Equitable University-Community Research Partnerships (2022-2023)
Collaborative research partnerships between institutions of higher education and local communities offer a valuable form of scholarship and a transformative approach to teaching and learning. Such partnerships improve research rigor and relevance, build students’ problem-solving skills and educational satisfaction, add valuable problem-solving capacity to community organizations and direct research toward critical community-identified needs.
Yet ethical and effective university-community research collaboration is complicated by numerous factors: university incentive structures, rigid research processes, lack of community clarity on academic processes, and power dynamics that challenge partners’ willingness to voice concerns. Equity implications include exacerbated power imbalance between university and community entities – often falling along racial and ethnic lines – and the limited ability of research to meaningfully address issues of inequality and inequity.
Building on the work of the 2021-2022 team, this project team will address the following questions:
- What are current practices and processes of research partnership at Duke and in the Durham community?
- How are partnerships initiated and structured, and what prompts these processes?
- What challenges are experienced in the partnership process, and what are key indicators and facilitators of fruitful partnerships?
The team will inform university leaders on mechanisms for enhancing the availability, success and equitable practice of partnership. The team’s work will focus primarily on Durham, given alignment with university priorities; however, this research will also inform partnership across geographic contexts. Beyond Duke, team members will inform a broader knowledge on mechanisms for enhancing university-community collaboration.
The project will have three key phases:
- Foundation: The team will synthesize existing literature on challenges in community-engaged research, through both community and university lenses. This information will be made publicly available to serve as a resource for community and university individuals and entities.
- Multipronged empirical data collection: Through primary data collection, team members will explore the initiation and structure of university-community research partnerships, processes, challenges experienced in the process and facilitators of fruitful partnerships.
- Action steps: Team members will create deliverables for university and community players based on their research. Devilerables may include briefs addressing community and university-based challenges; multimedia products to provide education on community-partnered and equitable research; or a network-building event for community entities to build research capacities and/or and connect with researchers.
Team members will develop and implement interviews with faculty and key informants to further probe experiences, challenges and motivators. To ensure understanding of community perspectives on university partnership, the team will survey local community-area public and nonprofit organizations. Team members will also identify other academic institutions that have grappled with community-partnered research, and then develop case studies to determine their processes, challenges and how this experience can inform Duke’s institutional actions.
Academic publication; policy brief; educational multimedia resources
Ideally, this team will be comprised of 3 graduate students and 3 undergraduate students from a diverse range of disciplines. Students with prior training or experience using survey-based, interview-based and/or case study methodology are encouraged to apply; however, these backgrounds are not a requirement, and all accepted applicants will be provided appropriate training. Prospective applicants with an interest in research ethics, the use of research for societal improvement and community-partnered research processes are also encouraged to apply.
Team members will engage in the following research processes: exploration and synthesis of existing literature, including synthesis for a public/nonacademic audience; development of data collection instruments utilizing prior literature and instrument design training; implementation of data collection processes; and data analysis.
All students will learn skills to design research processes; conduct primary research with subjects; develop dissemination mechanisms based on information gained; and inform specific, actionable next steps that will improve the Duke and Durham community as well as the broader field of study on university-community research partnership.
Graduate students will have the opportunity to take on a leadership role in these efforts and will play a core role in mentorship of undergraduate students.
One graduate student will be selected to serve as project manager to assist in facilitating the team’s work and serve as a liaison between the team leaders and students.
The team will meet weekly to engage in foundational framing on community-partnered research, including current knowledge and practice; teaching and learning on research methods related to the project; and active engagement in research processes. In Fall 2022, the team will meet on Thursdays from 10:15-11:45 a.m.
Fall 2022 – Spring 2023
- Fall 2022: Establish community advisory group; create team compact; complete team-building activity; conduct literature reviews; develop team working groups; develop data collection instruments; seek IRB protocol
- Spring 2023: Complete team-building activity; conduct data collection; start analysis; complete final individual reflections
Academic credit available for fall and spring semesters
See earlier related team, Equitable University-Community Research Partnerships (2021-2022).
Image: Aerial view of downtown Durham, by Jared Lazarus
- Megan Gray, Social Science Research Institute
- Jessica Sperling Smokoski, Social Science Research Institute
- Noelle Wyman Roth, Social Science Research Institute
/yfaculty/staff Team Members
Leslie Parkins, Office of Civic Engagement
Elizabeth Shapiro-Garza, Nicholas School of the Environment
Kathy Sikes, Service Learning
/zcommunity Team Members
Duke Clinical and Translational Science Institute, Community Engaged Research Initiative