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Office for Service-Learning: Division for Community Interaction

Dr Antoinette Smith-Tolken
Deputy Director : Community Interaction
(Service-Learning and Community-Based Research)

Lückhoff School
Banhoek Road
Office 2006

 

Tel:   +27 (21) 808 3798
Fax:   +27 (21) 808 2976

E-mail

Qualifications:

B.A. Social Sciences (Social Work) Stellenbosch University,
South Africa
M.Phil Value Analysis and Policy Formulation, Stellenbosch University, South Africa
PhD (Higher Education)a

Field of Expertise:

Project and programme management of human and organizational community development processes on local-, provincial-, and national govermental level.
Research and development of organizational and strategic management processes relating to social responsibility in
large organizations.
Theoretical and conceptual frameworks for the integration of community engagement in the Higher Education curriculum through service-learning.

Publications:

Groenewald, C en Pieterse, A (currently Smith-Tolken)(2000). Ons hou 'n werkswinkel. Ebony Books.

Smith, A. en Groenewald, C. Public Participation and Integrated Development Planning in Decentralized Local Government: A Case Study of Democratic Transition in South Africa. In Peter McLaverty (Ed). Public Participation and Innovations in Community Governance. Ashgate, Aldershot, 2002.

Smith-Tolken, A.R. Auditing and Managing Community Service in a Higher Education Institution. Journal of Higher Education Outreach and Engagement, Volume 9, Number 1, p.115-130. (2004)

Thomson, A.M., Smith-Tolken, A.R., Bringle, R.G. and Naidoo, A.V. 2008. “Service-learning in community engagement: A cross-cultural perspective”. Working paper series: International Society for Third Sector Research. Eight International Conference, Barcelona, Spain. July 9-12, 2008.

Thomson, A.M., Smith-Tolken, A.R., Bringle, R.G. and Naidoo, A.V. 2010. “Service-learning and community engagement: A comparison of three national contexts”. Voluntas. 21:forthcoming.

Smith-Tolken, A.R. 2010. Community engagement at a higher education institution: Exploring a theoretical grounding of scholarly-based service-related processes. Unpublished Doctoral Dissertation. Stellenbosch: Stellenbosch University.

Smith-Tolken, A.R. 2011 The university curriculum as engaging the community - a grounded theory inquiry approach. In (eds) Bitzer, E. and Botha, N. Curriculum inquiry in South African higher education – Scholarly affirmations and challenges. Forthcoming 2011.

Establishment of:
  • A theoretical framework for Service-Learning,
  • Motivation/support of faculties,
  • Facilitation and interdisciplinary cooperation,
  • Support with the development of modules,
  • Identification of existing/potential service-learning sites,
  • Liaison with the Academic Planning and Quality Assurance Department