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Journal articles on the topic 'Stellenbosch University – Social change'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ferreira, Sanette, and Lukas Beuster. "Stellenbosch coffee society: Societal and locational preferences." Urbani izziv Supplement, no. 30 (2019): 64–81. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-005.

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Stellenbosch is a university town boasting knowledge-intensive economic sectors with a variety of ‘new economy’ occupations and activities. The presence of a professional and creative class, as well as university students has changed the economy, the retail landscape and the social spaces of the town. This paper reports on an investigation of the geography of coffee shops (third places) in downtown Stellenbosch and describes the social and physical factors which influence customer preferences for certain coffee shops. A brief review of the literature on the evolution of coffee shop and café cu

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2

Larson, Brendon M. H. "New Wine and Old Wineskins? Novel Ecosystems and Conceptual Change." Nature and Culture 11, no. 2 (2016): 148–64. http://dx.doi.org/10.3167/nc.2016.110202.

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The concept of novel ecosystems (CNE) has been proposed as a way to recognize the extent and value of ecosystems that have been irreversibly transformed by human activity. Although the CNE has recently been subject to critique, existing critiques do not appear to seriously engage with the extent of anthropogenic change to the world’s ecosystems. Here, I seek to provide a deeper, philosophical and constructive critique, specifically arguing that the usefulness of the CNE is limited in the following three ways: (1) it is too static, (2) it is too vague, and (3) it is too dualistic. Although the

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3

Lyner‑Cleophas, Marcia, Lizelle Apollis, Ilse Erasmus, et al. "Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections." Journal for Students Affairs in Africa 9, no. 1 (2021): 223–34. http://dx.doi.org/10.24085/jsaa.v9i1.1440.

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As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 1

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4

Kruger, Marie. "The Power of Double Vision: Tradition and Social Intervention in African Puppet Performance." New Theatre Quarterly 22, no. 4 (2006): 324–35. http://dx.doi.org/10.1017/s0266464x06000510.

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The appeal of the puppet lies partly in its dual nature: it is at once a representative object without life while at the same time it enacts the imagined life with which it is endowed by the puppeteer. Marie Kruger argues that this duality makes puppetry a uniquely effective way of questioning the very traditional values it appears to embody, and so of stimulating a sense of the need for social change. She relates her argument to the long tradition of puppetry among the Bamana people of Mali, and specifically to the performance of the Bin Sogo bo, an animal masquerade in which the ‘characters’

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Eijsackers, Herman. "Do South African and Dutch biology students have different views on nature?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 26, no. 1 (2007): 63–67. http://dx.doi.org/10.4102/satnt.v26i1.124.

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Lecturing on nature conservancy at Amsterdam and Stellenbosch offered the possibility to investigate if biology students in different countries and cultures have different views on nature and nature conservation. The results of a short questionnaire show a similar broad attitude towards nature and nature conservation in both university student groups. They all want action with respect to global problems (global warming/climate change). But next to that there are also typical national problems like Dutch fisheries discussions and South African eradication of alien species and more attention for

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6

Van der Merwe, Stephan. "Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback." Potchefstroom Electronic Law Journal 23 (December 8, 2020): 1–31. http://dx.doi.org/10.17159/1727-3781/2020/v23i0a8144.

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The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, inde

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7

Heleba, Siyambonga. "Mootness and the Approach to Costs Awards in Constitutional Litigation: A Review of Christian Roberts V Minister of Social Development Case No 32838/05 (2010) (TPD)." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 15, no. 5 (2017): 566. http://dx.doi.org/10.17159/1727-3781/2012/v15i5a2535.

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After nearly three years of waiting, the North Gauteng High Court (then the Pretoria High Court) finally handed down judgment in March 2010 in the case of Christian Roberts v Minister of Social Development.[1] The case was a constitutional challenge to section 10 of the Social Assistance Act 13 of 2004 and the relevant Regulations, which set the age for accessing an old age grant at 60 for women and 65 for men. After the hearing the High Court had reserved judgment. Pending judgment the government had amended the legislation in dispute so that the pensionable age for the purposes of accessing

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8

Erlank, Dr Wian. "Editorial." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 2 (2017): 0. http://dx.doi.org/10.17159/1727-3781/2014/v17i2a2296.

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On Friday 27th July 2012 the conference on the "Green Paper on Land Reform: Challenges and Opportunities" was held at the Hakunamatata Estate in Muldersdrift. The conference was a joint project by the Konrad Adenauer Foundation (KAS) and the Faculty of Law, North-West University. While the main focus of the conference was on the specific issues raised by the Green Paper on Land Reform of 2011, it also addressed current and contemporary issues relating to the Land Reform issue as experienced in South Africa.Papers were delivered on various aspects of land reform relating to or arising from the

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9

Daniel, Antje, and Florian Stoll. "Conference Report: Middle Classes, Protest, and Social Change in Africa and Beyond." Africa Spectrum 52, no. 3 (2017): 111–16. http://dx.doi.org/10.1177/000203971705200306.

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South Africa is one of the world's most unequal societies. Social disparities provoke massive social protests, considered to be among the most frequent worldwide. Some of these are class-based, and members of the middle class are often perceived as part or even at the core of such initiatives. However, neither in South Africa nor in other cases is it clear how stratification – and middle-class positions in particular – relate to and translate into protest and political goals for social change. Against this backdrop, a conference on middle classes and protest, which took place from 17 to 21 Mar

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10

Kalitanyi, Vivence, and Dick Jacobus (Kobus) Visser. "Social values as determinants of entrepreneurial intentions among university students in Cape Town – South Africa." Problems and Perspectives in Management 14, no. 3 (2016): 185–93. http://dx.doi.org/10.21511/ppm.14(3-1).2016.05.

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An empirical study was conducted in Cape Town – South Africa – to determine whether social values (family, parents’ work and education) have an impact on entrepreneurship students in the universities of Cape Town, University of Stellenbosch, and University of the Western Cape, as well as Cape Peninsula University of Technology. The paper reviewed the literature about the role social values plays in the people’s lives. Respondents were the entrepreneurship university students. Data were collected in classrooms, and, in most cases, with the facilitation of both the lecturer and the researcher. B

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11

Mwaka, Erisa, and Lyn Horn. "Researchers’ Perspectives on Informed Consent and Ethical Review of Biobank Research in South Africa: A Cross-Sectional Study." Journal of Empirical Research on Human Research Ethics 14, no. 4 (2019): 307–17. http://dx.doi.org/10.1177/1556264619866991.

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There is limited literature on the opinions and perspectives of researchers on the ethical issues in biobank research in South Africa. This study aimed to explore researchers’ perspectives on informed consent and ethical review of biobank research in South Africa. An online survey was conducted among researchers and scientists at Stellenbosch University and the University of Kwazulu-Natal. The majority of researchers opined that broad consent is appropriate for biobank research. However, there was no consensus on the necessity for re-consent. Researchers were also in agreement that issues conc

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12

Siddiqui, Dilnawaz A. "Social Sciences and Social Change." American Journal of Islam and Society 8, no. 1 (1991): 175–81. http://dx.doi.org/10.35632/ajis.v8i1.2655.

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The second decade of the association's existence culminated in a veryencouraging conference in Dearborn, Michigan this year.The conference highlights included a keynote address by Ali Mazrui,Albert Schweitzer Professor in the Humanities, State University of New Yorkat Binghamton, and addresses by 'AbdulHamid AbuSulayman, past presidentof AMSS and current rector of the Islamic University of Malaysia, and MunirAhmad Khan, director of the Pakstan Atomic Energy Commission. Mazrui,who focused on the Gulf crisis, spoke about the double standards practicedby the West in dealing with the Muslim ummah.

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13

Yenjela, Wafula. "Against white supremacism: whistle blower Kylie Thomas and Open Stellenbosch movement." Equality, Diversity and Inclusion: An International Journal 40, no. 2 (2021): 199–211. http://dx.doi.org/10.1108/edi-12-2019-0299.

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PurposeThe purpose of this article is to underscore postcolonial approaches that undercut racial inequities as they foster racial equality and inclusivity at higher institutions of learning, especially in racialised spaces in South Africa.Design/methodology/approachThis article dwells on whistleblowing as a channel of demythologising Whiteness in South African universities. While the #RhodesMustFall movement at University of Cape Town enjoyed much critical attention, concurrent movements in other universities such as Open Stellenbosch movement did not. This could be attributable to the methods

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14

Dickstein, Leah J. "Social Change and Dependency in University Men:." Journal of College Student Psychotherapy 1, no. 1 (1987): 31–41. http://dx.doi.org/10.1300/j035v01n01_05.

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15

Fresko, Barbara. "Attitudinal Change Among University Student Tutors1." Journal of Applied Social Psychology 27, no. 14 (1997): 1277–301. http://dx.doi.org/10.1111/j.1559-1816.1997.tb01806.x.

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16

Eisenhauer, Emily, and Bruce Nissen. "University Based Research for Social Change: Lessons Learned." Theory In Action 4, no. 2 (2011): 21–30. http://dx.doi.org/10.3798/tia.1937-0237.11013.

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17

Jung, Eun Sang. "Social Change and Direction of Local University Education." Regional Industry Review 43, no. 3 (2020): 341–55. http://dx.doi.org/10.33932/rir.43.3.15.

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18

Sennett, Justin, and Don Foster. "Social Identity: Comparing White English-Speaking South African Students in 1975 and 1994." South African Journal of Psychology 26, no. 4 (1996): 203–11. http://dx.doi.org/10.1177/008124639602600401.

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White English-speaking South Africans have historically exhibited a weak attachment to South Africa and to their own ethnic group. An explanation for this may be that such social categories have previously brought about a negative social identity, and have thus necessitated a decrease in social category salience. The present study, constituting a repetition and extension of a study by Morse, Mann and Nel (1977), explored the possibility that this situation might be changing as a result of this country's social transformation. It thus investigated whether social identity salience was increasing

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19

Wilkinson, Doris. "Transforming the social order: The role of the university in social change." Sociological Forum 9, no. 3 (1994): 325–41. http://dx.doi.org/10.1007/bf01466313.

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20

Hauptfleisch, Temple. "Eventifying Identity: Festivals in South Africa and the Search for Cultural Identity." New Theatre Quarterly 22, no. 2 (2006): 181–98. http://dx.doi.org/10.1017/s0266464x0600039x.

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Festivals have become a prominent feature of theatre in South Africa today. More than forty such annual events not only provide employment, but constitute a socio-cultural polysystem that serves to ‘eventify’ the output of theatre practitioners and turn everyday life patterns into a significant cultural occasion. Important for the present argument is the role of the festivals as events that foreground relevant social issues. This is well illustrated by the many linked Afrikaans-language festivals which arose after 1994, and which have become a major factor not only in creating, displaying, and

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21

Cockshut, Ladan, Alistair Brown, and Mariann Hardey. "Social innovation and the university." Social Enterprise Journal 16, no. 2 (2020): 203–20. http://dx.doi.org/10.1108/sej-03-2019-0017.

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Purpose This paper aims to explore the university as a nexus of socially innovative support and engagement with micro- and small-sized (mSME) creative businesses in rural and semi-rural regions. This paper argues that universities can play a socially innovative role in and around their regions. Design/methodology/approach The authors used an action research approach to shape university-led interventions for creative mSMEs in a predominantly rural/semi-rural deprived area in the North East of England. A series of additional interviews were conducted with a sample to further explore issues raise

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22

McLean, Scott. "University Extension and Social Change: Positioning a University of the People in Saskatchewan." Adult Education Quarterly 58, no. 1 (2007): 3–21. http://dx.doi.org/10.1177/0741713607305945.

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23

BIAGINI, EUGENIO F. "Britannic social histories – continuity and change." Continuity and Change 12, no. 2 (1997): 289–307. http://dx.doi.org/10.1017/s0268416097002944.

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F. M. L. Thompson (ed.), The Cambridge social history of Britain, 1750–1950, Vol. I: Regions and communities; Vol. II: People and their environment; Vol. III: Social agencies and institutions. (Paperback edition, Cambridge: Cambridge University Press, 1993.) Pages xv+588; xv+373; xiii+492.M. J. Daunton, Progress and poverty: an economic and social history of Britain 1700–1850. (Oxford: Oxford University Press, 1995.) Pages xvi+620.Cormac Ó Gráda, Ireland: a new economic history, 1780–1939. (Oxford: Oxford University Press, 1994.) Pages xv+536.What is social history and how should it be written

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24

Araszkiewicz, Halina. "The university in the face of social and technological change." International Review of Education 31, no. 1 (1985): 119–23. http://dx.doi.org/10.1007/bf02262571.

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25

Mondschein, Ken. "Liberal Arts for Social Change." Humanities 9, no. 3 (2020): 98. http://dx.doi.org/10.3390/h9030098.

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The author makes a strategic argument for the liberal arts grounded in realpolitik (that is, the “realistic” manipulation of the levers of power). In a time of neoliberal university governance, it is useful for fields of study to base appeals for their continued existence on their utility to their institutions. The growth of equity and diversity initiatives in the academy, particularly in the aftermath of the Black Lives Matter protests of 2020, gives us a means of making this argument, as the liberal arts have utility in questioning the structures of white supremacy and received history and v

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26

Botha, Ludolph, and Charl Cilliers. "“Adolescent” South Africa (18 Years Since Democratization): Challenges for Universities to Optimize Wellness as a Prerequisite for Cognitive Development and Learning in a Diverse Society." Journal of Cognitive Education and Psychology 11, no. 3 (2012): 241–55. http://dx.doi.org/10.1891/1945-8959.11.3.241.

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South Africa’s development since 1994 has been of interest to many people across the world as the diverse nature of our society, including the growing diversity of student populations at our universities, demands very special interventions and initiatives to help create a healthier society. Research at Stellenbosch University demonstrates a positive relationship between wellness (which includes its intellectual, social, emotional, physical, spiritual and occupational dimensions) and student success. The main focus of this article is on how a university can develop systemic-holistic strategies

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27

Koen, N., L. Philips, S. Potgieter, et al. "Staff and student health and wellness at the Faculty of Medicine and Health Sciences, Stellenbosch University: current status and needs assessment." South African Family Practice 60, no. 3 (2018): 48. http://dx.doi.org/10.4102/safp.v60i3.4873.

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Background: Emphasis is currently placed on the importance of employee and student wellness initiatives. The aim was to assess staff and student health status at the Faculty of Medicine and Health Sciences (FMHS), Stellenbosch University (SU), and to conduct a wellness needs assessment.Methods: Online, self-administered questionnaires were used to collect data concerning staff and students. Additionally, students’ anthropometric and biochemical parameters were assessed. Summary statistics, correlation coefficients and appropriate analysis of variance were used for data analyses.Results: Data w

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28

Baba, Marietta. "Innovation in University-Industry Linkages: University Organizations and Environmental Change." Human Organization 47, no. 3 (1988): 260–69. http://dx.doi.org/10.17730/humo.47.3.axt6047420x4x180.

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29

Reitz, Anne K., Patrick E. Shrout, Jaap J. A. Denissen, Michael Dufner, and Niall Bolger. "Self‐esteem change during the transition from university to work." Journal of Personality 88, no. 4 (2019): 689–702. http://dx.doi.org/10.1111/jopy.12519.

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30

Kramer-Moore, Daniela. "The University as a Catalyst for Social Change: A Case Study." Journal of the World Universities Forum 3, no. 6 (2010): 43–52. http://dx.doi.org/10.18848/1835-2030/cgp/v03i06/56720.

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31

Soshenko, I. I. "Universities in the Conditions of Change: Request for Social Innovation." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (2020): 161–67. http://dx.doi.org/10.31992/0869-3617-2020-29-10-161-167.

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A constantly growing demand for ensuring the competitiveness of countries in the international arena and improving the quality of higher education actualizes changes in universities. The author analyzes the scientific literature and strategic documents of universities, the leaders in the international ratings of Times Higher Education World University (THE) and QS World University Rankings (QS), as well as development strategies of the top Russian universities – participants of the 5-100 program. Based on the analysis, the author identifies ways to maintain the change of universities “from bel

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32

Braun, Jennifer. "The Politics of the Pantry: Stories, food and social change." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 1, no. 2 (2014): 9. http://dx.doi.org/10.15353/cfs-rcea.v1i2.58.

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33

Escoz Roldán, Amor, Mónica Arto-Blanco, Pablo Ángel Meira-Cartea, and José Gutiérrez-Pérez. "Social Representations of Climate Change among Spanish University Students of the Social Sciences and Humanities." International Journal of Interdisciplinary Environmental Studies 13, no. 2 (2019): 1–14. http://dx.doi.org/10.18848/2329-1621/cgp/v13i02/1-14.

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34

Rosen, Arlene M. "Climates of Change: Perspectives on Past and Future Climate Change and its Impact on Human Societies." Nature and Culture 2, no. 1 (2007): 87–94. http://dx.doi.org/10.3167/nc.2007.020106.

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Burroughs, William James. 2005. Climate Change in Prehistory: The End of the Reign of Chaos. Cambridge: Cambridge University Press, 336 pp., $30.00 (UK£19.99). ISBN 0-521-82409-5 (Hardback).Ruddiman, W. F. 2005. Plows, Plagues, and Petroleum: How Humans Took Control of Climate. Princeton: Princeton University Press, 272 pp., $24.95 (UK£15.95). ISBN: 0-691-12164-8.

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Ridler, Neil B. "Cooper, Robert, L. Language Planning and Social Change. Cambridge: Cambridge University Press, 1989Cooper, Robert, L. Language Planning and Social Change. Cambridge: Cambridge University Press, 1989. Pp. 185." Canadian Modern Language Review 50, no. 1 (1993): 189–90. http://dx.doi.org/10.3138/cmlr.50.1.189.

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36

Indjic, Trivo. "Social studies of technology and Serbian University curricula." Zbornik Matice srpske za drustvene nauke, no. 159-160 (2016): 709–20. http://dx.doi.org/10.2298/zmsdn1660709i.

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Modern knowledge based society with its sustainable development pathos requires full incorporation of technology into public policies, and full understanding of its social, political, economic and ecological consequences. The institutions of higher education, therefore, must be open to accept and to support the entry of the social studies of technology in their curricula. This is not the case with Serbian universities, and the author offers arguments in favour of the change.

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37

Sankir, Hasan, and Sebnem Sankir. "University-city interaction and perception in terms of social change: the case of bülent ecevit university." Journal of Higher Education and Science 7, no. 3 (2017): 473. http://dx.doi.org/10.5961/jhes.2017.224.

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38

Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-polit

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Bautista-Vallejo, J. M., M. Duarte de Krummel, R. M. Hernández-Carrera, and M. J. Espigares-Pinazo. "Research at the University today. Notes for educational leadership and social change." Revista Científica de la UCSA 7, no. 1 (2020): 39–48. http://dx.doi.org/10.18004/ucsa/2409-8752/2020.007.01.039-048.

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Andreas, Joel. "University Autonomy, the State, and Social Change in China. Su-Yan Pan." China Journal 63 (January 2010): 186–88. http://dx.doi.org/10.1086/tcj.63.20749214.

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41

Phoon, W. O. "The university as a catalyst for social change: An example from Singapore." Möbius: A Journal for Continuing Education Professionals in Health Sciences 5, no. 3 (1985): 25–28. http://dx.doi.org/10.1002/chp.4760050307.

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Kalitanyi, Vivence, and Edwin Bbenkele. "Cultural values as determinants of entrepreneurial intentions among university students in Cape Town-South Africa." Journal of Enterprising Communities: People and Places in the Global Economy 12, no. 4 (2018): 437–53. http://dx.doi.org/10.1108/jec-01-2017-0017.

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Purpose This paper aims to determine how cultural values (language and religion) impact on entrepreneurial intentions of students at the University of Cape Town, University of Stellenbosch University of the Western Cape and Cape Peninsula University of Technology. Design/methodology/approach This empirical study was conducted under mixed-methods approach, using survey-correlational strategy. Primary data were collected from a sample of 278 students. A questionnaire survey was used to collect data which were coded and analysed using SPSS version 22. Findings The empirical findings reveal that t

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Chengalvala, Sarada, and Satyanarayana Rentala. "INTENTIONS TOWARDS SOCIAL ENTREPRENEURSHIP AMONG UNIVERSITY STUDENTS IN INDIA." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 406–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2049.

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Social entrepreneurship is the ability to be an agent of change for various economic, environmental, social and political issues at local and global levels. It is believed that exposure of youth to social entrepreneurial theories and practice in institutes of higher education can impact this change. The students in various universities armed with knowledge and skills that they gained, with the support of entrepreneurial culture and environment while in campus may help them to choose social entrepreneurship as a career option after their formal education. In this backdrop, this research aims to

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44

Sadozai, Ayesha K., Kate Kempen, Colin Tredoux, and Rachel A. Robbins. "Can we look past people’s race? The effect of combining race and a non-racial group affiliation on holistic processing." Quarterly Journal of Experimental Psychology 72, no. 3 (2018): 557–69. http://dx.doi.org/10.1177/1747021818760482.

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Face memory is worse for races other than one’s own, in part because other-race faces are less holistically processed. Both experiential factors and social factors have been suggested as reasons for this other-race effect. Direct measures of holistic processing for race and a non-racial category in faces have never been employed, making it difficult to establish how experience and group membership interact. This study is the first to directly explore holistic processing of own-race and other-race faces, also classed by a non-racial category (university affiliation). Using a crossover design, W

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Arthur, Deborah Smith, and Jamie Valentine. "In Service Together: University Students and Incarcerated Youth Collaborate for Change." Prison Journal 98, no. 4 (2018): 427–48. http://dx.doi.org/10.1177/0032885518776377.

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Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within ( www.thebeatwithin.org ). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format ( www.insideoutcenter.org ). Working collaboratively, students have developed a variety of service-learning projects. T

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46

Cherwitz, Richard A. "A new social compact demands real change, connecting the University to the community." Change: The Magazine of Higher Learning 37, no. 6 (2005): 48–49. http://dx.doi.org/10.3200/chng.37.6.48-49.

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47

Scheepers, Jacqueline. "Collaborative Service-Learning Partnerships between Government, Community and University for Implementing Social Change." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2019): 307–15. http://dx.doi.org/10.2478/cplbu-2020-0036.

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AbstractCommunity Engagement, the third pillar of Higher Education, requires South African universities to engage in projects that benefit society. Service-Learning, a form of community engagement, is a powerful pedagogical tool that lends itself to the enrichment of diversity and conceptualisation of innovative curriculum activities towards the positive transformation of students, academic staff and the broader society. Meaningful government and community partnerships are assets for universities who strive for relevant engagement with communities. In Service-Learning triad partnerships, the g

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Davies, Bronwyn, Julie Edwards, Susanne Gannon, and Cath Laws. "Neo‐liberal Subjectivities and the Limits of Social Change in University–Community Partnerships." Asia-Pacific Journal of Teacher Education 35, no. 1 (2007): 27–40. http://dx.doi.org/10.1080/13598660601111141.

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Ozias, Moira, and Penny Pasque. "Critical Geography as Theory and Praxis: The Community–University Imperative for Social Change." Journal of Higher Education 90, no. 1 (2018): 85–110. http://dx.doi.org/10.1080/00221546.2018.1449082.

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Selvaratnam, V. "Dependency, Change and Continuity in a Western University Model: The Malaysian1 Case." Asian Journal of Social Science 14, no. 1 (1986): 29–51. http://dx.doi.org/10.1163/080382486x00128.

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