A Multilevel Analysis of a Campus-Community Partnership
Abstract
While greater focus has been placed on understanding the nature of campus- community partnerships, a lack of research exists addressing the complexities of collaboration through theory development and the analysis of partnership management from a multilevel perspective. Drawing from Parent and Harvey’s (2009) management model for sport and physical activity community-based partnerships, the purpose of this qualitative study was to examine campus community partnerships from an individual, structural, and socio-cultural level. Results revealed, campus-community partnerships are heavily dependent on multi-level relationships requiring significant time and effort and must be founded upon trust. These findings should serve to add to campus-community partnership literature, while providing service-learning practitioners with insight into “common practices and pitfalls that may assist in” managing “the expectations of all parties involved” (Maurrasse, 2002, p. 137).
Downloads
Published
Issue
Section
License
- Authors submitting articles to the Journal of Service-Learning in Higher Education are responsible for securing any permissions or licensing pertaining to the use of copyrighted materials and photographs/graphics. Authors of accepted articles assign the Journal of Service-Learning in Higher Education the right to edit, publish, and distribute their text on the Internet, to archive it, and make it permanently retrievable.
- Authors do retain their copyright, so articles may be reprinted after publication as long as the Journal of Service-Learning in Higher Education is acknowledged as the original site of publication. Articles that have already been published or are being considered for publication elsewhere are not eligible for publication in the Journal of Service-Learning in Higher Education, unless a cross-publishing arrangement has been previously negotiated.
- Opinions or points of view expressed in the publication are those of the authors and do not necessarily reflect the official position of the University of Louisiana System or institutions or organizations affiliated with the Journal of Service-Learning in Higher Education.
