Towards the conceptualization and institutionalization of community engagement in India : an exploratory study at Indian Higher Education Institutions

Abstract

Human existence, despite being the most advanced today, finds itself at a crossroads and in a state of turmoil and turbulence. The same stands true for India, which, notwithstanding its tremendous human capacities, faces multifaceted challenges with respect to human and social development. These challenges are reinforced when a valuable concept like ‘knowledge’, with a potential to steer societies amidst these challenging times, in terms of addressing problems and providing solutions; is boxed, siloed and created and shared in a unilateral manner. The role and functioning of Indian Higher Education Institutions (HEI’s), within this context is of paramount importance, especially in its capacity as an institution, serving public good. Further, given the demographic dividend that the country is witnessing; Indian HEI’s have an enormous responsibility to nurture the massive pool of young graduates into becoming active, responsible and global citizens; through their knowledge production and dissemination function. It is in this context, that the concept of Community Engagement (CE) in higher education, linked to the broader mandate of academic social responsibility, has gained traction worldwide, and in India as well. However, while the practice of CE has advanced at a much greater pace globally; its trajectory in the Indian higher educational context has lagged behind. Among the many reasons for this, one of the primary ones have been the absence of national empirical studies in this context, which has resulted in the practice being fraught with gaps and inadequacies. Further, the absence of any national framework or guiding model to aid and support the implementation of CE in Indian HEI’s, has added to the problems plaguing the practice. It is against this background that this research study was undertaken, in order to fill the existing gaps in theory and practice of CE in the Indian context, by exploring aspects related to its conceptualization, institutionalization and operationalization. Most importantly, the study developed a framework for guiding and strengthening this area of work in Indian HEI’s. To achieve these objectives, the study was situated within an interpretivist paradigm, and adopted qualitative research methodology to explore this topic at eight best-practice Indian HEI’s. Semi-structured in-depth interviews, supported by an interview guide, was used to collect data and insights from two set of academics (sample 1 belonging to university administrators (vicechancellors/registrars/deans) and sample 2 belonging to faculty members at the department level). The data was then analysed using thematic analysis to collate and present the findings, which was used to develop the framework for guiding and strengthening CE at Indian HEI’s. The findings of the study shed light on nuanced and exclusive perspectives with respect to the conceptualization, institutionalization and operationalization of CE in the Indian context. This assumes special importance, considering the somewhat thin Indian literature in this context and on such aspects. The study’s findings reiterated the importance of institutional core values and clarity on the practice, as building the core of the conceptualization of CE. Further, complete and dedicated institutional commitment, towards adopting a cultural change, and devising mechanisms for placing CE as a core academic practice, is key to its institutionalization. Similarly, operationalization of CE is driven by how well an institution imbibes and adopts the values of dynamism, innovation and creativity, for making its core functions more socially engaged and contextually relevant. Building on these findings, the study developed a framework for guiding and strengthening the practice of CE in Indian HEI’s, while situating the latter within the broader national higher education policy and the institutional policy environment. In particular, the model focuses on the reciprocal and value-driven interplay between the institutional vision, personnel, structures and functions; for producing engaged teaching-learning practices, with the ultimate objective of creating a socially responsible HEI. By articulating critical aspects in relation to formalizing and formulating the practice of CE; the model can serve as an effective guide and a handy tool for academic stakeholders at Indian HEI’s. In doing so, the framework aims to support academics in India and beyond, in practicing CE, more meaningfully and effectively for achieving both academic and social development outcomes in the bargain.