Social science that makes a difference Michael Gastrow Bongani Nyoka 15 November 2013 Linking universities and communities to promote livelihoods: What are the enablers of academic interaction with marginalised communities? Social science that makes a difference

Research focus What facilitates or constrains interactions between universities and marginalised communities in relation to livelihoods in informal settings?

Social science that makes a difference Bambanani Sewing Co-operative

Drivers of interaction Micro-social enterprise NGO as agency to broker relationships Need to access to formal markets Shortage of skills => proactive innovation strategy UoT interface structure Technology Stations mechanism National HE policy UoT mission CTTS mission =>intellectual and social developmental imperatives

Social science that makes a difference Enablers CTTS: Availability of high-technology equipment and expertise Funding and technical expertise of the national technology station Approach to identify niche areas and to work in an inclusive manner Ability to access government funding programmes Funding for interns to work directly with the social enterprise and lead teams of students Mission and role of the university of technology Student placement Strategic and proactive leadership of the NGO Tacit skills and knowledge that the women in the micro-social enterprise have to offer Capacity of the NGO to learn from the interaction, and the capacity to source technology support

Social science that makes a difference Ebenhaeser fishing community History of marginalisation in informal settings Community livelihood built on traditional fishing practices Need for new knowledge about the sustainability of these practices Increasing pressure from government actors to demonstrate sustainability

Social science that makes a difference

Drivers of interaction Ebenhaeser community Sustainability Knowledge Skills Technologies / resource balance => innovation strategy has aspects of ‘passive’ and ‘proactive’ UCT Contribution to the academic field Dissertation projects for postgrads Building inter disciplinary research Social conscience / agenda =>intellectual and social developmental imperatives

Social science that makes a difference Enablers Personal relationships Long-term relationship Formal structures Mutual benefit Bi-directional knowledge flows The livelihood problem is ongoing University provides some recognition

Social science that makes a difference Innovative solutions for sustainable urban settlements: the community of New Rest Interaction between NMMU and the community of New Rest is focussed on the question of housing, and pursued under the rubric of the Sustainable Settlements Pilot Project (SSPP) The project is divided into three phases: I.The first phase of the project included action research – to conduct a baseline study II.To research and test appropriate technology for housing and services provision with the community III.To compile a comprehensive plan for the in-situ development of the community

Drivers of interaction Community of New Rest Housing Sustainability Knowledge Jobs NMMU Contribution to knowledge Community engagement DoHS mission

Social science that makes a difference One of the main enablers of the interaction between actors is the motivation and cohesion in the New Rest community – facilitated by the participative methodology The relationship between the actors is also sustained by: I.Generation of new knowledge i.e. sustainable settlements II.Bi-directional nature of knowledge flow III.Intellectual benefits for the community (through research training, workshops etc.) Enablers

Social science that makes a difference What can we learn from these cases? The community: Cohesion within the participating community Capacity development in the community Tacit knowledge flowing from the community to the university Leadership: Personal relationships between academics and community leaders Long-term engagements Strategic and proactive community leaders Socially committed academic leaders Mutual benefit Knowledge and learning: Participative research methodologies Generation of new and relevant knowledge Bi-directional knowledge flows Involvement of students and interns Structures: Formalised interface structures Student interface structures (Otherwise not a major driver) Recognition from university structures Funding