Factors that Promote Reciprocity within Community-Academic Partnership Initiation

Abstract

Community-academic partnerships (CAPs) that embody reciprocity have demonstrated an ability to support solutions to complex societal challenges. In practice, such as within service-learning and community engagement (SLCE) efforts, developing reciprocal partnerships is difficult, and the resulting challenges can limit CAP effectiveness. Further empirical investigation is needed to strengthen both practitioner and researcher understanding of the development of reciprocal partnerships. Our team of three community and three academic partners employed a collaborative inquiry method to systematically explore, discuss, and create a shared understanding of the initiation of our partnership. Our analysis identifies three themes that can help community and academic members promote reciprocity as they initiate a CAP through equitable distribution of power: 1) preparation through prior experience and partnerships; 2) willingness to operate outside of status; and 3) integration of platforms that promote cross-pollination. We discuss how these findings provide a foundation for those seeking to develop CAPs that embody reciprocity.