Mosavel, Maghboeba

VCU Scholars Compass

Virginia Commonwealth University
VCU Scholars Compass
Community Engagement Institute 2015
May 13th, 10:15 AM - 11:45 AM
International Perspectives in CEnR
Maghboeba Mosavel
Virginia Commonwealth University
Follow this and additional works at: http://scholarscompass.vcu.edu/cenrinstitute
Part of the Higher Education Commons
This Event is brought to you for free and open access by the Community Engagement Institutes at VCU Scholars Compass. It has been accepted for
inclusion in Community Engagement Institute by an authorized administrator of VCU Scholars Compass. For more information, please contact
libcompass@vcu.edu.
Downloaded from
http://scholarscompass.vcu.edu/cenrinstitute/CEnRInstitute_2015/agenda_may13/4
Location
VCU ASPiRE, 835 W. Grace St., Richmond VA
Disciplines
Higher Education
This event is available at VCU Scholars Compass: http://scholarscompass.vcu.edu/cenrinstitute/CEnRInstitute_2015/
agenda_may13/4
Page Intentionally Left Blank 
International Community-
Engaged Research 
Maghboeba Mosavel, Ph.D. 
Department of Social and Behavioral Health 
School of Medicine 
Community-Engaged Research Institute 
May 13, 2015 
 
 Cervical Cancer Prevention, Cape Town 
(R25, R03) 
 
 Community Engaged Research, Kenneth 
Gardens, Durban (Global Education Office, 
International Partnership Award) 
Research in South Africa 
 Local stakeholders assisted in shaping the research 
questions 
 Established a Community Advisory Board 
 Partnership with CANSA 
 Partnership with the Department of Education 
 Hired local management staff 
 Trained community members as community 
researchers 
 Conducted formative research 
 Conducted focus groups 
 
Approach 
 Explore the the mother-daughter 
relationship and the feasibility of using 
the adolescent daughter to provide her 
mother with cancer screening 
information 
Research Question 
 Trained 7 community researchers 
 2 academic researchers from South Africa 
 2 academic researchers from the US 
 Project Coordinator (CG) 
 Project Supervisor (DVS) 
 Mother-daughter semi-structured interviews 
(N=314) 
 Transcription and Qualitative data analysis in South 
Africa 
Research  
 Partnership with University of KwaZulu 
Natal, Durban 
 Addressed local need 
 Local partners part of the planning/grant 
process 
 VCU-UKZN student teams 
 VCU-UKZN academic partnership 
Building Global Bridges 
Community-engaged research 

 
 
How do residents of Kenneth Gardens 
perceive the health of their community? 
 
What are the benefits and barriers to 
utilizing services through a local health clinic? 
 
Research Questions 

 
 Youth Photo voice (N=14) 
 
 Semi-structured interviews of elders and clinic users 
(N=28) 
 
 6 VCU students + photographer and 5 UKZN students 
 
 
Core Research Components 
Completed 



 Data dissemination in Kenneth Gardens and to key 
stakeholders 
 Building capacity (learners and students) 
 Co-learning 
 Student-led publication 
 VCU-UKZN peer-reviewed publication 
 Published photo book of research 
 Conference presentations 
 Video documentary – won awards 
 Secured resources for the Kenneth Gardens Clinic 
Community-engaged Outcomes 
How does Building Global Bridges 
create stronger student researchers? 
 Active learning 
 Real-world experience 
 Apply and cultivate skills learned in the classroom 
 Learn skills on the ground that cannot be taught in class 
 Gain experience in new research methodologies (Photo Voice) 
 
 Introduces the field of research as a career option  
 Facilitates transition from student to researcher 
 
  Orientation into the  international research and public health community 
 Opportunities to meet experts in the field  
 Establish new contacts for potential future collaborations 
 
 
 
 
 
 
 
 
 
 
 
 
How does Building Global Bridges 
develop culturally competent 
researchers? 
 Knowledge-building across many contexts 
 cross-cultural learning 
  interdisciplinary learning 
  inter-institutional learning  
 
 Builds cross-cultural relationships and networks 
 
 
 Enhanced insights to differences in health care service 
delivery 
 
 
How does Building Global Bridges 
build commitment to scholarship? 
 Exposure to different types of research and methodologies  
 Community-engaged research as a framework 
 Photo Voice 
 
 Seeing research translated to tangible results can be a rewarding 
experience  
 Collaboration with community partners 
 
 Develops student leaders in the research context 
 Mentoring opportunity builds capacity 
 Solidifies research interests  
 Invaluable cross-cultural, international collaborations and co-learning 
 
 
What are the tangible outcomes 
from Building Global Bridges? 
 Higher research outputs 
 More marketable students 
 Increased student independence and leadership skills 
 Potential of future scholarship opportunities 
 Development of more post-graduate students 
 Strengthening of ties between international institutions  
 Establish relationships with communities through research 
and data dissemination  
 
 
 
 



 Partnerships 
 Research Question of Interest to the Community 
 Local Policy and Context 
 Building Capacity 
 Asset based 
 Co-learning 
 Mutual benefit 
 Sustainable 
Key Elements of International 
Community-engaged research 

 Mosavel, M, Ahmed, R, Ports, K*, Simon, C. South African, urban youth narratives: Resilience within 
community. International Journal of Adolescence and Youth 2013;(Published online May 30, 2013). 
 Mosavel M, Ahmed R, Simon C. Perceptions of gender-based violence among South African youth: 
implications for health promotion interventions. Health Promotion International 2012;27(3):323-30. 
 Mosavel M. Health promotion and cervical cancer in South Africa: why adolescent daughters can teach their 
mothers about early detection. Health Promot Int 2012 Jun;27(2):157-66. 
 Mosavel M, Simon C, Van Stade D, Buchbinder M*. Community based participatory research (CBPR) in South 
Africa: engaging multiple constituents to shape the research question. Social Science and Medicine 
2005;61(12):2577-87. 
 Mosavel M, Simon C, Oakar C*, Meyer S**. Cervical cancer attitudes and beliefs—a Cape Town community 
responds on World Cancer Day. Journal of Cancer Education 2009;24(2):114 -9. 
 Mosavel M, Simon C, Van Stade D**. The mother-daughter relationship: What is its potential as a locus for 
health promotion? Health Care for Women International 2006;27(7):646-64 
  Mosavel M, Simon C, Ahmed R**. Cancer perceptions of South African mothers and daughters: Implications 
for health promotion programs. Health Care for Women International 2010;31(9):784-800. 
 Mosavel M, Ahmed R, Daniels D, Simon C. Community researchers conducting health disparities research: 
Ethical and other insights from fieldwork journaling. Social Science & Medicine 2011 Jul;73(1):145-52.  
 Simon C, Mosavel M. Key conceptual issues in the forging of "culturally competent" community health 
initiatives: a South African example. Cambridge Quarterly of Healthcare Ethics 2008;17(2):195-205. 
 Simon C, Mosavel M, van Stade D**. Ethical challenges in the design and conduct of locally relevant 
international health research. Social Science & Medicine 2007;64(9):1960-9. 
 Simon C, Mosavel M. Community Members as Recruiters of Human Subjects: Ethical Considerations. 
American Journal of Bioethics 2010;10(3):3-11. 
 Simon C, Mosavel. M. Getting Personal: Ethics and Identity in Global Health Research. Developing World 
Bioethics 2011;11(2):82-92. 
 Marks, M., Erwin, K., Mosavel, M. (2015) Community engagement, service learning and reflexivity: knowledge 
building in practice through the Building Global Bridges project; South African Journal of Higher Education, 29 
(5). 
 *Maxwell, M., *Sanders, J., *Zungu, T, Mosavel, M. (2015) Conducting community-engaged qualitative 
research in South Africa: Memoirs of intersectional identities abroad. Qualitative Research. 
 
 
 
 


English

International Perspectives in CEnR

Virginia Commonwealth UniversityVCU Scholars CompassCommunity-Engaged Research Institute 2015 Community-Engaged Research InstituteMay 13th, 10:15 AM - 11:45 AMInternational Perspectives in CEnRMaghboeba MosavelVirginia Commonwealth UniversityFollow this and additional works at: http://scholarscompass.vcu.edu/cenrinstitutePart of the Higher Education CommonsThis Event is brought to you for free and open access by the Community Engagement Institute at VCU Scholars Compass. It has been accepted forinclusion in Community-Engaged Research Institute by an authorized administrator of VCU Scholars Compass. For more information, please contactlibcompass@vcu.edu.Downloaded fromhttp://scholarscompass.vcu.edu/cenrinstitute/CEnRInstitute_2015/agenda_may13/4LocationVCU ASPiRE, 835 W. Grace St., Richmond VADisciplinesHigher EducationPresenter InformationMaghboeba MosavelThis event is available at VCU Scholars Compass: http://scholarscompass.vcu.edu/cenrinstitute/CEnRInstitute_2015/agenda_may13/4Page Intentionally Left Blank International Community-Engaged Research Maghboeba Mosavel, Ph.D. Department of Social and Behavioral Health School of Medicine Community-Engaged Research Institute May 13, 2015   Cervical Cancer Prevention, Cape Town (R25, R03)   Community Engaged Research, Kenneth Gardens, Durban (Global Education Office, International Partnership Award) Research in South Africa  Local stakeholders assisted in shaping the research questions  Established a Community Advisory Board  Partnership with CANSA  Partnership with the Department of Education  Hired local management staff  Trained community members as community researchers  Conducted formative research  Conducted focus groups  Approach  Explore the the mother-daughter relationship and the feasibility of using the adolescent daughter to provide her mother with cancer screening information Research Question  Trained 7 community researchers  2 academic researchers from South Africa  2 academic researchers from the US  Project Coordinator (CG)  Project Supervisor (DVS)  Mother-daughter semi-structured interviews (N=314)  Transcription and Qualitative data analysis in South Africa Research   Partnership with University of KwaZulu Natal, Durban  Addressed local need  Local partners part of the planning/grant process  VCU-UKZN student teams  VCU-UKZN academic partnership Building Global Bridges Community-engaged research   How do residents of Kenneth Gardens perceive the health of their community?  What are the benefits and barriers to utilizing services through a local health clinic?  Research Questions   Youth Photo voice (N=14)   Semi-structured interviews of elders and clinic users (N=28)   6 VCU students + photographer and 5 UKZN students   Core Research Components Completed  Data dissemination in Kenneth Gardens and to key stakeholders  Building capacity (learners and students)  Co-learning  Student-led publication  VCU-UKZN peer-reviewed publication  Published photo book of research  Conference presentations  Video documentary – won awards  Secured resources for the Kenneth Gardens Clinic Community-engaged Outcomes How does Building Global Bridges create stronger student researchers?  Active learning  Real-world experience  Apply and cultivate skills learned in the classroom  Learn skills on the ground that cannot be taught in class  Gain experience in new research methodologies (Photo Voice)   Introduces the field of research as a career option   Facilitates transition from student to researcher    Orientation into the  international research and public health community  Opportunities to meet experts in the field   Establish new contacts for potential future collaborations             How does Building Global Bridges develop culturally competent researchers?  Knowledge-building across many contexts  cross-cultural learning   interdisciplinary learning   inter-institutional learning    Builds cross-cultural relationships and networks    Enhanced insights to differences in health care service delivery   How does Building Global Bridges build commitment to scholarship?  Exposure to different types of research and methodologies   Community-engaged research as a framework  Photo Voice   Seeing research translated to tangible results can be a rewarding experience   Collaboration with community partners   Develops student leaders in the research context  Mentoring opportunity builds capacity  Solidifies research interests   Invaluable cross-cultural, international collaborations and co-learning   What are the tangible outcomes from Building Global Bridges?  Higher research outputs  More marketable students  Increased student independence and leadership skills  Potential of future scholarship opportunities  Development of more post-graduate students  Strengthening of ties between international institutions   Establish relationships with communities through research and data dissemination       Partnerships  Research Question of Interest to the Community  Local Policy and Context  Building Capacity  Asset based  Co-learning  Mutual benefit  Sustainable Key Elements of International Community-engaged research  Mosavel, M, Ahmed, R, Ports, K*, Simon, C. South African, urban youth narratives: Resilience within community. International Journal of Adolescence and Youth 2013;(Published online May 30, 2013).  Mosavel M, Ahmed R, Simon C. Perceptions of gender-based violence among South African youth: implications for health promotion interventions. Health Promotion International 2012;27(3):323-30.  Mosavel M. Health promotion and cervical cancer in South Africa: why adolescent daughters can teach their mothers about early detection. Health Promot Int 2012 Jun;27(2):157-66.  Mosavel M, Simon C, Van Stade D, Buchbinder M*. Community based participatory research (CBPR) in South Africa: engaging multiple constituents to shape the research question. Social Science and Medicine 2005;61(12):2577-87.  Mosavel M, Simon C, Oakar C*, Meyer S**. Cervical cancer attitudes and beliefs—a Cape Town community responds on World Cancer Day. Journal of Cancer Education 2009;24(2):114 -9.  Mosavel M, Simon C, Van Stade D**. The mother-daughter relationship: What is its potential as a locus for health promotion? Health Care for Women International 2006;27(7):646-64   Mosavel M, Simon C, Ahmed R**. Cancer perceptions of South African mothers and daughters: Implications for health promotion programs. Health Care for Women International 2010;31(9):784-800.  Mosavel M, Ahmed R, Daniels D, Simon C. Community researchers conducting health disparities research: Ethical and other insights from fieldwork journaling. Social Science & Medicine 2011 Jul;73(1):145-52.   Simon C, Mosavel M. Key conceptual issues in the forging of "culturally competent" community health initiatives: a South African example. Cambridge Quarterly of Healthcare Ethics 2008;17(2):195-205.  Simon C, Mosavel M, van Stade D**. Ethical challenges in the design and conduct of locally relevant international health research. Social Science & Medicine 2007;64(9):1960-9.  Simon C, Mosavel M. Community Members as Recruiters of Human Subjects: Ethical Considerations. American Journal of Bioethics 2010;10(3):3-11.  Simon C, Mosavel. M. Getting Personal: Ethics and Identity in Global Health Research. Developing World Bioethics 2011;11(2):82-92.  Marks, M., Erwin, K., Mosavel, M. (2015) Community engagement, service learning and reflexivity: knowledge building in practice through the Building Global Bridges project; South African Journal of Higher Education, 29 (5).  *Maxwell, M., *Sanders, J., *Zungu, T, Mosavel, M. (2015) Conducting community-engaged qualitative research in South Africa: Memoirs of intersectional identities abroad. Qualitative Research.     

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International Perspectives in CEnR

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