Service Learning an Hochschulen in Deutschland

Backhaus-Maul, Holger; Roth, Christiane

doi:10.1007/978-3-658-00124-7

Cited by 27 publications

(5 citation statements)

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“…The question remains why service learning-despite its proven potential-has not travelled to or at least not settled down in other regions, e.g., Europe, especially in German-speaking countries. Although there are individual studies on service learning in German-speaking countries, current research is hardly sufficient [101][102][103]. Literature on factors creating a supportive environment is especially scarce, and we see a certain gap of empirical research in this field for European countries.…”

Section: The Service Learning Approach and How It Can Contribute To Smentioning

confidence: 99%

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

et al. 2019

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Due to its growing practical relevance, sustainability entrepreneurship receives a high degree of academic attention. However, literature on how to educate sustainability entrepreneurs remains scarce. A promising didactical approach in this context is service learning. We ask if service learning is an effective way to educate sustainability entrepreneurs, and which framework conditions impact those educators. First, we draw on an established sustainable entrepreneurship capability framework and provide direct evidence from entrepreneurship educators about the effectiveness of service learning. Second, based on grounded theory, qualitative interviews with those educators reveal a framework composed of personal and institutional factors that they have to navigate when provide service learning. Our findings contribute to the interface of service learning and sustainability entrepreneurship by highlighting its effectiveness and the framework conditions for educators.

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Section: The Service Learning Approach and How It Can Contribute To Smentioning

confidence: 99%

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

et al. 2019

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“…Service learning in the context of inter-university teaching is accompanied by a variety of challenges with regard to didactic design, cooperation relations, process design and competence development (Backhaus-Maul and Roth, 2013), which can lead to excessive demands in the case of complex requirements and topics. Service learning makes an essential contribution to the teaching of economics at universities, as it enables a wide range of competencies and can combine meaningful practical work with scientific demands.…”

Section: Discussionmentioning

confidence: 99%

“…Service learning is often “ per se attributed positive effects on […] students, because these effects are, after all, constituent features of service learning” (Reinders, 2016, p. 26). At the same time, competence acquisition and effects are controversial (Backhaus-Maul et al , 2015). Eyler et al (2001) systematize potential effects of service learning in terms of institutional, structural and personnel dimensions, such as effects on students and teachers as well as university and environment and, moreover, influence of design, which can also be found in the context of cooperative teaching.…”

Section: Cross-university Service Learningmentioning

confidence: 99%

Sustainability service learning in economics

Arnold

2021

JIEB

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Purpose Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context. Design/methodology/approach The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis. Findings Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory. Originality/value The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

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“…case studies, project work or global simulations (Fischer et al 2008(Fischer et al , 2009(Fischer et al , 2011. Recently, service learning, an educational approach that combines subject-specific teaching at university with hands-on experience in community service (Altenschmidt et al 2009;Backhaus-Maul et al 2015), has also been proposed for language teaching and can be used for final assessment. At lower levels, the tasks could be related to study abroad and work placement situations e.g.…”

Section: Needs Analysis Course Planning and Constructive Alignmentmentioning

confidence: 99%

The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university

Fischer

2020

Language Learning in Higher Education

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The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.

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Service Learning an Hochschulen in Deutschland

Cited by 27 publications

References 0 publications

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

Sustainability service learning in economics

The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university

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