A Thematic Analysis of University Students’ Community Involvement and Revisit to the Concept of Local Community
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This study explores university students’ involvement in university town settings, with a focus on their perspectives, motivations, and conditions that foster sustained engagement. A thematic analysis of focus group interviews with 12 students participating in the National University Development Project in Busan identified two primary themes and seven sub-themes. These findings readdress the concept of university town communities and highlight significant changes in students’ attitudes and their community involvement. Traditionally perceived as transient and self-serving, students have often been seen as taking advantage of community resources without fully integrating. However, the study demonstrates that community involvement can temporarily incorporate students into the community, transforming self-interest-driven activities into new forms of solidarity and community. This engagement enhances students’ self-esteem, sense of efficacy, and attachment to the community. The study underscores the importance of collaboration between communities, governments, and universities in supporting student involvement through comprehensive policy frameworks and institutional programs that bridge the gap between academic life and community participation.
Abstract
This study explores university students’ involvement in university town settings, with a focus on their perspectives, motivations, and conditions that foster sustained engagement. A thematic analysis of focus group interviews with 12 students participating in the National University Development Project in Busan identified two primary themes and seven sub-themes. These findings readdress the concept of university town communities and highlight significant changes in students’ attitudes and their community involvement. Traditionally perceived as transient and self-serving, students have often been seen as taking advantage of community resources without fully integrating. However, the study demonstrates that community involvement can temporarily incorporate students into the community, transforming self-interest-driven activities into new forms of solidarity and community. This engagement enhances students’ self-esteem, sense of efficacy, and attachment to the community. The study underscores the importance of collaboration between communities, governments, and universities in supporting student involvement through comprehensive policy frameworks and institutional programs that bridge the gap between academic life and community participation.
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