An evaluation of a knowledge partnership - a review of the literature
Permanent link to this Item
Link to Journal
University of Cape Town
Community interaction with universities forms part of the field of engaged scholarship, civic engagement or socially responsive interaction between universities and communities. This type of interaction yields a different form of knowledge production, as universities and communities engage at different levels and different projects develop out of this engagement. One such form of interaction is the science shop. The following literature review examines the theories of engaged scholarship and role of engagement between universities and communities, from an international and South African point of view. This will introduce the UCT Knowledge Partnership Pilot Project – UCT's first science shop – laying the foundations for a further evaluation of this project over the next two and a half years. Using a broad array of available literature, the following review will introduce a scholarly overview of the scholarship of engagement, community engagement and social responsiveness. In doing so, it will further lay the foundations for the investigation of the practical brokering model – a practical illustration and manifestation of the theories of engagement. One of the more popular forms of engagement in a university forum is the science shop. The core idea in writing this review is to explore the idea and principles of the science shop, in order to evaluate the creation of the UCT Knowledge Partnership Pilot Project. The review will identify the development of the science shop in Europe, North America and Australia, looking at how the shops operate, and how they have been successful or unsuccessful in past years. Having obtained this analysis, the Knowledge Partnership Pilot Project itself will be explained in broader terms, with added analysis and evaluation of science shops.
Penfold, E., Goodman, S. 2011-06. An evaluation of a knowledge partnership - a review of the literature. Literature review. University of Cape Town.