Bridging the academic-legislative divides: Models of policy relevant health research and Practice by the University of California
This paper calls for the strengthening of Asian American, Native Hawaiian, and Pacific Islander CBPR models that integrate health policy through legislative partnerships. Through examining three health research partnership models, this study reveals the challenges of engaging with many parties simultaneously as well as the benefits of each partnership. (Russ et al, 2012, p. 95) Russ, L.W., Takahashi, L.M., Ho, W., & Tseng, W. (2012). Bridging academic-legislative divides: Models of policy relevant health research and Practice by the University of California. Progress in Community Health Partnerships: Research, Education, and Action, 6(1), 95-102. Full Text.
Modeling the structure of partnership between researchers and front-line service providers: Strengthening collaborative public health research
This article presents the Provider-Researcher Partnership Model, to account for how provider- and agency-level factors influence providers’ intentions to form partnerships with researchers. The model is based on data from a CBPR study with providers of HIV-related services in New York City. The model can be used to inform researchers’ and providers’ decision making around partnership and to help guide policy makers’ decisions around collaborative research funding. Pinto, R. M., Wall, M. M., & Spector, A. Y. (2013). Modeling the structure of partnership between researchers and front-line service providers: Strengthening collaborative public health research. Journal of Mixed Methods Research, 20(10),…
What makes or breaks provider-researcher collaborations in HIV Research? A mixed method analysis of providers’ willingness to partner
This study identified factors that influence providers’ levels of willingness to collaborate in HIV prevention scientific research. A survey was administered to 141 providers in New York City, and analysis of the surveys found that the following factors are associated with providers’ willingness to engage with researchers: providers’ perceptions of researchers’ availability, research benefits, and agency preparedness. These findings indicate that researchers need to be socially and professionally available, future HIV research should benefit providers and consumers, and policy makers should help agency settings develop human and financial resources in preparation for research. Pinto, R. M. (2013). What makes or…
Considering sustainability is crucial to the quality and impact of community-university partnerships, how can universities and communities build sustainable partnerships and what issues contribute to sustainability? This article discusses the importance of sustainability in community-university partnerships, asserting that the concept of sustainability should evolve from a “project based” concept to a broader concept that facilitates the development of a long-term, successful partnership. The authors draw knowledge and experience from related literature to discuss the following characteristics that contribute to sustainable partnerships: genuine reciprocity, a creative approach to partnerships, mutual learning and recognizing the multiple purposes of partners, building ‘bridges’ between…
Collaboration strategies in nontraditional community-based participatory research partnerships: Lessons from an academic-community partnership with autistic self-advocates
CBPR projects usually work with communities defined by ethnicity, geography, or occupation. This paper describes the development of a community-academic partnership that addressed research needs of the autistic-self advocates, a community not defined by the typical characteristics mentioned above. The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) formed in response to the misalignment of researcher’s priorities and the needs of those involved in Autism advocacy. AASPIRE has since developed a collaborative partnership model to conduct CBPR projects. This paper reviews the methods of forming this partnership, focusing on the complexity of working with a “community” that is not…
Team-building activities as strategies for improving community-university partnerships: Lessons learned from Nuestro Futuro Saludable
This paper describes team-building activities that were utilized with members of The JP Partnership for Healthy Caribbean Latino Youth, a CBPR project that brought together a diverse team of Tufts University and community stakeholders. The team-building activities were designed to strengthen the community-academic partnership by facilitating communication and empowering project partners. Lessons learned about utilizing experiential learning exercises to enhance partnership dynamics are presented. The paper concludes that team-building activities can be effective in promoting CBPR partnerships when utilized appropriately. Ndulue, U., Perea, F. C., Kayou, B., & Martinez, L. S. (2012). Team-building activities as strategies for improving community-university partnerships:…
Lessons learned in using community-based participatory research to build a national diabetes collaborative in Canada
The Canadian First Nations Diabetes Clinical Management Epidemiologic (CIRCLE) study documents the clinical management of type 2 diabetes in 19 First Nations (FN) communities. CIRCLE is Canada’s first ever national, multisite, CBPR project. This paper presents the lessons learned in developing and advancing CIRCLE community health partnerships by examining the challenges and facilitating factors associated with building collaborative relationships, culture and ethics, collaboration and partnership, and innovative avenues of data management and dissemination. This paper reveals how CIRCLE exemplifies a successful national network of CBPR partnerships and how it can serve as a model for other national community health partnerships….
Finding middle ground: negotiating university and tribal community interests in community-based participatory research
In this article the authors describe challenges of implementing CBPR in a research project designed to prevent cardiovascular disease among an indigenous community in the Pacific Northwest of the United States, and the ways they addressed them. Specifically, they highlight the process of collaboratively constructing a Research Protocol/Data Sharing Agreement and qualitative interview guide. Mohammed, S. A., Walters, K. L., LaMarr, J., Evans-Campbell, T., & Fryberg, S. (2012). Finding middle ground: negotiating university and tribal community interests in community-based participatory research. Nursing Inquiry, 19(2), 116-127. Full Text.
Clinical and translational research and community engagement: Implications for researcher capacity building
This paper presents a study on how clinical and translational research is defined and perceived by community service providers, and how the perspectives of service providers may hinder or facilitate collaborative research efforts. The study found that cultural disconnects between researchers and community partners exist, as does mistrust, which serve as potential barriers to community research partnerships. The authors conclude that engaging in research partnerships requires a reframing of how researchers interact with the broader community, and that researcher training and capacity building is necessary to prepare researchers to successfully work with communities. Martinez, L. S., Russell, B., Rubin, C….
The Center for Community Health Partnerships (CCHP) at the Medical University of South Carolina is a proactive initiative to institutionalize commitment to community-academic partnerships. This report describes the evolution of this Center, and highlights innovative strategies and lessons learned. Magwood, G. S., Andrews, J. O., Zapka, J., Cox, M. J., Newman, S., & Stuart, G. (2012). Institutionalization of community partnerships: The challenge for academic health centers. Journal of Health Care for the Poor and Underserved, 23(4), 1512-1526. Full Text.
Doing Participatory qualitative research: development of a shared critical consciousness with racial minority research advisory group members
An essential part of CBPR projects are research advisory groups (RAGs) consisting of members of the community researched. In this paper, the authors discuss their engagement with a RAG consisting of racialized minority youth. The authors describe insights that emerged during this engagement, including the benefits of a shared dialogical process, the development of a shared critical consciousness, and reflecting on contradictions with in CBPR projects. Finally, the authors offer helpful recommendations for how CBPR projects can enhance their collaboration with RAGs. Maiter, S., Joseph, A. J., Shan, N., & Saeid, A. (2013). Doing participatory qualitative research: development of a…
In this article, a research team consisting of academic and community partners describe the process they used to successfully implement an adolescent-focused, evidence-based HIV/AIDS prevention curriculum in two Black churches. The authors highlight the challenges encountered and lessons learned in using a CBPR approach to build a relationship with two churches, garner the pastor’s support, and implement the curriculum within youth groups. Lightfoot, A. F., Woods, B. A., Jackson, M., Riggins, L., Krieger, K., Brodie, K., … Howard, D. (2012). “In my house’: Laying the foundation for youth HIV prevention in the Black church. Progress in Community Health Partnerships, 6(4),…
Revitalizing south Memphis through an interdisciplinary community-university development partnership
This article describes how the University of Memphis formed and maintained a long-term partnership with a community development corporation in an historic African-American community to collaborate on community revitalization. By first providing a background on the community of South Memphis and the development of the partnership, the article aims to fill the gap in literature on the benefits and challenges of interdisciplinary action-oriented research while offering insightful practices and principles on these topics. Lambert-Pennington, K., Reardon, K.M., & Robinson, K.S. (2011). Revitalizing south Memphis through an interdisciplinary community- university development partnership. Michigan Journal of Community Service Learning, Spring 2011, 59-70….
Balancing head and heart: The importance of relational accountability in community-university partnerships
In this paper, the authors reflect on a community-university research and program development project undertaken with Aboriginal people in Canada, and suggest that a “head and heart” approach was crucial to the project’s success. They explain how a “head and the heart” approach to engaged scholarship provides access to an ethical space where multiple worldviews are recognized and where the importance of relational accountability becomes evident. Finally, implications of this approach for engaged scholarship are examined. Kajner, T., Fletcher, F., & Makokis, P. (2012) Balancing head and heart: The importance of relational accountability in community-university partnerships. Innovation in Higher Education,…
This volume of Metropolitan Universities Journal includes 11 papers on community-university partnerships. International perspectives from the United States, Australia, Great Britain, Brazil, Korea, Indonesia, Kenya, and Sudan are featured in this volume. International perspectives on community-university partnerships. Metropolitan Universities Journal, 22(2).
Expectations and realities of engaged scholarship: Evaluating a social economy collaborative research partnership
The British Columbia–Alberta Social Economy Research Alliance (BALTA) brings together scholars and practitioners to better understand the social economy and contribute to the development of a social economy research network in western Canada. This paper evaluates the dynamics of engaged scholarship within BALTA, examining internal (academic and practitioner research partnerships) and external (research process) aspects of the alliance. The authors present their findings, and in conclusion assert that funding agencies, universities, and community organizations must realize the value of engaged scholarship by collaborating to create reliable and equitable forms of support and engagement. Heisler, K., Beckie, M., & Markey, S….
This book contributes to the growing literature on community-university partnerships, featuring accounts from faculty, administrators, students, and community members on their work in engaged scholarship. Organized into 21 chapters, each one contains an introduction, a case study, and commentary. This resource is useful to incorporate into undergraduate or graduate courses to broaden research methods, principles, and strategies. Harter, L.M., Hamel-Lambert, J., & Millesen, J.L. (Eds.). (2011). Participatory partnerships for social action and research. Dubuque, IA: Kendall Hunt Press.
Partnerships are crucial for effective engaged scholarship. This paper explores reflections by students, faculty, and a community partners on the process of establishing a long-term community-university partnership by integrating a service-learning component into a doctoral program in Community Psychology. Assessing university readiness in the pre-partnership stage and ensuring that scholars and their institutions are willing and able to engage in partnerships were the main reflections in establishing long-term partnerships. A practical framework on collaboration readiness (measuring contextual factors, between-group factors, and in-group factors) is offered to guide community-university partnership development. Eckerle Curwood, S., Munger, F., Mitchell, T., Mackeigan, M., &…
Relational dialectics can be used as a framework to approach tensions that that naturally and normally arise in community-campus partnerships. This article explains relational dialectics and presents the ways in which three common dialectical tensions work in campus-community partnerships. The authors offer ways in which partners can manage tensions and also discuss the implications of using relational dialectics for competency building, engagement practice, and research on community-campus partnerships. Dumlao, R.J., & Janke, E.M. (2012). Using relational dialectics to address differences in community-campus partnerships. Journal of Higher Education Outreach and Engagement, 16(2), 151-175. Full Text.
What skills do researchers need to form successful CBPR partnerships? This article describes the key steps in starting, maintaining, and sustaining CBPR projects. The author addresses many important topics, from pre-research themes like how to set up a community advisory board, to post-research issues such as time concerns for tenure-track faculty. Considering CBPR is a recognized approach to effectively tackle health inequities, it is crucial that researchers have the necessary skills to initiate and cultivate partnerships. D’Alonzo, K.T. (2010). Getting started in CBPR: Lessons in building community partnerships for new researchers. Nursing Inquiry, 17(4), 282-288. Full Text.
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