Overview of potential fail factor in university-community collaboration and student training response
| Fail factors | Student training response |
|---|---|
| Diverse university actors with disparate goals | Collaboration as learning outcome |
| Staff involvement dependent on short-term research grants | Staff involved as educational coach |
| Faculty either takes control or is disinterested | Faculty is directly involved with the learning goals, and only indirectly with the project |
| Stifling university bureaucracy | Circumvented by educational contract |
| Power imbalance between university experts and community | Mutual learning by students and community members |
| Lack of continuity and staff turnover | Continuity of supervision is guaranteed by educational contract |
| Fail factors | Student training response |
|---|---|
| Diverse university actors with disparate goals | Collaboration as learning outcome |
| Staff involvement dependent on short-term research grants | Staff involved as educational coach |
| Faculty either takes control or is disinterested | Faculty is directly involved with the learning goals, and only indirectly with the project |
| Stifling university bureaucracy | Circumvented by educational contract |
| Power imbalance between university experts and community | Mutual learning by students and community members |
| Lack of continuity and staff turnover | Continuity of supervision is guaranteed by educational contract |
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