- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
In the last decade, many leading universities throughout the world have modified their mission and vision statements to emphasize community service and broader societal aspirations. Examining the case of Canada within the global system of higher education, this chapter explores the community engagement approaches of Canadian postsecondary institutions. Following an analysis of the communities within and surrounding campuses and a summary of key stakeholders, it outlines the unique history of extension faculties and the special relationships with Indigenous peoples and linguistic minorities that have become pivotal to community engagement strategies. The chapter emphasizes lessons from the Canadian context that may serve global university leaders. It concludes with a synopsis of challenges and threats to navigate in the pursuit of effective and enriching university–community relationships.
Brent Epperson is a Post-Doctoral Fellow at the University of Montpellier-CNRS (CEPEL) and a Visiting Researcher at the University of Alberta. He holds a Bachelor of Arts and a Master of Public Administration from the University of Montana, a PhD from the University of Alberta, and certificates in mediation and best practices for ombudsman offices. His research interests include healthcare policy, post-secondary education administration, and conflict resolution in the healthcare and higher education sectors. He simultaneously serves as Graduate Ombudsman at the University of Alberta (on research leave in 2018), where he combines his research in macro-level issue framing with training in mediation and restorative practices to mitigate campus conflicts. Prior to becoming an ombudsman, as a student representative for several years, he was active in university governance and student advocacy at the provincial and federal levels. He has contributed frequently to higher education reform debates in the Canadian press.
Britta Baron leads the integrated internationalization department at Humboldt-Universität zu Berlin. From 2006 until July 2018 she held the position of Associate Vice-President (International) and Vice-Provost at the University of Alberta, Edmonton, Canada. In her current role, Britta leads institutional strategy for internationalization, and oversees the integration of various aspects of the internationalization process into the operational unit. She also represents the university nationally and internationally with partners in higher education, governments, and national players in higher education and research. Her career includes extensive senior management roles in higher education with a variety of national and international institutions and organizations in Germany, Belgium, the UK, the USA, and Canada. Britta and Carl Amrhein are co-editors of Building Success in a Global University: Government and Academia—Redefining the Relationship Around the World (2013).
Carl G. Amrhein was appointed Provost and Vice-President, Academic, at Aga Khan University on 8 October 2017. The University has campuses in Afghanistan, Kenya,Pakistan, Tanzania, Uganda, and the United Kingdom. From 2015 to 2017, Dr Amrhein was Deputy Minister of Alberta Health where he achieved many significant outcomes in primary care, mental health, physician compensation, and clinical information systems during his tenure. Prior to joining Alberta Health, Dr Amrhein was the Official Administrator of Alberta Health Services, from 2014 to 2015. He was responsible for its governance, working in partnership with Alberta Health to ensure Albertans’ access to high quality health services across the province. Dr Amrhein served as Provost and Vice-President (Academic) at the University of Alberta from 2003 to 2014. He came to the University of Alberta following seventeen years at the University of Toronto. He also served as Visiting Professor, Graduate School of Education, Peking University, in October 2012, and was named Visiting Professor at Zhejiang University in 2012 and Fudan University in 2016. Dr Amrhein holds a Bachelor of Science Degree in Geography from Pennsylvania State University (1978) and a PhD in Geography from StateUniversity of New York at Buffalo (1984) with research interest in economic geography,labour markets, decision theory, migration, and quantitative methods. He is currently a member of Fulbright Canada: Foundation for Educational Exchange between Canada and the United States of America; and a Fellow, Royal Canadian Geographic Society.Dr Amrhein was awarded the Officer’s Cross of the Order of Merit from the Federal Republic of Germany in 2011. In honour of his contributions in advancing the role of Traditional Knowledge of the First Nations in university programming, Dr Amrhein was awarded the prestigious Eagle Feather. Also in 2014 he was awarded the Alberta Lieutenant Governor’s Award for Excellence in Public Administration, and was inducted into the Bethel Park Secondary School (Pittsburgh, Pennsylvania) Hall of Fame in 2017.
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