Exemplar university community engagement frameworks
| Framework | Synopsis | Reference |
|---|---|---|
| Holland Framework | Early institutional planning tool for community engagement, influential in subsequent development of international tools. Identifies foundational elements of community engagement including mission, faculty involvement, student engagement, institutional infrastructure and mutually beneficial partnerships. Acknowledges several stakeholders: university management, faculty, students and community partners | Holland (2001) |
| Carnegie Elective Classification of Community Engagement | An elective category within the Carnegie Classification system (USA). The engaged university category is an assessment tool judged according to the degree of collaboration between HEIs and their larger communities for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Includes comprehensive indicator sets for institutional identity and culture, institutional commitment to community engagement, curricular engagement and outreach and partnership. Both curricular engagement and outreach and partnerships have placed importance on the engagement of academic staff | Carnegie Elective Classifications (2024) |
| Hazelkorn Framework | A framework that categorises different models of engagement based on distinct societal objectives – social justice, economic development or public good. Acknowledges that different societal objectives will result in different communities being identified as university’s primary partners. Leading to different responses and policies | Hazelkorn (2016) |
| TEFCE Framework | A European qualitative framework organised around seven recognised thematic dimensions of community engagement (Teaching and Learning, Research, Service and Knowledge Exchange, Students, University-level Engagement Activities, Institutional Policies and Supportive Peers). Guides users through a process to identify community engagement practices at their institution and then encourages participative discussions with multiple stakeholders to guide university strategy. Acknowledges the context-specific nature of community engagement | Farnell et al. (2020) |
| Framework | Synopsis | Reference |
|---|---|---|
| Holland Framework | Early institutional planning tool for community engagement, influential in subsequent development of international tools. Identifies foundational elements of community engagement including mission, faculty involvement, student engagement, institutional infrastructure and mutually beneficial partnerships. Acknowledges several stakeholders: university management, faculty, students and community partners | |
| Carnegie Elective Classification of Community Engagement | An elective category within the Carnegie Classification system (USA). The engaged university category is an assessment tool judged according to the degree of collaboration between HEIs and their larger communities for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Includes comprehensive indicator sets for institutional identity and culture, institutional commitment to community engagement, curricular engagement and outreach and partnership. Both curricular engagement and outreach and partnerships have placed importance on the engagement of academic staff | |
| Hazelkorn Framework | A framework that categorises different models of engagement based on distinct societal objectives – social justice, economic development or public good. Acknowledges that different societal objectives will result in different communities being identified as university’s primary partners. Leading to different responses and policies | |
| TEFCE Framework | A European qualitative framework organised around seven recognised thematic dimensions of community engagement (Teaching and Learning, Research, Service and Knowledge Exchange, Students, University-level Engagement Activities, Institutional Policies and Supportive Peers). Guides users through a process to identify community engagement practices at their institution and then encourages participative discussions with multiple stakeholders to guide university strategy. Acknowledges the context-specific nature of community engagement |