Conceptions of Civic and Community Engagement Across Cultures: A Comparative Case Study of U.S. Universities and Their Branch Campuses in Qatar

Despite the global spread of international branch campuses, there is a lack of understanding about how community engagement is conceptualized and practiced in these settings. Most scholarship on community engagement focuses on universities in the U.S. and Europe, with limited attention to how these models are adapted for transnational contexts. While international branch campuses are often examined through the lenses of globalization and knowledge transfer, their civic roles remain unexplored. This study examined how three American universities—Virginia Commonwealth University, Cornell University, and Georgetown University—and their branch campuses in Qatar approach community engagement through a qualitative comparative case study approach. Data were collected through document analysis, semi-structured interviews, and on-site observations to ensure a comprehensive understanding of the conceptions of civic and community engagement at each research site. The findings revealed that institutional ethos, disciplinary identity, alignment with local priorities, and the integration of community engagement as a form of scholarship shape conceptions of community engagement in both the U.S. and Qatar. Conceptions of community engagement across both contexts are influenced by similar factors, though to varying and sometimes contrasting degrees. Relational dynamics, including the length and history of the relationship between the university and the community, and power dynamics, influence trust, which is vital to the success of the institution’s community engagement efforts. The home campuses evaluate the impact of their community engagement initiatives on both students and the broader community, while the Doha campuses use quantitative metrics to assess impact. The home campuses emphasize a model of community engagement focused on community partnerships and grassroots connection, while the Doha campuses pursue engagement through institutional partnerships that align with the priorities of the Qatar Foundation and national development agendas. The study concludes that both models are valid within their respective geographic contexts, highlighting that different societies face unique challenges that require tailored approaches to community engagement. Recognizing these differences is essential for universities to effectively fulfill their community missions.

Author dc:creator

• Zainal, Hend, I.

Advisor dc:contributor.advisor

• Hartley, Matthew

• Higher Education
• Education

Language dc:language.iso

en

Repository record dc:identifier.uri

https://repository.upenn.edu/handle/20.500.14332/62409

OAI identifier oai:identifier

oai:repository.upenn.edu:20.500.14332/62409