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Abstract

Universities collaborate with communities to address various societal issues, enhancing societal well-being and development. However, there are issues that prevent both parties from fully achieving this goal. This study thus explores the opportunities and challenges of University–Community Engagement (UCE) at the University of Ghana Learning Centres (UGLCs) using a qualitative research design. Employing purposive sampling, data was collected through semi-structured interviews with the head, 8 coordinators, and 3 students/community members across various UGLCs and analyzed using thematic analysis, underpinned by balance theory. The findings revealed significant opportunities for UGLCs, including image promotion, economic development, and professional networking among students. However, challenges such as funding shortages and administrative barriers were identified. Students also faced additional challenges, including high internet expenses, computer illiteracy, and limited contact hours with lecturers. To maximize the benefits of UCE at the UGLCs, it is crucial to address these challenges. UGLC policies and practice should focus on securing additional funding through government grants, private sector partnerships, and philanthropic contributions to address funding shortages, and subsidize internet costs by partnering with telecommunications. This is important for enhancing the effectiveness of UCE and providing significant benefits to both the university and its surrounding communities/students.

Keywords

Balance theory challenges opportunities societal issues University–Community Engagement (UCE)University of Ghana Learning Centres (UGLCs)

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Enhancing societal impact through University–Community Engagement: Opportunities and challenges at the University of Ghana Learning Centres

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