The Institutionalization of Service-Learning at the Independent Colleges and Universities of the Gulf Coast Region

Lewing, Morgan; Shehane, Melissa R.

doi:10.1080/15363759.2016.1254074

Cited by 11 publications

(3 citation statements)

References 14 publications

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“…Heras et al (2017) reported the degree in which servicelearning has been established at Spanish Universities using Furco's rubric. Lewing and Shehane (2017) determined the level of service-learning institutionalization within the faithbased, faith-affiliated and secular institutions of the Gulf coast region of the United States using Furco's selfassessment rubric. Furco, however, did not prescribe the manner in which the goals are to be achieved in order to give institutions the space for cultural and organizational context (Furco, 2002).…”

Section: Introductionmentioning

confidence: 99%

Extent of implementation of service-learning in five Jesuit Universities in the Philippines

Dalagan¹,

Garciano²,

Urduja³

et al. 2022

Rev. Iberoam. ApS

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Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Philippine Higher Education Institutions (HEIs) are making attempts to integrate service-learning in their educational systems. In this current qualitative study, the mechanism of service learning in 5 Jesuit higher education institutions located in different regions in the Philippines was described. Furco’s Self-Assessment Rubric for institutionalization of service learning as a framework was used as the evaluation tool. Results revealed that even if the institutions studied were all Jesuit universities, each one exhibited unique experiences and different levels of implementation of service learning. They also vary in the mechanism or approach of implementation. What was evident among the five Jesuit higher education institutions is their shared commitment towards service and social justice as part of their mission and identity. The difference in the level of implementation among the five HEIs depends on the longevity of the service learning in the institution, the number of programs that utilize service learning as a pedagogy, sustained commitment and persistence of the administrators, faculty and staff.

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Section: Introductionmentioning

confidence: 99%

Extent of implementation of service-learning in five Jesuit Universities in the Philippines

Dalagan¹,

Garciano²,

Urduja³

et al. 2022

Rev. Iberoam. ApS

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“…This organisational embedding might be associated the process of sustainably embedding engaged education into an institution's fabric, so that this pedagogy moves from 'margin to the mainstream' (Furco, 2007, p. 77). There is a pressing need for more research into the facilitating factors for embedding engagement, how these factors relate to each other, and how the process unfolds over time (Lewing & Shehane, 2017;Meijs et al, 2019;Young et al, 2007). Therefore, we consider the following study question:…”

Section: Study Questionsmentioning

confidence: 99%

“…Such individuals should preferably reside in the communities with which the university is partnering, or should at least know these communities well (Ostrander 2004). This could be formalised in a centralised unit (Bringle and Hatcher 2000; Hinck and Brandell 2000) or an outreach partnership centre (Belliard and Dyjack 2009; Letven, Ostheimer, and Statham 2001; Romero et al 2018).To contribute to the positive impact of CSL, it is important to involve community partners and representatives throughout the entire process(Buchanan 1998;Furco 2001;Furco 2007), or at least in steering committees(Buchanan 1998; Stevens and Jamison 2017) Lewing and Shehane (2017). suggest that academic units should be supported in developing deeper relationships with a small number of community partners Chadwick and Pawlowski (2007).…”

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confidence: 99%

Embedding Engaged Education

Tijsma

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We are increasingly confronted with complex societal issues such as climate change or social segregation. Higher education institutes (HEIs) have a crucial role in addressing such issues as part of their so-called third mission activities. In addition to the more market-driven forms of (technological) knowledge transfer, these complex issues require collaborative processes in defining and addressing their dynamic nature. The thesis focuses on engaged education within HEIs, as way to giving meaning to these collaborative processes through community engagement. To gain more insight into the implementation and sustainable embedment of such practices we aim to answer the following research question; How to embed engaged education within HEI, in order to contribute effectively to addressing (complex) societal issues? Our approach takes a multi-level perspective, building on the framework of Bogel et al. (2019), who combine transition studies and organisational change management. Through this framework, we allow for an explicit analysis of the role of individuals at the micro level but also consider organisational, meso-level processes when embedding engaged education. We conducted a reflection stream together with practitioners in order to gain insights into their rationales for embedding engaged education. Moreover, a theoretical stream broadly explored embedding engaged education at the individual course (micro) level as well as at the organisational (meso) level. Finally, two case studies, using an action–research approach, were conducted to gain insights into cross-disciplinary approaches for addressing complex societal issues through engaged education. Through these studies we explored systematic strategies and cross-disciplinary approaches for embedding engaged education to effectively address (complex) societal issues. Our findings show the potential of engaged education to centralise community values, needs and interests and thereby increase HEIs’ societal impact. We outline some of the tensions that can arise between individual action and organisational practices when embedding engaged education that centralise community engagement. To deal with these tensions, we describe systematic strategies for embedding engaged education for addressing societal issues at the individual course or micro level, as well as at the organisational meso level. From this we distil two guiding principles that we deem crucial when centralising community engagement as part of engaged education, namely catering for 1) continuous faculty, community and student involvement and 2) flexibility and continuity of engaged education activities. In relation to these guiding principles, we emphasise the importance of individual roles of faculty, community stakeholders and students at the micro level, but also recognise that the process of embedding engaged education, by definition, cannot rely solely on them. Changes in the organisational culture and in its policies and practices at the meso level are essential. Alignment between micro- and meso-level practices, through these guiding principles, can contribute to the institutional coherence needed to centralise community values, needs and interests. Building on this notion, we propose two concrete cross-disciplinary approaches to facilitate engaged education for addressing complex societal issues. Given their faculty-spanning nature these approaches position themselves as ‘transition initiatives’ at the meso level, while also connecting to the micro level, thereby facilitating the process of institutional coherence. We outline how such transition initiatives might contribute to transformation within and beyond individual HEIs. We believe that this thesis contributes to placing more emphasis on societal engagement, advocating for more intense involvement of community stakeholders within education. In this way, we provide valuable insights into how HEIs can purposely give meaning to their third mission activities and make societal impact through engaged education.

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Conceptualizing Service-Learning in Christian Higher Education

Lewing

2018

Christian Higher Education

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The Institutionalization of Service-Learning at the Independent Colleges and Universities of the Gulf Coast Region

Cited by 11 publications

References 14 publications

Extent of implementation of service-learning in five Jesuit Universities in the Philippines

Extent of implementation of service-learning in five Jesuit Universities in the Philippines

Embedding Engaged Education

Conceptualizing Service-Learning in Christian Higher Education

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