AJUCE Journal - Engagement Australia
15865
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AJUCE Journal

The Australasian Journal of University-Community Engagement

AJUCE Journal was the predecessor to the Transform: Journal of Engaged Scholarship. Previous AJUCE journals are below for reference.

The journals are peer-reviewed and has a strong focus on research, theory and practice about university engagement with an aim to strengthen the ‘scholarship of engagement’. Previously published bi-annually, the e-journal demonstrates the diversity of activity that occurs within both our institutions and our communities. Social responsiveness in higher education, community engaged learning and research, collaborative partnerships and higher education post-Bradley is explored, analysed and reviewed.

If you are interested in submitting an article for the Transform Journal, please click here. 

AJUCE Journals

This paper reflects on a research project undertaken in 2013 to evaluate a series of events titled ‘Fridays at the Library’ run by Flinders University Library. The project was undertaken by a team of library staff, and sought to explore (1) whether other similar community engagement activities are undertaken in university libraries around Australia, and (2) the benefits of running

Commonly, dilapidation of the traditional houses was caused by building defects. This is mainly due to lack of knowledge and skills in maintenance and repair, particularly among the house owners. This paper gives insight into how a university-community engagement programme brought together the University of Malaya, Kuala Lumpur Malaysia (university) and traditional Malay villagers and house owners of Traditional Melakan

Community engagement (CE) provides a means to develop graduates who are community minded and have a lived appreciation of the principles of social justice. The literature presents mutuality and reciprocity as essential elements of any CE initiative. In recent years there has been an increased focus on mutual benefits for communities participating in community engagement projects. The following article examines

This paper seeks to investigate how well research for community and social benefit is recognised and supported in policy in Australia at a national and institutional level. A desk-review of national policy since the late 1990s was conducted, including policy statements, reviews, and key public documents of the statutory bodies responsible for the national quality framework for research and national

Much of the recent writing concerning social inclusion and equitable access to higher education for “under-represented groups” in Australia have focused on the design of partnership programs and institutional arrangements deemed necessary for widening the participation of target groups – for example, students from low socioeconomic (SES) backgrounds, indigenous students and those differently able. In this article, I put forward

Semester-end perspectives of faculty members teaching community-based learning (CBL) courses were analysed over nine semesters using factor and regression analyses. Faculty were surveyed on why they participate in CBL and their perceptions of the benefits and barriers for themselves and their students. Results indicate that CBL can be apportioned into several distinct categories that are stable over time. Unique differences

In this paper we provide definitional clarity about service learning, by undertaking a content analysis of a random selection of texts (2000-2011) selected from two search engines (JSTOR & Academic Premier), and applying the data mining tool, Leximancer. Our analysis confirms the main components of service-learning as being ‘community’ and then ‘learning’ and ‘service’, appearing in relatively equal representation; the

This paper focuses on understanding distributed leadership and professional learning communities (PLCs). Through an Australian Government grant, the Teacher Education Done Differently (TEDD) project, data were analysed from 25 school executives about distributed leadership as a potential for influencing educational change through forums such as PLCs. Findings will be discussed in relation to: (1) Understanding the nature of a PLC,

The University of the Sunshine Coast (USC) and the Queensland Police Service (QPS) have seeded, secured and cemented a strong collaborative partnership through development and dissemination of successful community‐focused projects. With a shared vision, USC and QPS have created educational resources  aimed at reducing significant social issues. These resources use innovative technologies such as film making, computer games and online community networking. Download PDF Document here. 

This paper reviews the literature on social inclusion in Australia and provides an overview of the current situation regarding university/community engagement. Social inclusion is a contested term in both academic and policy literature entailing a range of interpretations. The paper will argue that there is a spectrum of ideological positions underlying theory, policy and practice. The broad theoretical construct put forward regards social inclusion in relation to areas (who is to be included?) and degrees (ideologies) of inclusion. Download PDF Document here.   

As the world becomes more interconnected and global markets for skills and innovation develop even further, it will be crucial for Australia to have enough highly skilled people able to adapt to the uncertainties of a rapidly changing future. Higher education will clearly be a major contributor to the development of a skilled workforce, but as never before, we must

For over a decade at Whyalla the University of South Australia (UniSA) has sponsored the local branch of the University of the Third Age (U3A), where active retired people learn from each other. In the early days support tended to be one way: the university provided a venue and other facilities, and some university staff contributed as lecturers for various

Post-colonial attitudes to nature in many parts of Australia and elsewhere have ensured the human/ native animal divide has remained strong among institutions charged with managing the way society interacts with the natural environment. Rules have taken over principles, and conservation (decisions about too many and too few), not welfare, has become the dominant discourse. Anthropocentric institutionalism has replaced moral

Regional growth and sustainability is an issue of concern to many rural and peri-urban regions of Australia including outer eastern Melbourne which has experienced a decline in relative economic growth.  Regional growth and competitiveness objectives can be realised through a culture of enterprise and education.  Educational institutions have a role to play because of their capacity to add to

A commonly raised issue in regional communities is the exodus of young people from the region where they were born and raised and the unlikelihood of them returning to the region on a permanent basis (Webb 2005; Magennis 2005; Pullin, Petkov, Munn and Crozier 2007). Regional communities argue there is a link between undertaking University study in a region and

This paper examines how low relative economic growth and high service and infrastructure costs in non-metropolitan regions that are increasingly attractive to lifestyle-seeking seniors, can be offset by focussing more positively on the human capital dimension of this cohort through closer engagement with higher education learning and innovation. Download PDF Document here. 

Drawing on a study of Victorian universities, this article gives an overview of the policies and strategies of community engagement in nine universities. It was found that all Victorian universities have, or are in the process of, implementing university-community engagement initiatives. While similar themes (such as engaged teaching and learning) emerge across universities, strategies of engagement differ across institutional history