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Abstract

This qualitative study provides a comprehensive analysis of academic staff perceptions and practices of community engagement (CE) at the Saint Augustine University of Tanzania (SAUT). Framed by Boyer’s theory of the scholarship of application and contemporary models of university engagement, both a descriptive, cross-sectional survey design and thematic analysis of open-ended responses from 14 academic departments at SAUT were used, with a total of 35 participants informing this study. The findings revealed a robust, practice-driven understanding of CE as a collaborative and reciprocal partnership, widely regarded as a core university function alongside teaching and research. Staff reported a rich spectrum of activities, from environmental sustainability to professional consultancy, demonstrating a significant decentralized commitment. The study also identified a structural-institutional gap that prevented the systematic harnessing of grassroots innovations while introducing the concept of service learning integration. Key challenges included resource constraints and a lack of formal reporting mechanisms, which later impeded the full potential of CE, despite the existence of designated staff for CE activities coordination. The paper recommends a deliberate process of CE institutionalization activities for SAUT to realize its full CE potential. This requires moving from ad hoc, staff-driven initiatives to a strategic framework for implementing CE policy, having dedicated funding, and the integration of CE into the academic structure.

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