Linking Communities of Learning and Learning Communities
Brid Quinn (University of Limerick)
Abstract
How can universities play an active role in the learning of communities and operationalise the aspirations of ‘promoting lifelong learning’, ‘engaging communities’, ‘broadening access’, ‘recognising prior learning/experience’ and ‘creating flexible learning paths’?
This presentation explores the development and delivery of the University of Limerick’s Graduate Diploma /MA in Partnership Studies, programmes aimed at practitioners and embodying many of the aspirations identified. With the third cohort now on campus, the programmes are receiving growing recognition. The programmes grew out of identification of the need for courses which would provide appropriate learning, skills and accreditation for those working in partnership settings. As a result of collaboration between the PAUL Partnership and the University of Limerick, two complementary programmes, were designed, aimed at practitioners currently working in partnership /multi-agency working settings, usually within the community sector. The programmes involve a mix of innovative practice-based modules, ‘traditional’ knowledge-focussed modules and participation in an International Summer School (with other mid-career learners) and the carrying out of focussed research on issues related to partnership/multi-agency working.
The presentation explores how the programmes has been structured in order to scaffold prior learning, develop learners’ potential, harvest their experience, encourage reflexivity, develop competences and academic skills, foster practitioner research, facilitate peer-to-peer and transnational learning and satisfy internal and external standards. Designing and delivering the programmes and ensuring that they are given and retain ‘equality of esteem’ with traditional programmes has involved embracing opportunities and overcoming barriers. But in concept and in practice the programmes provide an innovative yet instrumental link between campus and community, between theory and practice while facilitating learning for both participants and faculty and yielding useful research outcomes. The programmes provide an interesting case-study of emerging ‘best practice’ in university-community academic interaction.
