Engaging students in community based research

The paradox between the vast amount of information coming from higher education institutes (HEIs)  and research institutes and the information needs of society has never been stronger.  For more than 30 years, Science Shops have been trying to build bridges between universities and communities through the concept of community based research (CBR).  Research questions from society are answered by motivated students supervised by experienced researchers. Practically, this means that 3 very different parties are involved, civil society organisations (CSOs), students and HEIs. The challenge is finding a balance between the tensions typical of a 3-party-research process.

This theme of “engaging students in CBR” focuses on the challenges of the research-triangle  within applied research projects at institutes for higher education.  Strategies, models, approaches, illustrated by case studies and examples of best practice, may be submitted for workshops or poster presentations. A science shop like structure must play an intermediary role in your proposal.

This theme will address the following questions:

  • How can we encourage students to participate in CBR?
  • How can we embed CBR in the curriculum?
  • How can we increase the societal impact of student CBR projects?
  • How can we ensure the scientific value of student CBR projects?

Planning for Demographic Change

We are living in a time of demographic change with an increasing number of older people and a reduction in birth rate – globally nearly one million people cross the 60 year threshold every month.  By 2020 the world’s population will include more than 1,000 million people aged 60 and older - more than 700 million living in developing countries.

An ageing population is one of the success stories of modern times.  However, there is much to be done to ensure that we enjoy healthy older lives and recognise the contribution that older people can and do make to society.

Planning for changing demographics provides research opportunities in a wide variety of areas, not just health and social care but across a range of disciplines: engineering, technology, housing, transport, planning, economics, sociology and others.

This theme will address three main questions:

  • How can we best carry out multi-disciplinary and cross sectoral research which engages with older people and those who plan policy and develop services?
  • How do we establish a wider sense of ownership of research which will shed light on the consequences of an ageing population?
  • How can we effectively engage with key stakeholders so that we get it right in terms of how we plan and deliver services, to and for older people, in a way that promotes their inclusion in society and ensures they in turn feel valued by that society?

This theme will include examples which highlight the value and learning of linking the research community and relevant players from government, voluntary and community sector and older people themselves. It is intended to appeal to a range of stakeholders, professionals (including policy makers, health, housing and social services providers), industry, voluntary and community organisations, researchers with an interest in ageing, carers and older people. 

Science Shops, Sustainable Development and Climate Change

All over the world communities face the unprecedented challenge of understanding and adapting to the reality of severe, increasingly rapid and apparently unavoidable climate change. With average global atmospheric temperatures predicted to rise by between 2 and 4°C by the end of the century, accompanied by an expected acceleration in the already catastrophic reduction of the world’s biodiversity and the widespread and worsening degradation of essential ecosystem goods and services, the potential impacts on human activity of what amounts to an Earth System Crisis are far-reaching, unpredictable and immensely complex.  

Given the urgent need for humanity to both generate effective responses to current challenges and identify and implement pathways to new and more sustainable ways of living on the Earth, there is ever greater demand from civil society for new and applicable knowledge from across the whole spectrum of research disciplines. As unique interfaces between citizens and higher education and other research institutions, Science Shops potentially have a vital role to play in facilitating and supporting the transition to post-carbon living.

This theme will address four main questions:

  • How can Science Shops and Community-Based Research Centres best support effective civil society responses to climate change?
  • How do members of the International Living Knowledge network develop new approaches, skills and methods and/or reassess their own core values and practices.
  • What part should we play in the global transition movement, particularly with regard to the explicitly political and economic aspects of sustainability activism?
  • In a period of whole-system change, to what extent can we ourselves survive and thrive, perhaps becoming exemplars of sustainability?

This theme is intended to provoke lively debate and discussion about the role of organisations as we enter a period of immense danger and opportunity. It will include examples which highlight the value and learning that comes out of linking the research community and key stakeholders from government, national and international agencies, business, and the voluntary, community and activist sectors. We invite participation from all those concerned with the social impacts and demands of climate change and sustainable development.

Knowledge exchange, transfer or exploitation?

In the Higher Education Sector, the term knowledge transfer commonly refers to linkages between universities and industry; structurally such posts are located within research and enterprise departments.   Compare this knowledge transfer process to the more complex linkages between universities and civil society organisations such as community groups, and charities and individuals. The nature of these latter links is variable, examples include community based research, service learning projects for students, participation in regeneration partnerships, staff/student volunteering, and extra mural programmes such as continuing education courses and public lectures programmes. And Higher Education Institutions (HEIs) engage in these activities for a range of reasons, including prestige, altruism or fulfilling a PR or funding objective.

This theme will address various associated questions to the concepts of knowledge transfer/creation or exploration, including: 

  • Within civil society and university projects, is knowledge created, transferred or does there exist a level of exploitation?
  • Can there be a genuine co-creation of knowledge?
  • What can researchers and practitioners from industry and those working with civil society learn from each other?
  • What are the potential outcomes and impacts for institutions, researchers and civil society?  
  • Do similar perceptions of equality such as those found between industry and universities exist between universities and civil society? 

The theme will encourage discussion and analysis of the above questions and seek to identify further associated questions.  We will also seek to identify good and effective practice.  The theme is intended to appeal to all stakeholders involved in knowledge transfer field, be they working alongside industry or civil society organisations, including voluntary sector and community organisations, policy makers, researchers, practiconers.


Sustaining CBR practice through arts and cultural forms   

Community-Based Research (CBR) as a methodology provides citizens with the tools to engage in creating and using local knowledge to effect social change.  Arts and culturally inspired research interventions enhance our efforts in communicating, advocating and organising our responses to a rapidly changing society.

Under this theme we invite presentations on research outcomes and demonstration projects which have incorporated scientific CBR concepts in two presentation formats:

1) within a workshop format, written or oral presentations of  the arts and cultural products which have impacted on the daily lives of everyday citizens or have enabled or inspired individuals or communities to engage in civic actions;

2) As part of the poster presentation sessions, short performances in the form of story-telling, poetry, photovoice, video, musical or satirical performances featuring one or more of the conference themes (e.g. story-telling about social and environmental justice, demographic change etc.).

The guiding question for this theme is:  

  • How have arts and cultural based interventions encouraged, produced or helped in the sharing of local knowledge for community action? 

Submissions or invitations to be performed may be evaluated and selected on the basis of all the conference themes. The performances may be used as introductory pieces, coming on before a panel or a speaker, or during the breaks in between the sessions. Each one will be evaluated individually and checked against the content (cultural sensitivity) and length of time it would take to perform.

Critical reflections on community engagement in the natural sciences, technology and innovation

Over the past decades, science in general has come a long way from the ivory tower and many scientists nowadays are well aware of societal needs and constraints. Research groups have emerged in sustainability sciences and interdisciplinary research groups are working on health care issues. However, even though it has become important to show the value of research, this value is still often expressed solely in economic terms. Research institutes want to increase interaction with civil society and its organisations through science shops and other outreach activities.

Under this theme, we welcome challenging submissions dealing with the specific aspects of interactively engaging communities in the natural sciences, technology and innovation. We intend to address the following questions: 

  • How can community linkages enhance the knowledge base and reflexivity/critical thinking of the University? How do projects with civil society organisations add to the curricular learning of students? What incentives and structures are required for engagement in the natural sciences & technology?
  • How can community engagement lead to innovations in science, technology, products, and services (mode II knowledge production)
  • How does this help to achieve a prosperous, liveable and sustainable world?
  • How can we incorporate societal issues in science, technology and innovation research agendas and have engagement throughout the research process (downstream, midstream and upstream)? What are the successes and challenges in various disciplines? How to create interdisciplinary projects? How can individual projects be grouped together to become more than the sum of their parts? Which partners can be involved? How can society influence mainstream research strategies?
  • How do we evaluate both the processes and the outcomes of community engagement in science, technology and innovation?
  • How can Science Shops advance their role in the critical discussions of society and science?
  • How can community groups move on from their involvement in Science shop activities towards leading their own research projects to answer their own needs and issues?

© 2008 Queen's University Belfast, University Road, Belfast, BT7 1NN