University community engagement practices: A case of Gomo rural community, Zimbabwe

Abstract

This paper reports on a study which explored one Zimbabwean state university’s community engagement (CE) interactions with the Gomo rural community (not its real name). The paper focuses on the policies for CE, how they were formed and implemented. An exploratory qualitative case study embedded in the interpretive paradigm was employed to investigate the interaction process between the state university and the Gomo community. A sample of 50 participants was used. A total of 18 participants from the university, including two very senior staff members, one dean and 15 lecturers participated. 32 participants drawn from the community, including women, men, businesspersons and youths made up the community’s key informants. The interviews, observations and documentary analysis findings revealed that the university had put in place structures to facilitate the engagement with the community. However, at the inception of the project, there were many teething problems affecting both the university staff and the community members. Results showed that some of these problems were caused by competing ideologies, corruption, poor leadership and dysfunctional communication structures, which tended to shut out any community voice during various stages of the project. The paper recommends that there be a more value-driven university community engagement programme, which would enable critical thinking and embrace sustainable development. Universities could also play a leading role in incubating ideas to promote the growth of industries within the communities by providing education and skills. The study also recommends that community assets be considered from the planning stage.