Academic literature on the topic 'Community engagement methods'
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Journal articles on the topic "Community engagement methods"
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Seedat, Mohamed, and Shahnaaz Suffla. "Community Engagement: Conceptualisation, Methods and Illustrations." Journal of Psychology in Africa 22, no. 4 (January 2012): 483–85. http://dx.doi.org/10.1080/14330237.2012.10820559.
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Rawl, Susan M., and Robin P. Newhouse. "Advancing Methods for Patient and Community Engagement." Western Journal of Nursing Research 43, no. 10 (June 26, 2021): 903–4. http://dx.doi.org/10.1177/01939459211027656.
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Morrel-Samuels, Susan, Martica Bacallao, Shelli Brown, Meredith Bower, and Marc Zimmerman. "Community Engagement in Youth Violence Prevention: Crafting Methods to Context." Journal of Primary Prevention 37, no. 2 (March 11, 2016): 189–207. http://dx.doi.org/10.1007/s10935-016-0428-5.
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Low, David. "University-Community Engagement: A grid-group analysis." Gateways: International Journal of Community Research and Engagement 1 (September 29, 2008): 107–27. http://dx.doi.org/10.5130/ijcre.v1i0.445.
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University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of enquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, enquiry functions to process disagreements into diverse methods of communication.
Most of the disagreements utilised by universities are derived from external sources, thus university-based enquiry must necessarily involve a dialogue with a broader community or environment. In this sense, university-community engagement can be viewed most generally as a method that processes disagreements into shared understandings through enquiry.
To demonstrate how university-community engagement functions from an enquiry point of view, I use Mary Douglas’ grid-group diagramming method to develop a critical typology for classifying university-community engagement. My modified grid-group diagram provides a structured typological space within which four distinct methods of university-community engagement can be identified and discussed – both in relation to their internal communicational characteristics, and in relation to each other.
The university-engagement grid-group diagram is constructed by locating each of Douglas’ four quadrants within Charles Peirce’s four methods of enquiry. Peirce’s work is introduced because each of his four methods of enquiry deals specifically with how disagreements are processed and resolved. When Peirce’s methods for fixing belief are located in Douglas’ grid-group diagram, they create a sense-making framework for university-community engagement. It is argued that the model offers a heuristic structure through which to view the diversity of university-community engagement and create shared understandings of the appropriateness of a wide range of possible engagement methods.
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Benson, Caroline E., Jodi Feinberg, Amani Abdallah, and Terri Lipman. "Community champions: A mixed methods study on volunteer recruitment and retention in community engagement." Journal of Nursing Education and Practice 10, no. 6 (March 3, 2020): 19. http://dx.doi.org/10.5430/jnep.v10n6p19.
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Community engagement is an effective method of preparing nursing students to be influential providers for diverse patient populations. Over the course of the 2016-2017 academic year, volunteer attendance was recorded and a qualitative survey was distributed to evaluate attendance rates and retention of Community Champion volunteers, and to determine factors that contributed to the success and sustainability of the program. There was an 83% attendance rate overall at the community-based initiatives, with the highest attendance rate of 98% amongst initiative leaders. The following themes emerged from the qualitative surveys assessing retention: 1) Self motivation and enthusiasm among community members 2) diverse and interdisciplinary interactions 3) communication and organization and 4) student commitment barriers. Students with the greatest amount of experience with community engagement assumed more responsibility and dedicated the most amount of time to the program. The consistent commitment of volunteers to Community Champions has positively impacted the students’ academic careers and the sustainability of the community partnership. In order to optimize community programming, volunteer reliability, consistency and commitment are necessary.
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Joosten, Yvonne A., Tiffany L. Israel, Amy Head, Yolanda Vaughn, Victoria Villalta Gil, Charles Mouton, and Consuelo H. Wilkins. "Enhancing translational researchers’ ability to collaborate with community stakeholders: Lessons from the Community Engagement Studio." Journal of Clinical and Translational Science 2, no. 4 (August 2018): 201–7. http://dx.doi.org/10.1017/cts.2018.323.
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Community engagement is considered essential to effectively translate research into practice and is increasingly recognized as a key to successful clinical trial recruitment. Challenges to engaging community stakeholders in research persist and new methods are needed to facilitate meaningful stakeholder involvement. The Community Engagement Studio (CE Studio), a consultative model, has been used at every stage of the research process. Best practices drawn from the model could inform other methods of engagement. Using a mixed-methods approach that included evaluation surveys, impact surveys and interviews, we assessed the CE Studio program. We analyzed data from 75 CE Studios; 65 researchers and 591 community members completed surveys and 10 researchers completed interviews. Surveys indicate that 100% of researchers would request a CE Studio in the future, and 99.3% of community members would participate in a CE Studio again. We identified 6 practices to enhance community engagement in clinical and translational research: early input, researcher coaching, researcher humility, balancing power, neutral facilitator, and preparation of community stakeholders. These best practices may enhance the quality of existing community engagement approaches and improve the effectiveness of translational researchers’ efforts to engage community stakeholders in their work.
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Muir, Jenny. "Creative Community Planning: Transformative Engagement Methods for Working at the Edge." Housing Studies 26, no. 1 (January 2011): 180–82. http://dx.doi.org/10.1080/02673037.2011.530489.
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Hu, Richard. "Creative Community Planning: Transformative Engagement Methods for Working at the Edge." Australian Planner 48, no. 3 (September 2011): 237–38. http://dx.doi.org/10.1080/07293682.2010.517766.
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Newton Miller, Laura. "University Community Engagement and the Strategic Planning Process." Evidence Based Library and Information Practice 13, no. 1 (March 6, 2018): 4–17. http://dx.doi.org/10.18438/eblip29351.
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Objectives- To understand how university libraries are engaging with the university community (students, faculty, campus partners, administration) when working through the strategic planning process.
Methods- Literature review and exploratory open-ended survey to members of CAUL (Council of Australian University Librarians), CARL (Canadian Association of Research Libraries), CONZUL (Council of New Zealand University Librarians), and RLUK (Research Libraries UK) who are most directly involved in the strategic planning process at their library.
Results- Out of a potential 113 participants from 4 countries, 31 people replied to the survey in total (27%). Libraries most often mentioned the use of regularly-scheduled surveys to inform their strategic planning which helps to truncate the process for some respondents, as opposed to conducting user feedback specifically for the strategic plan process. Other quantitative methods include customer intelligence and library-produced data. Qualitative methods include the use of focus groups, interviews, and user experience/design techniques to help inform the strategic plan. The focus of questions to users tended to fall towards user-focused (with or without library lens), library-focused, trends & vision, and feedback on plan.
Conclusions- Combining both quantitative and qualitative methods can help give a fuller picture for librarians working on a strategic plan. Having the university community join the conversation in how the library moves forward is an important but difficult endeavour. Regardless, the university library needs to be adaptive to the rapidly changing environment around it. Having a sense of how other libraries engage with the university community benefits others who are tasked with strategic planning
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Geekiyanage, Devindi, Terrence Fernando, and Kaushal Keraminiyage. "Mapping Participatory Methods in the Urban Development Process: A Systematic Review and Case-Based Evidence Analysis." Sustainability 13, no. 16 (August 11, 2021): 8992. http://dx.doi.org/10.3390/su13168992.
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Despite the fact that vulnerable communities are the most affected by unplanned cities, considerably less attention has been given to involving them in urban development in order to ensure equitable outcomes. In this regard, there is an urgent need for governments to introduce and enforce processes that allow citizens, including vulnerable communities, to participate in development planning and policymaking. However, at present, there is a lack of guidance for practitioners regarding the definition of a clear purpose of community engagement and the selection of appropriate participatory methods to fulfil the set purpose. This study provides a thorough account of the participatory methods that can be used to achieve various engagement goals throughout the urban development process. This structured literature review used 71 reports published from 2000 to 2020. The review revealed 34 participatory methods, wherein most of the methods are devoted to informing, consulting and involving communities, whilst only a few methods are available for interactive public participation that supports true collaboration and empowerment. The study identified 12 purposes of community engagement in urban development, and mapped the 34 participatory methods for achieving them. The analysed case studies showed that the current community engagement practices are mainly in the pre-design and briefing stages of the urban development processes, and that most projects are aiming to achieve the ‘inform’ and ‘consult’ levels of engagement, with a few aiming to achieve the ‘involve’ and ‘collaborate’ levels. This study shows that community engagement is often overlooked during the professional design, development and post-development phases. The paper presents an onion model which can be used by practitioners to choose appropriate participatory methods based on the intended urban development phase, the engagement level and the purpose of the community engagement.
Dissertations / Theses on the topic "Community engagement methods"
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Jackson, Kellee, Pierre Johnson, and Melinda Jolley. "Strategic Methods in Community Engagement for UNESCO Biosphere Reserves." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4935.
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This research aimed to find strategic methods in community engagement related to regional sustainable development, specifically within the context of regions in Europe and North America that are applying for the UNESCO Biosphere Reserve designation. The Framework for Strategic Sustainable Development was presented as a planning framework that can fill gaps in the current Biosphere Reserve planning process. A tool for assessing community engagement based on the five Process Characteristics of transparency, cooperation, openness, inclusiveness, and involvement was created and used to explore community engagement practices in six UNESCO Biosphere Reserve regions in Sweden and Canada. The assessment of methods used in those six regions yielded a list of nine methods which stood out in contributing to community engagement.
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Law, Amir A. "The relationships between noncognitive characteristics and student engagement| A sequential exploratory mixed methods study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662871.
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The purpose of this study was to explore the perceptions of students of color at an urban commuter university as they relate to the constructs utilized within the engagement literature and to the noncognitive student characteristics literature. Data were collected using the following instruments: William Sedlacek's Noncognitive Questionnaire (NCQ), items from the Beginning College Student Survey of Engagement (BCSSE), items from the National Survey of Student Engagement (NSSE), and individual and small group interviews. The key findings of this study revealed that noncognitive characteristics assisted students in (a) internalizing messages, (b) understanding systemic processes, and (c) identifying motivating factors. These findings underscore the importance of moving away from a monolithic understanding of engagement to a more complex consideration of the ways in which students interact with the campus environment. Furthermore, this study showed the importance of providing incoming students with the opportunity to build on noncognitive personal skills, experiences, and characteristics—assets that are not measured by traditional college entrance requirements such as high school grades or standardized test scores and that often have not been seen as being directly related to academic success. This can be accomplished through the development of curricular and co-curricular experiences that include comprehensive programs and activities as they pertain to internalizing key messages, determining motivators, and understanding systemic processes.
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Orlovic, Senija. "Volunteers' Engagement and Retention in the Community of Bosniaks Georgia, Inc." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1736.
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Members of ethnic- and nationality-based community organizations in the United States support their communities with their membership fees and donations, but they often show little interest in participating in volunteer activities. The purpose of this case study was to examine what motivates people to engage in ethnic- and nationality-based community organizations and provide information to leaders of the ethnic- and nationality-based community organizations to develop best practices with ways to attract and retain volunteers. This study was based on Clary, Snyder, and Stukas's conceptualization of functional motivations of volunteerism. Interview data were collected from 32 individuals who volunteer in a community organization that seeks to support and preserve the culture of Bosnia in a southern state in the United States. These data were transcribed and then subjected to a three-tiered coding and analytic strategy by using open coding, axial coding, and selective coding. Key findings of this study revealed that participants viewed volunteering itself as the reward for service because it provides a sense of fulfillment, a mechanism for continuing commitment to others, and the preservation of a way of life for Bosnian Americans. The implication for positive social change includes direct recommendation to leaders of similarly situated organizations to recognize the importance of volunteers' feedback related to ways to improve volunteer management practice. The recognition of volunteers' feedback promotes sense of being valued for their roles with the organization, especially when they play other key roles in the organization, such as being members and donors in addition to being volunteers.
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Halsell, Tiffany Y. "High Impact Practices: A Mixed Methods Study of Engagement among Black Undergraduate Women." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491747764231344.
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Izidor, Nnadozie. "Methods of community engagement between oil multinational companies and communities in the Nigerian Niger Delta Region : a critical analysis of the activities of Eni SpA, Total SA and RD Shell." Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/16594/.
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This thesis made new contributions to the company-community relations field by incorporating institutional theory, stakeholder theory and community engagement theory, to investigate the community engagement strategies, community relations approaches and social responsibility practices used by companies in a developing country. It makes new contributions to the debate on why multinational companies - Eni SpA, Total SA and RD Shell in the Nigerian Niger Delta region (NDR) struggle to establish and manage relations with host communities. The research idea is founded on the concern that there is a failure in addressing why oil MNCs operating in Nigeria, fall short of meeting the expectations of communities, hence face diverse challenges from communities, including threats of losing their social licence to operate. Institutional theory, stakeholder theory and community engagement theory were purposefully and consistently applied to establish a theoretical foundation to explore and explain methods of community engagement, community relations approaches and social responsibility practices used by the three MNCs. As a study that investigated ‘business in society’, a qualitative research paradigm was adopted, using a cross-sectional design to synthesise the experiences of the companies against those of their host communities, to articulate the slight variations in their approaches. In the data collection and analyses, the study employed a mixed method of secondary and primary research. The secondary research, involved an assessment of company archives and news media materials. Guided in-depth interviews with purposefully sampled senior managers in the three oil MNCs and community representatives, were introduced to advance the research into a full primary research. Data analyses were conducted using a qualitative content analysis, whereby identified themes were coded and then analysed and discussed extensively. This thesis made new contribution to the theoretical application in company-community relations by being the first to incorporate institutional theory, stakeholder theory and community engagement theory to argue the role of valued interests in managing stakeholder expectations. This thesis proved that the three theories used, are interrelated in the sense that each, through different viewpoints, addresses relational issues within and between company and community, and explored the concepts of valued interests and expectations as relational concepts in the theoretical framework. The tripartite theoretical framework therefore offers a new theoretical approach for the contextualisation and rationalisation of company-community relations in a developing country. This thesis also made a new contribution to theoretical knowledge in the stakeholder theory by pioneering in the identification of a stakeholder group the present researcher refers to as the ‘Mediante Stakeholders’, and established that in stakeholder mapping, there is a small stakeholder group within the overlap between internal stakeholders and external stakeholders of the organisation. What sets the mediante stakeholders apart from the rest of the stakeholder groups is the level of access that is given to the this unique stakeholder group and the ability to be both inside and outside the organisation/company at the same time. Empirically, the interviews with oil MNCs and communities revealed different ways of engagement used, such as town hall meetings with communities, cluster development board meetings and other methods of communication including back-and-forth letter communications. Different strategies and approaches were used by MNCs and communities such as the blockade strategy (used by host communities), selective engagement (focusing on engaging the most powerful stakeholders), divide and rule strategy (a dangerous approach some of the oil MNCs have been accused of), and mediated engagement (using NGOs to engage host communities). The research concludes that the development and sustainability of methods of engagement in company-community relations depends on the willingness and commitment of the parties involved. It is the willingness and commitment to work together that guarantee the most constructive methods of engagement with host communities.
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Santiago, Saul. "Social Disorder and Level of Engagement of Small Business Owners in the Virgin Islands." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/202.
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The U.S. Virgin Islands is experiencing an economic recession, manifested through social disorders such as abandoned and vandalized houses. Research points to social disorders and lack of community engagement as key factors inhibiting community development efforts. In order to strengthen these struggling communities, research has highlighted the need for public-private partnerships. Guided by Ajzen's theory of planned behavior, which posits that attitudes can predict behaviors, this study examined the relationship between social disorder and engagement of small business owners in community development. Small business owners in the U.S. Virgin Islands received an Internet or paper survey; a total of 79 completed surveys out of the 220 who were contacted. A Spearman rank-ordered correlations test and multiple regression were used to analyze the responses, with physical and social disorder, number of employees, and years of operation as the independent variables, and community engagement level as the dependent variable. The findings revealed a strong community engagement from the business owners, although none of the independent variables had a statistically significant relationship with the dependent variable. The findings also indicated which areas of social disorder most concerned small business owners. This study can have a positive social impact by identifying common areas of distress, which can help spur greater collaboration between community stakeholders and local small businesses, thereby creating an improved local environment.
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Crumpton, Debra Joan. "Instructional Behavior and Its Impact on Student Engagement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6003.
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The purpose of this quantitative study was to expand understanding of leadership behaviors and their influence on follower engagement. Researchers have shown that engagement is a predictor of retention and organizational performance. Leadership theory and the conceptual framework of worker engagement were the study's theoretical anchors. Despite a proliferation of leadership studies, engagement antecedents are largely unknown. The aim of this study was to narrow the gap in the literature by examining the extent to which there may be a relationship between college instructors' behaviors and student engagement. Although not traditionally regarded as frontline leaders, extant leadership literature affirmed college instructors' organizational position, role, and responsibilities as direct supervisors and students as their followers. The independent variables were instructor behavior, institutional support, and depth of learning. Student engagement was the dependent variable. Correlation and regression analysis were applied to existing survey data collected in 2014 from students who were enrolled in a diverse, urban community college located in a major metropolitan city in the United States. The most prominent finding, that leadership behaviors had the strongest correlation to student engagement, contributed to the body of leadership knowledge by reaffirming leadership behaviors as a predictor of follower engagement. Given the increasing diversity of workers and followers, this study's findings have the potential to help leaders more effectively engage followers who are members of historically marginalized groups, thereby, helping to narrow equity gaps and advance social justice, particularly in higher education.
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Duncan, Robin A. "Students' Perceived Value of the Community College Experience: A Mixed Methods Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.
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Staley, Kristine N. "A Valuation of U.S. Not-For-Profit Summer Camps with a Comparison of Two Members of the Association of Hole in the Wall Camps." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/79.
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Despite their prevalence throughout the United States, summer camps are rarely considered as businesses or high-functioning not-for-profit entities. This paper explores the camping industry with a focus on not-for-profit camps. It adapts typical not-for-profit efficiency metrics to camps in order to demonstrate that powerful missions are not always enough to keep not-for-profits in operation. The paper examines two members of the Association of Hole in the Wall Camps which serve children with serious and life-threatening illnesses. Ultimately, this paper is a tool for donors to observe how organizational performance is a crucial factor when donating to organizations with similar mission.
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Hughes, Charlotte Degener. "Indigenous-led Resistance to Environmental Destruction: Methods of Anishinaabe Land Defense against Enbridge's Line 3." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pitzer_theses/91.
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Enbridge has proposed the Line 3 “Replacement” Project, a new pipeline project taking a new route strait through Anishinaabe treaty territory in what is known as northern Minnesota. In the middle of the regulation process, the future remains unclear of how the State of Minnesota will move forward with the permitting process, but Anishinaabe communities, a range of non-profit organizations, and local landowners remain firmly against the line. Rooted in varied frameworks of Native sovereignty, the land, and Indigenous feminism, Anishinaabe communities lead the resistance against a product of ongoing settler colonialism, racial capitalism, and environmental racism. This thesis contextualizes the multi-tactical repertoires of those defending the land in the existing work of Indigenous scholars who write on the necessity for land-based resistance towards the unsettling process of decolonization. Ultimately, the resistance against Line 3 is representative of a long-term battle for Native sovereignty and self-determination in defense of the land and future generations.
Books on the topic "Community engagement methods"
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Sarkissian, Wendy. Creative community planning: Transformative engagement methods for working at the edge. London: Earthscan, 2010.
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Sarkissian, Wendy. Creative community planning: Transformative engagement methods for working at the edge. London: Earthscan, 2010.
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Dianna, Hurford, and Wenman Christine, eds. Creative community planning: Transformative engagement methods for working at the edge. London: Earthscan, 2010.
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Community engagement, organization, and development for public health practice. New York, NY: Springer, 2012.
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Castro-Blanco, David. Elusive alliance: Treatment engagement strategies with high-risk adolescents. Washington, DC: American Psychological Association, 2010.
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Harmin, Merrill. Inspiring active learning: Strategies of instruction. Edwardsville, Ill: Inspiring Strategy Institute, 1995.
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Inspiring active learning: A handbook for teachers. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.
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David, Castro-Blanco, and Karver Marc S, eds. Elusive alliance: Treatment engagement strategies with high-risk adolescents. Washington, DC: American Psychological Association, 2010.
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David, Castro-Blanco, and Karver Marc S, eds. Elusive alliance: Treatment engagement strategies with high-risk adolescents. Washington, DC: American Psychological Association, 2010.
Find full textBook chapters on the topic "Community engagement methods"
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Mendenhall, Tai, William Doherty, Elizabeth “Nan” LittleWalker, and Jerica Berge. "Medical Family Therapy in Community Engagement." In Clinical Methods in Medical Family Therapy, 401–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68834-3_14.
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Zhao, Chengqi. "The urban renewal method based on the community principle." In Japanese Machizukuri and Community Engagement, 153–62. New York : Routledge, 2020. | Series: Planning, heritage and sustainability: Routledge, 2020. http://dx.doi.org/10.4324/9780429201851-16.
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Beleffi, Elena, Paola Mosconi, and Susan Sheridan. "The Patient Journey." In Textbook of Patient Safety and Clinical Risk Management, 117–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_10.
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AbstractThe wide implementation of patient safety improvement efforts continues to face many barriers including insufficient involvement of all stakeholders in healthcare, lack of individual and organizational learning when medical errors occur and scarce investments in patient safety. The promotion of systems-based approaches offers methods and tools to improve the safety of care. A multidisciplinary perspective must include the involvement of patients and citizens as fundamental contributors to the design, implementation, and delivery of health services.The patient journey is a challenging example of using a systems approach. The inclusion of the patient’s viewpoint and experience about their health journey throughout the time of care and across all the care settings represents a key factor in improving patient safety. Patient engagement ensures that the design of healthcare services are aligned with the values, the preferences, and needs of the patient community and integrates the real-life experience and the skills of the people to enhance patient safety in the patient journey.The utmost priority to implement patient engagement is the training of patients. Therefore, training for both patients/families/advocates and health professionals is the foundation on which to build active engagement of patients and consequently an effective and efficient patient journey.The chapter offers examples of successful training courses designed to foster strategic alliances among healthcare professionals and researchers with patients and their organizations. Training of patients constitutes the first step to develop shared knowledge, co-produced projects, and the achievement of active multilevel participation of patients for the implementation of patient safety in the patient journey.
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Raineri, Paolo, and Francesco Molinari. "Innovation in Data Visualisation for Public Policy Making." In The Data Shake, 47–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63693-7_4.
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AbstractIn this contribution, we propose a reflection on the potential of data visualisation technologies for (informed) public policy making in a growingly complex and fast changing landscape—epitomized by the situation created after the outbreak of the Covid-19 pandemic. Based on the results of an online survey of more than 50 data scientists from all over the world, we highlight five application areas seeing the biggest needs for innovation according to the domain specialists. Our main argument is that we are facing a transformation of the business cases supporting the adoption and implementation of data visualisation methods and tools in government, which the conventional view of the value of Business Intelligence does not capture in full. Such evolution can drive a new wave of innovations that preserve (or restore) the human brain’s centrality in a decision making environment that is increasingly dominated—for good and bad—by artificial intelligence. Citizen science, design thinking, and accountability are mentioned as triggers of civic engagement and participation that can bring a community of “knowledge intermediaries” into the daily discussion on data supported policy making.
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Papadimitriou, Antigoni, Rosalyn W. Stewart, and Constantine Frangakis. "University-Engagement Research: Application of a Mixed Method Design of Community-Based Participatory Research for Communities’ Well-Being." In Re-envisioning Higher Education’s Public Mission, 97–118. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55716-4_6.
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Ochtera, Rebecca D., Kimberly J. Rak, and Michael A. Yonas. "Visual Voices as a Method for Community Engagement in Research and Action." In Methods for Community Public Health Research. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826198785.0008.
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Fredericks, Joel, Martin Tomitsch, and M. Hank Haeusler. "Redefining Community Engagement in Smart Cities." In Citizen-Responsive Urban E-Planning, 13–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4018-3.ch002.
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Community engagement has been widely discussed in both academic and practitioner literature, in particular around the types of tools, techniques, and methods used to undertake engagement. The practice of community engagement is at risk of becoming fragmented if there is a disconnection between the engagement objectives, the mechanisms used for people to interact, and the outcomes that ultimately contribute towards decision-making. Building on their previous work, including an established set of dynamic design patterns for situated, digitally augmented community engagement, authors propose a smart engagement ecosystem as a conceptual model that has the ability to connect people through physical, digital, online, and hybrid engagement approaches. The model postulates that participation between these various approaches are non-linear and reactive; where each approach can be used individually or collectively within the ecosystem. The chapter discusses how this capability can be leveraged within our smart engagement ecosystem model to connect, engage, and interact with local communities.
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Kazakova, Elena. "Business Case as a Tool for Educating Schoolchildren." In Business Community Engagement for Educational Initiatives, 181–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch010.
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The practice of working with business cases contradicts all basic school education organizations' canons. Judge for yourself: the authors of the cases do not know initially how to solve them. They often do not even guess which methods they should use to do so. Moreover, they are not always sure that they formulate the problem correctly. However, students for some reason find such problems to be the most interesting to solve. The middle adolescence is the age when young people are in search of themselves. Therefore, these cases, dictated by the chaos of a changing life, serve as a real window to the world of future destiny for them. The chapter will consider the process of selecting enterprises that can become the authors of cases, reveal the stages of case creation, describe the problems that the designers of cases are faced with, analyze in detail the experience of organizing the educational process based on cases with schoolchildren, and provide examples of high quality scientific and technological cases.
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Li, Yan, Lucinda Morgan, and Jiacheng Li. "Calling for Children Friendly Community Life." In Community Engagement Program Implementation and Teacher Preparation for 21st Century Education, 209–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0871-7.ch012.
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The concept of service learning for children has recently attracted more and more attention in China, and along with its incorporation into society, there are specific issues that should be considered. This chapter applies qualitative and quantitative research methods to explore the current situation of children's service learning in China in order to analyze the possibilities of community-based learning and to better understand its expectations. By utilizing these methods, the authors found the fragmented worlds of children in the case-study community, which can be regarded as a miniature representation of Chinese children's service learning. Based on this study, the authors make further recommendations for future exploration in this domain.
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Quintana, Rebecca M., Catherine S. Hearn, Donald J. Peurach, and Kathryn Gabriele. "Self-Directed/Community-Supported Learning." In Handbook of Research on Online Discussion-Based Teaching Methods, 312–32. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch013.
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MOOC designers seeking to address evolving ambitions of MOOCs to support workforce development confront a fundamental design dilemma: on the one hand, the self-paced nature of online learning is efficient for busy learners working alone to acquire new knowledge and capabilities; on the other hand, the self-paced, often-isolated nature of online learning complicates designing MOOCs that motivate and sustain the type of engagement necessary to support learners in mobilizing new knowledge and capabilities in practice contexts and in collaboration with other professionals. The authors offer an account of their efforts to create opportunities for deep learning in large-scale, open-access learning environments through the creation and instantiation of a new instructional model called self-directed/community-supported learning. This model aims to draw diverse learners around the world into a community of discourse and practice through coordinated video content presentations, web-based enrichment activities, scenario-based team practice exercises, and community-wide discussion.
Conference papers on the topic "Community engagement methods"
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Lee, Ming-Chun. "People, Places, Memories and Mobile Apps. Understanding the Potential of Augmented Reality in Public Participation and Community Development." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/yiwv5912.
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Augmented Reality (AR) goes beyond the dichotomy of passive methods of engagement with the public. It offers an interactive method to expand visualization techniques in participatory planning processes. This paper discusses three mobile apps developed by a partnership. These apps support a series of community events aimed at increasing overall public participation and civic engagement with a goal of increasing awareness of community history through data visualization and storytelling.
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Hayes, Jorden L. "Civic engagement in the geophysics classroom: An example of students learning GPR methods while serving a marginalized Pennsylvania community." In 18th International Conference on Ground Penetrating Radar, Golden, Colorado, 14–19 June 2020. Society of Exploration Geophysicists, 2020. http://dx.doi.org/10.1190/gpr2020-033.1.
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Animashaun, Aisha, and Gilberto Bernardes. "Noise promotes disengagement in dementia patients during non-invasive neurorehabilitation treatment." In 4th Symposium on Occupational Safety and Health. FEUP, 2021. http://dx.doi.org/10.24840/978-972-752-279-8_0009-0014.
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Introduction:The lack of engagement and the shortage of motivation and drive, also referred to as apathy, negatively impacts the effectiveness and adherence to treatment and the general well-being of people with neurocognitive disorders (NCDs), such as dementia. Methodology:The hypothesis raised states that the engagement of people with dementia during their non-invasive treatments for NCDs is affected by the noisy source levels and negative auditory stimuli present within environmental treatment settings. An online survey was conducted with the study objectives to assess 1) the engagement levels of dementia patients while interacting with others at home versus in therapy facilities, 2) the emotions perceived when interacting with people at home compared to therapy sessions, 3) the perceived loudness of the environment at home versus in therapy facilities, and 4) which source sounds negatively impact the patients at home and during therapy sessions. A purposive sampling (n=62) targeting relatives, friends, and caregivers of dementia patients was conducted via online community forums in the DACH region. Moreover, a recording session was conducted in a psychotherapist’s office to verify the answer tothe questionnaire on the noise sources perceived in therapy facilities. Results and Discussion:The raised hypothesis that disruptive auditory stimuli and noise levels influence the engagement levels of demented individuals during treatment is confirmed as the engagement is affected by the perceived noise disruptions when comparing perceived noise levels and engagement at home to those in treatment facilities.Significant statistical results were found between the lower engagement of demented individuals when interacting with people during therapy sessions compared to higher engagement in-home interactions. Furthermore, negatively perceived sound sources can be found in both therapy facilities and home settings. The noise sound sources identified, such as human voices, household appliances and household noises, while recording inthe psychotherapist’s office align with the questionnaire responses received on this topic. The findings indicate that the perceived heightened noise levels in therapy facilities stand in correlation with the lowered engagement rate perceived during the therapy session compared to the lower noise level and higher engagement encountered when demented individuals interact at home. Conclusion:If the identified noise elements are masked or replaced by other auditory stimuli that promote a soothing soundscape, the original disturbances encountered during therapy and the lack of engagement can possibly be minimized. Further studies need to be conducted in the prototyping of a noise intervention tool to analyze the impact on lack of engagement through noise disturbances.Keywords. Noise, Engagement, Dementia, Therapy, Apathy.INTRODUCTIONNeurocognitive disorders (NCDs) are a steadily rising global public health concern. In 2020, around 50 million people worldwide lived with major NCDs, specifically dementia, with nearly 10 million new cases per year1NCDs can be found in many diseases, including Alzheimer, Parkinson, Huntington, and Creutzfeldt-Jakob (Reith, 2018). The causes of NCDs are typically associated with advanced age. Still, it can occur from incidents such as traumatic brain injuries, infections, thyroid problems, damage to the blood vessels, and other causes (Kane et al., 2017), increasingly affecting a wide range of people and age groups. Successful treatment methods are limited and can be split into two main categories, invasive and non-invasive methods.Invasive treatment methods are surgical procedures, such as Deep Brain Stimulation (DBS), a neurosurgical procedure in which a neurotransmitter is placed in the brain to send electrical 1World Health Organization, Dementia [website] https://www.who.int/news-room/fact-sheets/detail/dementia(accessed 12 April 2021)
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Baetens, Jan, Roberta Pireddu, and Frederik Truyen. "UPGRADING MOOC STUDENTS' ENGAGEMENT AND PARTICIPATION IN HUMANITIES-ORIENTED ONLINE COURSES: THE EXAMPLE OF THE MOOC BASED ON THE PROJECT “DETECT”." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end089.
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Massive Online Open Courses (MOOCs) have become a grounded reality and a stable concept in the distance education panorama with worldwide universities continuously creating and offering every year broad selections of online courses. Nevertheless, despite the many developments in terms of individual and distance learning approaches, it is indetermined if MOOCs can deliver effective pedagogical methods and tools suitable for the implementation of online courses in the categories of art and humanities as well as in creating environments that give equal space to the two complementary layers of distance learning and distant teaching. Consequently, also the development of a valid, and captivating e-learning experience able to effectively reach out to students of different backgrounds, creating an impactful learning community represents a challenge. This issue acquires certain relevance particularly in relation to the much-debated question around the most effective pedagogical methodology to deliver humanities-oriented knowledge in a distant learning context. This paper provides an overview of the educational and pedagogical formulas adopted for the creation of a MOOC on European Crime Fiction, currently being developed in the framework of DETECt – Detecting Transcultural Identity in European Popular Crime Narratives (https://www.detect-project.eu/) a project funded by European’s Union Horizon 2020. The MOOC concept presented in the framework of this research concentrates on the development of mixed e-learning and e-teaching strategies, that leverages the application of pedagogical elements like social network and independent learning and combines them with users’ engagement methods. On the one hand, this research aims to challenge the debate related to the effectiveness of teaching and learning a humanities-oriented subject in a distance learning environment. On the other hand, intends to recreate a vibrant learning community capable of broadening the academic research carried out by the project enabling the collaboration between the MOOC public and the researchers and teachers.
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Maia, Mirna Carelli Oliveira, Eliane Cristina Araújo, Jorge Figueiredo, and Dalton Serey. "Student Engagement Through Creation of New Activities: An Empirical Study on Contributing Student Pedagogy." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1693.
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Contributing Student Pedagogy is an active method that encourages students to contribute to community learning and to value the contributions of others. Activities based on contribution guide students to produce study material and create new exercises for community usage and discuss and evaluate the contribution of others. The creation of new learning exercises can positively influence students' academic performance. This article presents an experimental study to assess how new exercises' creation influences student engagement in programming learning activities. Considering student engagement involves behavior, cognition, and emotion dimensions, this study examined which of these are affected when the student contributes to the community's learning through the production of new programming exercises. Results indicate that the development of this activity improves emotional and cognitive engagement and does not influence behavior. Contributing students reported developing more difficult learning exercises and felt more stimulated, satisfied, and happy. In contrast, those who did not contribute to the community said that their contributions were easier and felt more ashamed and proud.
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Eviyanti, Evi, Zulherman Zulherman, and Andi Polili. "Google Classroom in Blended Learning on Teaching Research Method." In The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293797.
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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.
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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Hadi, F. "Significance Impact of State and Local Government Engagements in Overcoming Spill Cases due to Illegal Tapping." In Digital Technical Conference. Indonesian Petroleum Association, 2020. http://dx.doi.org/10.29118/ipa20-o-315.
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PT Chevron Pacific Indonesia (PT CPI) operates the Rokan block with 13,000 km pipeline length in Riau province. Oil theft attempts through illegal tapping is one of the challenges in operating Rokan block. PT CPI experienced 16 spill cases with a volume of 1,085.98 barrels in 2018-2019 as reported to The Government of Indonesia. The investigation using why tree method is conducted to identify the system level root causes described through tree branches. Five investigations in 2018-2019 reveal the repetitive root cause pattern. Significant root causes related to spill due to illegal tapping are key stakeholders’ engagement, surveillance resources, surveillance method and emergency response. Recommendations developed to these root causes create a comprehensive strategy to overcome spill due to illegal tapping. Comprehensive strategy by conducting continuous engagements to state government and local government, increasing personnel for surveillance resources, improving surveillance method and implementing thorough response has created significant impacts. Decreasing number of spill case in 2020 affects the revenue performance on financial aspect. Hiring local community for additional surveillance resources creates positive social impact for operation of PT CPI. Improved surveillance program shows sustained oil flow supporting the operation. Environmental impacts could be reduced by deploying response team immediately, recovering and cleaning the site according to regulation related to hazardous waste. Comprehensive strategy from PT CPI can be adopted by other Production Sharing Company (PSC) operators to maintain sustainability to deliver optimum production to meet the national target.
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Lee, Ming-Chun. "Achieving equitable outcomes through games: using board games for civic engagement in scenario planning." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/bkti4344.
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Scenario planning is a method that tests development alternatives and their impacts on achieving community goals. This planning method influences growth policy and development regulations and is useful in communications between different departments in the government and the subsequent trade-offs are significant to be able to communicate with the general public. City of Charlotte has been using scenario planning to work with local communities to develop the Charlotte Future 2040 Comprehensive Plan. The City is using a game called Growing Better Places to engage with residents and collect inputs for the Comprehensive Plan and for participants to learn about prioritizing growth and its impacts. The results of each game were combined to make three growth scenarios to show how Charlotte could grow. These scenarios in turn played a central role in assisting the City to adjust their general land use planning strategies. This study investigates those operational issues behind this game and the ability of the City to continually engage with local communities during the planning process.
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Hughes, Michael, Emily Baker, Rick Sommerfeld, and Mo Zell. "Potemkin Fabrications: Administrative Gymnastics, Messy Boundaries, and the Alternative Facts that Enable Design-Build Pedagogy." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.19.
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Celebrated as a mechanism for engaging ‘real’ projects much of the contemporary design-build literature foregrounds the action-learning embedded in the physical act of making a piece of architecture at full-scale. Participating students and faculty comments regularly highlight the direct encounter with the materials and method of construction as well as the collaborative, cross-disciplinary nature of community engagement. Brian Mackay-Lyons, founder of the Ghost Lab in Nova Scotia, argues that “Pragmatism is the best teacher” and “Technology is best learned by making” and he links design-build to, “The apprenticeship model of architectural education—its roots in the master-builder tradition of the Middle Ages.” (Mackay-Lyons 2008, p 135 and p138) However, the conventional fixation on the construction process and final products obscures the complex, often unappetizing, ‘behind the scenes’ logistics necessary to implement, and sustain, new pedagogies.
Reports on the topic "Community engagement methods"
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Yordy, Christopher. Rigour in Methods and Evaluation for Community Engagement. Carleton University, November 2012. http://dx.doi.org/10.22215/cfice-2012-01.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Lenhardt, Amanda. Local Knowledge and Participation in the Covid-19 Response. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/cc.2021.005.
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This report explores approaches to participation in humanitarian response and evidence on the contributions of community engagement in effective response and recovery efforts.It begins with a brief overview of decolonial perspectives on the Covid-19 pandemic to situate participation in the wider context and history of humanitarian and development theory and practice. This is followed by a brief summary of evidence on the role of participation in humanitarian activities andsituates the now ubiquitous concept of ‘Building Back Better’ (BBB) inthe discussion of participatory crisis response and recovery. The remaining sections of the report introduce participatory approaches that have been applied through the Covid-19 pandemic: decentralised decision-making, technological adaptations to engage local communities, and Southern-led research and participatory research methods.
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Reynolds, Christian, Libby Oakden, Sarah West, Rachel Pateman, and Chris Elliott. Citizen Science and Food: A Review. Food Standards Agency, March 2021. http://dx.doi.org/10.46756/sci.fsa.nao903.
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Citizen science and food is part of a new programme of work to explore how we can involve the communities we serve when building the evidence-base on which policy decisions are made. Citizen science is an approach that can provide high volumes of data with a wide geographic spread. It is relatively quick to deploy and allows access to evidence we would ordinarily have difficulty collating. This methodology has been endorsed by the European Commission for Research, Science and Innovation. There is no one size fits all definition, but citizen science projects involves engaging with communities and asking them to be part of the project, either through engaging them in data collection or through other ways of co-creation. For participants, citizen science offers learning opportunities, the satisfaction of contributing to scientific evidence and the potential to influence policy. It can also give us data which is high in volume, has wide geographical spread, is relatively quick to deploy and that we couldn’t access any other way. Projects using these methods often involve engaging with communities and asking them to be part of the project. This can be either through working with them in data collection, or through co-creation. This report demonstrates that the research community are already undertaking numerous pieces of research that align with FSA’s evidence needs. This includes examples from the UK and other global communities. Participants in such research have collected data on topics ranging from food preparation in the home to levels of chemical contaminant in foods. The findings of this report outline that citizen science could allow the FSA to target and facilitate more systematic engagement with UK and global research communities, to help address key research priorities of the FSA.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.
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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.