The Michigan Journal of Community Service-Learning recently published a study by Drs Morrison and Wagner. The study explored the perspectives of community-engaged faculty on their work and professional identity and revealed five distinct approaches.
From the abstract:
Data analysis using Q Methodology and focus groups of faculty who self-identified as being engaged in the community revealed a Community-Engaged Faculty Typology, with five distinct types. Each type is described in detail, followed by a discussion of the emergent typology, its limitations, and its implications for research, theory, and practice. Specifically, the findings from this study suggest that all five approaches to CES should be considered when training, developing programs, supporting, and reviewing the contributions of community-engaged faculty.