University community engagement: from narrow conceptions towards a multidimensional framing

Abstract

Globally and locally, higher education institutions and in particular universities are increasingly being linked to debates about socio-economic development. This trend is attributed among other things: the importance of knowledge in an era of knowledge driven economy; the recognition of the potential contribution of universities to promoting development through research; innovation; industrial linkage; graduates' production; as well as participation in advancing social, cultural, economic, environmental and political activities within their surroundings. Higher Education South Africa (HESA) (2012:5) states that "carefully conceptualised and planned, such engagement can create and advance economic, social and cultural opportunities and development respectively". In the recent past, some have argued that the current Covid-19 crisis makes the topic of community engagement more imp0rtant than ever. Community engagement is used as an umbrella term for the most activities universities undertake in communities and with the communities (Farnell, 2020)> Others are of the view that the future trends may depend on how technological advancement can be used to further community engagement activities in improving communities' quality of life.