Higher Education, Community Connections and Collaborations

Sinéad Gormally is a Professor of Community Development and Youth at the University of Glasgow, UK. She is Deputy Head of School of the School of Education (strategy and planning). Her research focuses on how youth and community work practitioners can create positive social change, as well as the impact of violence and conflict on individuals and communities.Abigail Maguire is the Head of Undergraduate Studies at Moorlands College, Dorset, UK, and she lectures in applied theology, and youth and community work.Mike Seal Mike has three part-time roles: Director of the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA) and Professor of Youth and Community Education, St Mary’s University Twickenham, UK, Professor of Critical Pedagogy at Birmingham City University, UK, and the National Officer of the Professional Association of Lecturers of Youth and Community Work (PALYCW).

• AcknowledgementsIntroduction: Are Community Connections and Collaborations Possible in Higher Education, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (St Mary’s University Twickenham, UK)Part I: University1. The Role of Community and Youth Work in Supporting Universities Meaningful Engagement with Communities, Gill Hughes (University of Hull, UK), Sinéad Gormally (University of Glasgow, UK) and Christine Smith (University of Hull, UK), with response from Sebastian Glazer (Vulcan Learning Centre, UK)2. Post-Pandemic Youth Work Education: Reflections on What We Know and What We Need to Know, Trudi Cooper (Edith Cowan University, Australia), Tim Corney (Victoria University, Australia) and John Sutcliffe (Edith Cowan University, Australia), with response from Hilary Tierney (Maynooth University, Ireland)3. The Drivers of Higher Education regarding Community and Civic Engagement, Tensions and Possibilities, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (St Mary’s University Twickenham, UK)4. Re-defining University's Civic Responsibility Through Community Organising, Mike Seal (St Mary’s University Twickenham, UK) and Mike Gilsenan (Citizens UK Birmingham), with response from Saidul Haque (Citizens UK)Part II: Collaboration5. Critical Reflections on Community Development Responses to Covid, Val Harris, Jim Robertson and Kalbir Shukra (The Endorsement and Quality, Standards Board for Community Development Learning (England)), with response from Noel Irwin (Northern College Manchester, UK)6. Painting Fences: Youth Work Values in the Community, Lise Jacobsen (University of South Wales, UK) and Sarah Miller (Lead Youth and Community), with response from Andrea Sysum (Torfaen Council)7. Rethinking Community Resilience and the Formation of Animateurs, John Lockhart (UCLan, UK)Part III: Practice8. Emerging Themes and Skills in Youth Work Education and Practice after the Crisis of Covid-19, Breda Friel (Ulster University, Ireland), with response from Jane Hickey (Victoria University, Australia)9. The Value of ‘Wild Stories’ for Higher Education: Reflections on the Citizen Enquiry Into Youth Work in the Time of Covid-19, Hasaan Amin (King's College London, UK), Janet Batsleer (Manchester Metropolitan University, UK), Tania de St Croix (King’s College London, UK), Kevin Jones (National Youth Agency), Gerry McVeigh (Start360, Northern Ireland) and Christine Smith (University of Hull, UK)10. Risky Business: Youth Work in Turbulent Times, Erika Laredo (Leeds Beckett University, UK) and Mick Charlton (Bradford Metropolitan District Council), with response from Nola O’Neill, Leon Puska, Alex Horvath and Marek Balog Jnr.11. But Why? Activating Action, Janette Devlin, Helen Martin and Anne McGreechin (University of Glasgow, UK)12. Conclusion: Principles and Practices for Meaningful Community Engagement in Higher Education, Sinéad Gormally (University of Glasgow, UK), Abigail Maguire (Moorlands College, UK) and Mike Seal (St Mary’s University Twickenham, UK)

All universities must embrace their civic purpose and make building meaningful partnerships with communities a fundamental aim. This book is an essential inspiration and guide on that journey, giving valuable frameworks and examples. The shift towards collaboration and social impact is what students, academics and research funders want, and it’s what society needs from higher education.