Strategies for the comprehensive optimization of community engagement, research, and teaching projects in higher education

Abstract

Objective: To estimate the association between the integration of core university functions and project effectiveness among faculty and academic administrators, while incorporating evidence on the instrument's factorial structure.Method: A quantitative cross-sectional correlational study was conducted with N = 220. Integration was computed from I01–I06 and Effectiveness from I07–I12. Descriptive statistics, Cronbach's alpha, Pearson and Spearman correlations, OLS regression, HC3 robust standard errors, bootstrap, an adjusted model including age, gender, and institution, and factorial adequacy/dimensionality analyses were used.Results: Integration M = 3.515 (SD = 0.675; α = .789) and Effectiveness M = 3.480 (SD = 0.688; α = .795). The association was high (r = .783; bootstrap 95% CI [.732, .827]; p < .001) and remained stable in the adjusted model (B = .802; HC3 95% CI [.724, .879]; p < .001; R² = .625). The matrix was suitable for factor analysis (KMO = .933; Bartlett χ²(66) = 855.30, p < .001). Parallel analysis retained one factor. Although the two-factor CFA showed excellent fit (CFI = .998; TLI = .998; RMSEA = .011; SRMR = .037), the interfactor correlation was φ = .986 and the one-factor model showed equally favorable fit (CFI = .999; RMSEA = .007; SRMR = .037).Conclusion: The operational scores are strongly positively associated, but factorial evidence indicates a strong common dimension and limited empirical differentiation; no causal inference is warranted because of the cross-sectional design.