1. University and Inequalities Are we doing enough?
Dr Fernando Fernandes
Senior Lecturer in Inequalities
Social Dimensions of Health Institute
School of Nursing and Midwifery
College Symposium, Crieff, February 2014

3. Why should universities engage with inequalities?
It is not only a ‘research subject’
It is a matter of social justice and citizenship
It involves the values we believe and the world we dream with
Universities are a public good
What should be the public role of universities in an unequal society?
What should drive us as academics and citizens?
How can we form a breed of professionals and leaders in line with the values and vision that makes Dundee unique?

4. Are we doing enough… as citizens. as academics. as educators
Are we doing enough… as citizens??? as academics??? as educators??? as institution???

5. Motivation Inspiration Will to change
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6. The Scholarship of Engagement
Engaged researchers start with engaged students
Engagement should be a civic matter
But also part of the degree – offer opportunities to engage

7. What is driving our research and teaching agenda(s)
What is driving our research and teaching agenda(s)? What is the fundamental meaning of education? What is education for?

8. How should universities engage with the social justice agenda?
We need an specific (cross university) agenda to work with inequalities
We need to work better with the civil society and communities
We need to develop new forms of partnerships with the private sector
We need to re-think the meaning of ‘public engagement’

9. But how??? ‘Transformation’ gives us a starting point.
But we need a more systematic approach to make it happen:
We need to set an agenda for inequalities that should involve wider discussions with staff, students and the wider society
We need to create an internal programme to frame such agenda into an action plan

10. In search of a framework to work with inequalities
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11. University Extension
University extension operates at University Policy Level, and encompasses the University view for public engagement that sits beyond the traditional way we have been doing it
University extension has a clear commitment with social justice agenda, and operates to connect research, teaching and collaboration agendas into a common strategy

12. What is extension about?
Extension is not ‘outreach’
Extension is not service provision
Extension is an opportunity to reflect upon research and teaching practices by experiencing new forms of interaction, communication and learning with the world outside academia
Extension is a way to engage with social inequality agenda through the involvement of non-academics in a dialogical process

13. ‘University extension’ is an educative, cultural, scientific and political approach that promotes transformative interaction between the university and the wider society (FNPREUPB, 2002).
University extension is a driver for public engagement and an inductor for projects addressing social exclusion. It is a strategic concept to reflect on the role of universities on concept and design of public policies (Oliveira, 2004).
It is also a catalyst for teaching and research through the promotion of a dialogical process between the production and dissemination of knowledge and the social challenges faced by the society. Such model implies in the necessary interconnectedness between teaching, research and extension (FNPREUB, 2002).
University extension is much related to the public role of the universities and their commitment to social change as part of a ‘transformative relation’ within the wider society (Freire, 1983) .

14. The importance of Extension
Extension mobilizes a virtuous cycle at university life
Extension enables a reflexive process that reshapes research and teaching by doing
Extension challenges traditional methods
Extension enables an organic and systematic knowledge exchange process
Extension enables universities to engage with social change as a programme; with strategy, direction and a clear agenda

15. Benefits Provides a framework to accommodate university-community work
Fills the gap between teaching and research
Enhances university public image within local communities as well as wider society
Increment public access to university resources

16. University Extension in Brazil
Teaching
Research
Extension

17. Dutch Science Shops (‘wetenschapswinkels’)
Another interesting model started in Holland in the early 70’s
With support from the European Commission it’s a Europe-based global network
Only two in the UK (none in Scotland)

18. Science Shop core principles
Attempt to redirect university R&D towards (economic and political) non-elites
Work directly with communities to enhance public benefit from universities
Operate as ‘intermediate’ between scientists and the public

19. Science Shop operation
Client question
Scientific question
Intermediation/participation

20. Science Shop Structure
Generally employ one or two primary staff members who are proficient in the field
PG students offer research skills in benefit of experience and in some cases, course credits as part of their final dissertation/thesis
Payment for science shop services is done on a cost-sharing basis that varies from client to client.

21. Finding our own way
We have a particular set of problems and challenges in Scotland
What can we learn from Dutch and Brazilian experiences?
What should we do as starting point?

22. Some ideas in search of a framework

23. We need to better communicate what we are doing to dialogue with non-academic groups, in particular those living in poverty. They are a key to understand poverty and to design research agendas
Engaging Dundee
First event held in October 2013
55 stakeholders from University and across the city
Key question: ‘How can the university work with communities’?
Series of events planned for 2014

24. The Observatory of Urban Inequalities / The Knowledge Hub
We need to create a programme that enable students from most deprived areas to return their academic knowledge to their communities
Widening access in essential. Our Dundee University Access to Learning (DUAL) Summer School is a great initiative. But how to increase the outcome impact?
The Observatory of Urban Inequalities / The Knowledge Hub
Pilot extension unit
Proposal to be sent to ESRC

25. The
Knowledge
Hub
Draft diagram

26. We need to create an induction module (or something similar) to deliver a common and shared professional ethics that reflects the University of Dundee view that has to include a strong commitment to social justice. It should be offered to all students at all levels. It will make us distinct when it comes to the challenges professionals will face in their work experience. That will be the ‘Dundee factor’
Pilot PG module – Developing Professional Attitudes and Practices to Work with Marginalised Groups
International programme – Public Health and Inequalities (Brazilian Partners)

27. The International Programme on Professional Development and Inequalities and Public Health
Draft diagram

28. We need to create a programme to offer students and staff an opportunity to develop collaborative work with local business with a clearer impact on local economy. This moment we have a very interesting model of incubator (Innovation), but we need more to work together with local communities and local businesses to impact in the local economy and wellbeing

29. We need to create spaces within schools and departments to delivery research in a way to democratize science on design, implementation and evaluation of approaches to improve services and reduce inequalities

30. On top of this, we need a wider framework to coordinate and give a common direction to such initiatives. Ideally we should adopt some learnt experiences from ‘science shops’ and ‘university extension’ in search of our own way.

31. Thanks! Contact: f.l.fernandes@dundee.ac.uk
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