Thinking about Engagement Geoff Pearman November 2008

Overview Effective engagement – what does it look like Principles underlying effective engagement Becoming engaged - developing good practice

Exercise Group 1 Organisational engagement It is some time in the future – doesn’t matter when – but you as a stakeholder in tertiary education are experiencing what you would describe as a highly effective relationship with tertiary education providers Discuss the relationship and list what the characterises of that relationship are What are people doing? What are the attitudes that underpin the relationship? What are some of the results of that relationship? Group 2 Learner engagement It is some time in the future – doesn’t matter when – but you as a learner are experiencing what you would describe as a highly effective relationship with your educational provider Discuss the relationship and list what the characterises of that relationship are What are people doing? What are the attitudes that underpin the relationship? What are some of the results of that relationship?

The Tertiary Education Reforms – Engagement Intent A system that enables stakeholders to communicate their expectations and needs and to develop an appreciation of the constraints A tertiary education sector that delivers against government priorities and the national, regional and local needs of stakeholders Increased public confidence in the tertiary education sector Stakeholders Those who have a stake in the outcomes of tertiary education Learners and their communities, businesses, industries, trade unions, interest groups, economic development agencies, professional associations, cultural groups etc “This is a whole new funding system. It is a whole change in the way institutions think about what they offer, how they plan, how they budget and how they contribute overall.” Hon Pete Hodgson 2007

Thinking about Engagement Public Engagement Focus:TEC Community Engagement Focus:TEO’s Stakeholder Engagement Focus:Stakeholders An Engaged Tertiary Education System Values/behaviours Respect Trust Reciprocity Dialogue Mutual benefits

Thinking about Engagement Community Engagement Focus: TEI Learner Engagement Focus: Educator Stakeholder Engagement Focus: Industry, community An Engaged Tertiary Learning System Values/behaviours Respect Trust Reciprocity Dialogue Mutual benefits

Engagement Community Engagement - Definition “Engagement is a sustained, embedded and reciprocal exchange between a tertiary institution and its communities that transforms the teaching, research and service mission of the institution and contributes to social and economic development.” Pearman 2005 Stakeholder Engagement - Foundations Trust Reciprocity Dialogue Shared ownership and responsibility for issues, resources and outcomes “If you can’t build in reciprocity you won’t have a sustainable relationship.” Business Leader 2008 Teaching Research Service Social and Economic Development Needs Priorities GapsQuestforRelevance Sustained Reciprocal Embedded Transforms

Engagement “Engagement is characterised by an emphasis on mutual benefits, knowledge exchange and an expectation of partnerships that create reciprocity between participants” Holland 2008 Intensity of relationship Mode of relationship Low High BriefingPartnershipDisclosureConsultationCollaboration Complex Fewer Simple Many Engagement RepresentationDialogue

Foundations for Engagement - Trust Benefits of trust Once established it stabilises relationships and eases inter- organisational conflicts More effective than hierarchical power or control Efficient allocation of resources and significantly reduces transaction costs Sharing of intellectual capital Able to form collective strategies to better respond to need Provides a means to cope with risk and uncertainty Enhanced system stability Inter-organisational trust is of outstanding importance in building and maintaining effective network relations.” Sydow 1998:56 “..We should refrain from direct management of trust…[rather we] should act in a trust-sensitive way when building and sustaining inter- organisational relations and networks.” Sydow 1998 Inter-organisational trust is the outcome of social practices.” Sydow 1998:54

Foundations for Engagement - Trust Building and sustaining trust Trust begins where knowledge ends – it always implies confidence in the face of risk Acceptance of vulnerability – it could go pear shaped, but… Doesn’t have to be global – it can be in relation to a specific area or activity Most likely to be mutual but doesn’t have to be Power can be hidden behind the façade of trust and the rhetoric of collaboration. Large organisations tend to be more trusting and smaller ones less confident of the trustworthiness of exchange partners Takes work to build, but easy to fracture and difficult to rebuild Begins with a policy of small steps

Foundations for Engagement - Trust Building trust through Identifying trustworthy individuals and organisations Sharing assumptions at the beginning Communicating frequently– developing mutual understanding Having trust enhancing communication Multiple of communication – variety of reasons and different content Recognising the open endedness of the relationship Balancing autonomy and dependence The building and sustaining of trust requires time and effort from people in boundary spanning roles “Inter-organisational trust is the outcome of social practices.” Sydow 1998:54

Foundations for Engagement - Reciprocity Reciprocity is a two-way street Reciprocity occurs when action by one party promotes and engenders action by the other side In all ongoing, lasting and mutually beneficial and satisfying relationships we find reciprocity Underpinning reciprocity are the values of exchange, trust and mutuality Reciprocity is often described as a feeling. Note the intensity of feeling when we experience a lack of reciprocity. “Engagement is transformative, it is not engagement unless there is learning resulting from the exchange and each is different as a result.” Ramaley 2008

Towards best practice Exercise In small groups discuss 1. What would enhance engagement between your organisation and its stakeholders 2. What practices would build engagement between you as an educator and (i) business, community etc (ii) Learners

References Australian Universities Community Engagement Alliance Ako Aotearoa – Cooperative/ Work Integrated Learning Community of Practice Universities and Their Communities 2005 G Pearman Gateways: International Journal of Community Research and Engagement Creating a Supportive Environment for Community-University Engagement: Conceptual Frameworks. Holland and Rammely HERDSA Conference content/uploads/conference/2008/media/Holland%20&%20Ramaley.pdf content/uploads/conference/2008/media/Holland%20&%20Ramaley.pdf