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Discussions of challenges in implementing UCE for community development: Case from a top-down context

Author

Listed:
  • Andi Sri Wahyuni
  • György Málovics
  • Judit Gébert

Abstract

This study investigates the motivations and challenges faced by faculty members in implementing university–community engagement (UCE) in a top-down context. Using a qualitative approach, we conducted 23 interviews with Indonesian faculty members and analyzed images of their UCE activities. Findings show that UCE is primarily driven by institutional mandates, such as the Tri Dharma and faculty workload (BKD). However, some faculty members are intrinsically motivated, seeing UCE as an opportunity to contribute to the local community. While communities recognize mutual benefits, institutional shortcomings limit sustainable impact. A key finding is that current UCE evaluation lacks qualitative community feedback, weakening its effectiveness. To improve UCE, the government should integrate deeper community perspectives in assessments. Moreover, rather than mandating participation, institutions should support faculty members who are genuinely motivated to engage based on their interests and capacities.

Suggested Citation

  • Andi Sri Wahyuni & György Málovics & Judit Gébert, 2026. "Discussions of challenges in implementing UCE for community development: Case from a top-down context," Community Development, Taylor & Francis Journals, vol. 57(3), pages 321-343, May.
    • Handle: RePEc:taf:comdev:v:57:y:2026:i:3:p:321-343
    DOI: 10.1080/15575330.2025.2473078
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