Engaged universities and inclusive development: Grappling with new policy directions in South Africa

Abstract

The chapter draws on a body of empirical research in South Africa exploring the ways in which academics extend their knowledge to the benefi t of external partners. The fi rst section shows that massifi cation and formal access to the higher education system has been achieved, but epistemological access and success remain a challenge. The second section refl ects that the most common partners are academics or communities, but the most common types of relationships do not involve community participation: students with a social conscience, welfareoriented community service and research to improve the quality of life. While there are well-developed mechanisms to promote industry participation in shaping research and innovation agendas, such interaction with communities is a signifi cant gap. The third section therefore examines emergent models of external interface mechanisms that can link communities to access university knowledge, to inform a shift towards inclusive development.