Tertiary-community engagement: a case study of UTS Shopfront

Abstract

This paper presents a case study of UTS Shopfront at the University of Technology, Sydney as a model of integrated community engagement. UTS Shopfront is an integrated community engagement program at the University of Technology, Sydney that has been embedded in existing teaching loads and academic research activities across the University. Academically rigorous projects are initiated by the community and undertaken by students through subjects supervised by academics. From 1996 to 2011, Shopfront completed 600 projects, generated research earnings of $2.5 million, developed scholarly and accessible publications (including student and academic monograph series and a refereed journal, Gateways) and many partnerships. Projects can range from large, multi-disciplinary undertakings involving several subjects over a number of semesters to small projects that might involve one or two students. UTS Shopfront is committed to providing an environment that will facilitate student leadership development in a wider social setting. This includes: experiencing volunteering, multi disciplinary and team-work; student application of theoretical and empirical knowledge; and the ethical/service dimension of intellectual life and professional practice. This community engaged work enables students to appreciate their civic roles and responsibilities after graduation. The program also aims to be socially responsive to the broader community by utilising a collaborative model that requires community groups, academics and students to work together in all facets of the project/research development. The outcomes are shaped by both the community and the university and thus have the potential to address social problems. This paper will outline the key factors and dynamics involved in establishing and maintaining student and academic engagement with community partners.