Engaged universities and inclusive development: grappling with new policy directions in South Africa

Abstract

The chapter draws on a body of empirical research in South Africa exploring the ways in which academics extend their knowledge to the benefit of external partners. The first section shows that massification and formal access to the higher education system has been achieved, but epistemological access and success remain a challenge. The second section reflects that the most common partners are academics or communities, but the most common types of relationships do not involve community participation: students with a social conscience, welfare oriented community service and research to improve the quality of life. While there are well-developed mechanisms to promote industry participation in shaping research and innovation agendas, such interaction with communities is a significant gap. The third section therefore examines emergent models of external interface mechanisms that can link communities to access university knowledge, to inform a shift towards inclusive development.