ABSTRACT
Traditionally, a significant macro issue for many working in higher education has been the holistic development of the student beyond his or her knowledge domain. This is often articulated in the promotion of active citizenship and the provision of opportunities within the higher education institute (HEI) for civic engagement via the student learning experience. There is an expectation from relevant stakeholders—for example, government, society and the business community—that HEIs consciously engage with this agenda, and the notion of promoting active citizenship in the higher-level educational context has gained increasing traction from both within and external to the sector. This expectation is not new and can be traced back to the educational principles of John Dewey, who posited that education had a role to play in the attainment of social goals (Ostrander, 2004). Those who support the notion of HEIs’ civic role argue that universities must be linked to, and rooted in, their communities in order to have relevance.
