scholarly journals The Transformative Power of Anchor Institutions

2019 ◽  
Vol 30 (1) ◽  
Author(s):  
Emily Sladek
Keyword(s):  
Colleges And Universities ◽  
Local Economies ◽  
Community Benefit ◽  
Transformative Power ◽  
Important Place ◽  
Anchor Institutions ◽  
Anchor Institution ◽  
What Matters

Everyone knows by now that colleges and universities are “anchor institutions”: important place-based engines that play key roles in local economies. But the raw facts of size and place are just the beginning of the story; what matters is not just the fact that anchors have an impact on communities, but what kind of impact they have, and on what terms. It is one thing to be an anchor institution. It is another to consciously and intentionally adopt an anchor mission, leveraging all available institutional and operational resources for community benefit.

scholarly journals Developing the Student Anchor Engagement Framework

2019 ◽  
Vol 30 (1) ◽  
Author(s):  
Jennifer Johnson Kebea
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Research Study ◽  
Community Benefit ◽  
Civic Learning ◽  
Anchor Institutions ◽  
Public Purpose ◽  
Metropolitan Universities ◽  
Democratic Engagement ◽  
Anchor Institution

Modern urban and metropolitan universities are increasingly obliged to recognize their role as anchor institutions. These same institutions of higher education (IHEs) also have a responsibility to educate students to be responsible and participatory citizens in society. An increasing number of IHEs recognize these distinct commitments as central to the public purpose of higher education. However, few intentionally involve students in anchor mission work. This misalignment denies students a rich opportunity for civic learning and democratic engagement. Furthermore, it prevents IHEs and their surrounding communities from realizing the benefits of harmonizing these two commitments. This mixed-methods research study resulted in the development of the Student Anchor Engagement Framework, a 36-item strategic framework designed to identify how IHEs can intentionally involve students in anchor strategy. The framework derives from The Democracy Collaborative’s Anchor Institution Community Benefit Dashboard. Expert participants ranked all items included in the framework as to their potential to influence student civic learning and democratic engagement. Implications of this research study include the potential for IHEs to consider, strategically, ways to align student civic learning with anchor institution practices for the advancement of both pursuits.

A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

2021 ◽  
pp. 001312452110497
Author(s):  
Whitney Impellizeri ◽  
Vera J. Lee
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
Considerable Time ◽  
Multiple Stakeholders ◽  
Anchor Institutions ◽  
Medical Institutions ◽  
Academic Medical ◽  
The Individual ◽  
Promise Neighborhood ◽  
Anchor Institution

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

scholarly journals Using the Urban Advantage to Achieve the Greatest Good

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Vicki Golich
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
21St Century ◽  
Well Being ◽  
Colleges And Universities ◽  
Local Economy ◽  
Urban Setting ◽  
Annual Conference ◽  
Community Based Research ◽  
Anchor Institutions

Members of the Coalition of Urban and Metropolitan Universities (CUMU) recognized nearly thirty years ago that institutions of higher education (IHEs) located in urban and metropolitan cities faced a unique set of challenges – but also shared exceptional opportunities – for developing and deploying the vast intellectual capital residing within their halls. They joined forces to share ideas and practices that would, among other things, integrate their colleges and universities more seamlessly and usefully with their surrounding communities. Over time, CUMU members realized they should play an important role as anchor institutions in their communities: “local economic engines and mission-driven organizations inextricably linked to the long-term well-being of their local communities…” (Democracy Collaborative, 2018).   CUMU’s 23rd Annual Conference was held in Denver, Colorado in October 2017 with a focus on “The Urban Advantage” (CUMU, 2017). Presentations and conversations explored 21st century challenges created by states decreasing their funding to public higher education and by gentrification of the neighborhoods surrounding CUMU IHEs. They stressed unique learning opportunities for students and faculty studying and working at urban colleges and universities: clearly, an urban setting provides more occasions for students to engage in internships, service learning, volunteering, community-based research, and other pedagogies now known to improve student persistence through to graduation and alumni chances to pursue the careers or post-baccalaureate programs of their choice (AAC&U, n.d.). Scholars and activists called for urban IHEs to consider how they might engage with their surrounding communities more effectively to solve problems, improve the local economy, and educate a professional 21st century-relevant workforce. Finally, they underscored the imperative that metropolitan colleges and universities stay true to their mission of providing the public good of education to achieve social justice, graduate civically engaged alumni, and to be both in and of the community.

scholarly journals ARTIST HIDING IN THE CITY LIU BOLIN

2020 ◽  
Vol 9 (73) ◽  
Keyword(s):  
Social Economic ◽  
Global Scale ◽  
Global Level ◽  
Critical Approach ◽  
Transformative Power ◽  
Important Place ◽  
External Threats ◽  
The Social ◽  
The World ◽  
The City

The city is a place with many social, economic and political reflections. Every concept it reflects has a transformative power within itself. The city, which is an important part of the social structure, is an important place where the Chinese artist Liu Bolin offers a critical approach to many social, ekonomic and political problems at a global level. It reveals this approach as camouflaging in front of spaces and objects through performance and photography. The artist tries to reveal the local and universal concerns he wants to show by hiding. The concept of camouflage, which is a strategy of protection from external threats, shows the threat itself to the audience in Liu Bolin's works. While the concepts of being watched and hiding (camouflage) present two opposing situations, it makes one feel tension. The situation pointed out by the artist, who touches on issues such as environmental pollution, sustainability, human rights and equality that directly affect the future of the world and humanity on a global scale in recent years, is presented directly to the audience. The camouflaged body, which can be seen when carefully looking at the works in the Hiding in the City series, confronts us with the magnitude of danger. Keywords: camouflage, city, art, photography, artist, Liu Bolin, hiding

Recognizing and Embracing Our Shared Humanity

2018 ◽  
Author(s):  
Valerie Tiberius ◽  
James P. Walsh
Keyword(s):  
Colleges And Universities ◽  
Individual Values ◽  
Pedagogical Tool ◽  
Philosophy Of Life ◽  
Cultural Experiences ◽  
The World ◽  
Shared Humanity ◽  
Real Progress ◽  
Students As Customers ◽  
What Matters

Real progress occurs when individual lives change for the better. Colleges and universities formerly aspired to develop the character of their students. The trend of late has been to treat students as “customers.” Can we once again help students to recognize what matters to them and help them develop a philosophy of life? This chapter describes one approach and tool. Drawing on social psychologists’ findings of patterned regularity in the world, it aims to reveal commonalities especially in individual values. While we don’t want to “tell” students, simply asking them to recall and report is inadequate. Rather we want them to discover. Knowing where your values come from, and in particular knowing what personal and cultural experiences shape what matters, is crucial to understanding what is important in life. The chapter outlines a pedagogical tool to elicit this sharing and recognition.

Higher Education and the Public, Private and Non-Profit Sectors

2003 ◽  
Vol 17 (4) ◽  
pp. 251-256 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Colleges And Universities ◽  
Business Leaders ◽  
Institutions Of Higher Education ◽  
Collaborative Partnerships ◽  
Local Economies ◽  
Non Profit ◽  
The Public ◽  
The World

Institutions of higher education throughout the world are increasingly aware of the importance of working more systematically and productively with community and business leaders in order to create better local economies and, ultimately better societies. This article presents an overview of how colleges and universities can assist with the identification and implementation of specific strategies for enhancing the economic development of the regions in which they are located. Also included is a discussion of the emerging advantages associated with developing these kinds of collaborative partnerships, as well as a brief overview of the major approaches to regional economic development.

scholarly journals Entrepreneurial universities in the region: the force awakens?

2016 ◽  
Vol 22 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Nigel Culkin
Keyword(s):  
Small Business ◽  
Innovation Systems ◽  
Entrepreneurial University ◽  
Regional Innovation Systems ◽  
Entrepreneurial Universities ◽  
Regional Innovation ◽  
Content Type ◽  
Anchor Institutions ◽  
Regional Systems ◽  
Anchor Institution

Purpose – The growth in popularity of the regional innovation system approach has, in part, been driven by the need for economies to respond to the after shocks of the global financial crisis. At the same time, the author sees the term anchor institutions are used increasingly to describe organisations that have an important presence in the local community and make some strategic contribution to the local economy. The purpose of this paper is to consider the needs of the micro and small business (MSB) ecosystem through the lens of the entrepreneurial university as a regional anchor institution. Design/methodology/approach – Asheim et al. (2011) refers to regional innovation systems as, an emphasis on economic and social interaction between agents, spanning the public and private sectors to engender and diffuse innovation within regions embedded in wider national and global systems. According to Doloreux and Parto (2005) three dimensions underpin the use of the regional innovation systems concept, namely: the interactions between different actors in the innovation process, the role of institutions and the use of regional systems analysis to inform policy decisions. The author has drawn on contemporary literature on the entrepreneurial university, regional systems of innovation and institutions to explore some key qualities and problems around anchor Institutions, networks and national and local policy. Findings – Following the Chancellor’s Comprehensive Spending Review in November 2015 and post the changes in the Department of Business Innovation and Skills remit the author wants to highlight the way universities can take a lead role as an anchor institution within their region. The author argues that this role should include providing a wider range of formal and informal support, knowledge and resource for MSBs, alongside the usual SME suspects (Hart and Anyadike-Danes, 2014; Witty, 2013; Wilson, 2012). Based on my analysis and involvement in the the work of the eight Entrepreneurial Universities of the Year Award winners – during the author’s time as President of ISBE – He suggested four different ways in which collaboration might be enhanced to ensure MSBs make maximum use of the advice and support on offer from universities playing this anchor role. Originality/value – The results emerging from this work suggest a need for regional policy makers to embrace a innovation-supportive culture, which actually enables firms and systems to evolve over time would be far more effective than those proposed in the latest Comprehensive Spending Review. The outcomes of which will see some of the most robustly evaluated programmes, designed to support small firm growth, closed down and replaced by a commitment (by government) to secure a strong, growing economy, cutting of more red tape and extending small business rate relief for an extra year (Mole, 2015).

scholarly journals The Emerging Role of Universities in Collective Impact Initiatives for Community Benefit

2017 ◽  
Vol 28 (4) ◽  
Author(s):  
Jason Smith ◽  
Lynn Pelco ◽  
Alex Rooke
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Social Value ◽  
Collective Impact ◽  
Higher Education Administrators ◽  
Community Benefit ◽  
Education Administrators ◽  
Anchor Institution

Universities are increasing their efforts to more clearly demonstrate their social value. This article illustrates how higher education administrators can incorporate collective impact partnerships in their community benefit strategies. The article explores two of the more familiar paradigms for community benefit—community engagement and anchor institution. Collective impact principles and practices are then presented. Finally, a case study provides a tangible example of how one university’s role in a collective impact initiative transitioned in response to the community. We end the article with ten takeaways and an invitation for higher education administrators to identify their own learning and action steps that can help shift focus from proving to improving their institution’s value to the community.

scholarly journals The Transformative Power of Student-Led Natural History Collections Clubs

2017 ◽  
Vol 31 (1-2) ◽  
pp. 70-83 ◽  
Author(s):  
Cheyenne Gerdes ◽  
Kari M Harris ◽  
Mireia Beas-Moix ◽  
Travis D Marsico
Keyword(s):  
Natural History ◽  
Case Studies ◽  
Student Involvement ◽  
Institutional Support ◽  
Student Organizations ◽  
Colleges And Universities ◽  
Academic Institutions ◽  
Transformative Power ◽  
Natural History Collections ◽  
Administration Students

Abstract Many colleges and universities maintain herbaria or natural history collections. Natural History Collections Clubs (NHCCs) are registered student organizations (RSOs) capable of improving conditions in these collections, many of which are threatened by a lack of funding, minimal curatorial staff, and inadequate institutional support. Student involvement through NHCCs can improve conditions in collections at academic institutions by providing volunteers, promoting outreach, increasing funding, and generating enthusiasm in administration, students, and the community. In this paper, we explain the need for such organizations, outline the process of establishing an NHCC, and provide case studies from successful organizations. We also describe a developing network for NHCCs and summarize what has been accomplished by these organizations to date.

scholarly journals Stories of Impact: The Transformative Power of Undergraduate Research

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sara Evans ◽  
Jocelyn Evans ◽  
Kristi Wilkum
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Extensive Literature ◽  
Research Projects ◽  
Transformative Power ◽  
Important Place ◽  
Personal Experiences ◽  
Scholarly Article ◽  
High Impact Practice ◽  
Narrative Account

We, along with being guest editors of this issue, are also active researchers in our respective disciplines and the scholarship of teaching and learning. We integrate undergraduate research (UGR) as High Impact Practice (HIP) in most of our research projects, and have personal experiences in which we see all the benefits come to life that have been outlined in the series of papers in this issue. As we read abstracts and considered the organization and content for this issue, we began to notice a pattern in some of the abstracts that aligned with our own work and discussions with colleagues, but is generally not present in a traditional scholarly article. That element is the personal narrative account of impact. We know from the extensive literature cited throughout this issue, as well as the work in this section, that providing high-quality undergraduate research projects has substantial impacts at many levels – for individual students, for cohorts, for departments, colleges, universities, and even systems. We, as scholars, see these impacts every day in our own work and the work of others. However, it is not often captured in peer-reviewed research outside of quotes to support evidence of assessment results (which of course, have their own important place in this work).

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