at the center of all engagement efforts.
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  Data: 2024
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  Data: EJ1445709
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 113
    Subjects:
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Land Grant Universities
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Critical Theory
        Type: general
      – SubjectFull: Guidelines
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      – SubjectFull: Social Work
        Type: general
      – SubjectFull: Veterinary Medicine
        Type: general
      – SubjectFull: Housing
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Community Programs
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: American Indian Education
        Type: general
      – SubjectFull: Nebraska
        Type: general
      – SubjectFull: South Dakota
        Type: general
      – SubjectFull: Kansas
        Type: general
    Titles:
      – TitleFull: Fluid Practices of University-Community Engagement Boundary Spanners at a Land-Grant University
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            NameFull: Ania Payne
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              Y: 2024
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