The Role of Boundary Spanners in Institutionalizing University–Community Engagement Insights from a Hostile Setting

Abstract

This study examines the role of boundary spanners in institutionalizing university–community engagement (UCE) in higher education institutions. Employing autoethnography, we gathered data via reflexive texts and dialogues produced by nine boundary spanners from four UCE units in Hungary. We explore the functions of the boundary spanners in facilitating bottom-up UCE institutionalization processes in a hostile setting not only characterized by (1) transnational academic capitalism but also (2) a general lack of knowledge of and institutional and/or policy support for UCE and (3) an illiberal political context. We highlight that, within such contexts, boundary spanners often need to undertake multifaceted roles: beyond establishing robust community contacts, they also navigate technical challenges and provide leadership. Also, certain expectations of transnational academic capitalism might also open up spaces for UCE institutionalization within illiberal political settings, although not without challenges and contradictions stemming from the core logic of transnational academic capitalism.