University-community partnerships (UCPs) have significant potential as a way for universities to connect with communities and provide students with High Impact Practices (HIPs). Despite over 20 years of literature calling for increased community engagement, institutions of higher education have been slow to integrate UCPs into the General Education curriculum. Certain components have been identified as necessary for the effectiveness and sustainability of UCPs. However, little is known about the experiences and perceptions of key stakeholders including students, faculty, and community partners who participate in arts-based UCPs. This study investigated these stakeholders’ perceptions regarding participating in arts-based UCPs as part of a General Education course, with a focus on exploring personal narratives about relationships and power dynamics in arts-based UCPs, tensions experienced, and perceptions of how to improve UCPs. Two theoretical frameworks informed the study: Relationship Theory and Organizational Paradox Theory, both of which emphasize tension and power dynamics in relationships and partnerships. Interviews were conducted with students (n = 3), faculty (n = 2), and community partners (n = 2) and university documents were analyzed. Data were examined using deductive and inductive coding as well as dramaturgical coding. The findings are presented primarily as discussion and secondarily as an ethnodrama in order to communicate stakeholder narratives and encourage transformative dialogue. Key themes from findings include the impact of relationships and power dynamics on the effectiveness and sustainability of UCPs, the need for university leadership to address tensions such as financial burden, and the need for increased resources such as infrastructure and staff to improve UCPs.
|Commitee:||Johnston, Howard, McLauchlan, Judithanne Scourfield, Tadlock, Martin|
|School:||University of South Florida|
|Department:||Higher Ed/Community College Ed|
|School Location:||United States -- Florida|
|Source:||DAI-A 82/10(E), Dissertation Abstracts International|
|Subjects:||Education, Organization Theory, Theater|
|Keywords:||Community engagement, Community-based research, Engaged scholarship, Ethnodrama, High impact practices, Arts-based universities, University-Community Partnerships|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be