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Recent reforms in the Carnegie Foundation classification system and regional accreditation standards have fueled momentum for community engagement in higher education. This study employs a knowledge-flow conceptual framework to identify barriers and facilitators that influence the adoption of an engagement agenda at land-grant and urban research universities. With data drawn from six cases, broad themes related to institutional setting, history, epistemologies, leadership, structures, and boundary-spanning roles of faculty and staff emerged as key levers or inhibitors of community engagement at research universities. Implications for practice and future research are discussed.
Weerts et al. (Sun,) studied this question.