Work

Faculty Community-Engaged Scholars Choosing to Come and Stay: Alignment Between Individual and Institutional Identities and Values

Year: 2024

Type: article

Abstract: As institutions seek to recruit and retain community-engaged scholars, it is important to understand the experiences of faculty who arrive at their new institution and whether those experiences align with their initial perceptions about institutional commitments to and support for community-engaged scholarly work. Do institutional signals that express support for community-engaged scholarship influence faculty members’ choice to work at an institution? Once recruited, how do faculty experiences align with their initial expectations for community-engaged scholarship? This study examines 21 faculty members’ experiences at a single minority-serving university to understand their sense of alignment and the intersections between individual faculty and institutional commitments to equity-centered community engagement. Institutions that highly regard and reward faculty community engaged scholars provide conditions that foster full participation of faculty, students, and communities allowing them to flourish.

Source: International Journal of Research on Service-Learning and Community Engagement

DOI: 10.37333/001c.127561

Authors: Elaine Warde, Emily Janke, Erica Wrencher, Hillary Goodner, Tania Mitchell, Michael Hemphill

Institutions: Merrimack College, University of North Carolina at Greensboro, University of Minnesota

Language: English

Topic: Service-Learning and Community Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: bronze

OpenAlex ID: W4405561448