The project describes the action research implementation, and evaluation of learning, of a service-learning component in a second year undergraduate organic chemistry course. The research aims to explore the learning that takes place in a service-learning context while utilizing an action research methodology within the critical theory paradigm. This occurs in response to the world-wide call for Higher Education to produce people with civic competencies and responsiveness to the society in which they live (Boyer 1996). Educating young Chemists to see the importance of their knowledge and their responsibilities in society is an important pedagogical step in the effort to cross boundaries and make connections between people communities (Eyler and Giles 1999). The goal of this project was to explore and categorize the learning that takes place in a service-learning context and discover how these areas of learning impact the awareness of the parties involved with regard to the discipline of chemistry as well as social issues. The project makes use of Kolb‘s (1984) Experiential Learning Theory, and Eyler and Giles‘ (1999) categories of learning in service-learning and results indicate that service-learning can be a powerful pedagogical tool to increase learning in chemistry as well as in the areas of critical thinking, personal and social development, reflection and citizenship. Students‘ perceptions of themselves, their discipline and their responsibility to society were transformed by their experience of service-learning in their undergraduate chemistry course.

Thesis (Ph. D.) - Central University of Technology, Free State, 2007 / This academic study was conducted as a critical scientific enquiry on the positionality of service learning at selected South African higher education institutions. The study critically and scientifically reflects on the positionality of the concept of service learning as practised at higher education institutions. It elucidates the different levels of conceptualisation and operationalisation of service learning by universities in relation to their catchment areas. In so doing, the study probes the positionality of power relations between higher education institutions and their catchment areas and/or local communities in the practice of service leaning. Given the traditional and historical domineering and ‘ivory tower’ positioning and conduct of higher education institutions in relation to their catchment areas, the study explores the fundamental nature and spirit of power relations in the operationalisation of service learning. It probes whether the relationship between service learning policy development and societal development initiatives is still shaped and influenced by historical legacies of the apartheid logic, such as academic domineering and institutional hegemony. The study also investigates whether these feature in the pursuit of service learning, curriculum development and transformative efforts as practised by selected universities. In order to draw parallels with studies of a similar nature, the study interrogates related literature. This enabled reflection on progressive conceptualisations of service learning, as opposed to retrogressive and/or technicist and, perhaps hegemonic and categorising concepts of service learning. In so doing, the study moves from the premise that, despite high levels of interest in civic matters within and among institutions of higher learning in South Africa, service learning as a vehicle for social transformation and progressive teaching and learning, seems to be largely neglected, under-theorised and, at times, disguised as a tool for the reproduction of inequalities. As a means of collecting data for the purpose of analysis and interpretation, the study uses a purely qualitative methodology. A Textually Oriented Discourse Analysis (TODA) was selected as a first choice and preferred methodology for the study of this nature because of its propensity to thematise issues of power relations. Furthermore, qualitative methodology is predisposed to recognising the subjectivity of the researcher in being intimately involved in the research process. This subjectivity, as encouraged by qualitative methodology, has guided everything in this research study, beginning with the choice of the topic, proceeding to developing objectives for the study, to the selection of the methodology itself and ultimately to the interpretation of data. Through this methodology, the researcher was encouraged to reflect on the values and objectives of the study and how these could be used to problematise issues of power relations. Although the study presents some quantitative data from other sources, there were a number of research problems that, for one reason or the other, did not lend themselves to a quantitative/ positivistic approach. Claims and pronouncements of quantitative researchers about the principles of objectivity, quantification and absolutism are not appropriate for thematising about issues of power relations, especially in instances of hegemony, domination, exclusivity, ideological inclination, discursion, justice and emancipatory praxis. To contextualise and narrow the focus area for research purposes, two South African higher education institutions (the universities of the Free State and of the Witwatersrand) were selected for the study. The choice of the two institutions was influenced by their history of involvement in service learning and curriculum repositioning processes. They have also been consistently portrayed by the South African academic world as strong campaigners in the operationalisation of first-rate service learning models, in the Free State and Gauteng provinces respectively (refer to chapter three for a detailed justification for such a choice). The findings of this study indicate that the selected universities have responded to calls to reposition themselves in the area of synchronising their academic offerings with the reconstruction and development imperatives of the country. The research established that the two institutions have produced strategic service learning policy documents as a means of responding more appropriately to the needs of communities. The implementation of such documents was intended to enable the two institutions to develop service learning policy positions, thus making an institutional commitment to operationalising service learning. The study has, however, determined that there are gaps and inconsistencies in terms of policy commitments and the operationalisation of service learning by the two institutions. In line with the themes developed in this study, it was established that the two institutions have limited the extent of their commitment to paper (policy documentation) and heartfelt pronouncements. The study furthermore reveals that despite the paper and heartfelt commitments of the two institutions on the concept of service learning, they are still restfully positioned as expert-oriented entities. By their nature and continuous domineering roles, they remain sites for the transmission of an effective dominant and domineering culture which limits the possibilities of their unleashing an emancipatory praxis that is so critical in the context of a transforming South Africa.

Thesis (MPhill)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Compulsory Community Service for the speech-language and hearing therapy profession was implemented in 2003. This is the first study to assess the perceptions, attitudes and experiences of speech-language and hearing professionals of Stellenbosch University doing Compulsory Community Service. Information on the experiences of Compulsory Community Service professionals inform on the responsibilities of the university where undergraduate studies are completed, the Department of Health (the employer) and professionals doing Community Service. A mixed method study design, using a scale questionnaire, supplemented by open-ended questions was completed by all but one of the group doing Compulsory Community Service in 2009. Results suggested that speechlanguage and hearing therapists perceived themselves to have the required knowledge, but not necessarily adequate skills to perform Compulsory Community Service. Suggestions to include additional curriculum content were made. All professionals agreed that a positive contribution was made during Compulsory Community Service, but concerns about the shortage of speech-language and hearing therapy services, absence of mentors and supervision, inadequate budgets, amenities and resources were identified. Readjustment must involve adaptation from all stakeholders to ensure that Compulsory Community Service honours its original objectives.

Submitted in fulfillment of requirements of the Degree of Doctor of Philosophy in Food and Nutrition, Durban University of Technology, 2017. / The focus of this study is to develop a capacity building programme that prepares students for service learning (SL) with the purpose of developing social responsibility and active critical citizenship underpinned by a social justice paradigm at a University of Technology (UoT). In developing countries such as South Africa that still experience severe injustices and inequality of access to, for example, certain services such as health services, it is impossible to ignore issues of human and social development and poverty reduction when promoting the university’s role in development. The developmental role of HEIs has been reinforced through the introduction and formalization of Community Engagement (CE) as a core function of higher education together with teaching and learning and research. When examining the role of universities in educating students for social responsibility and critical citizenship, it is evident that the biggest area of growth of CE has been in the form of Service Learning (SL) and community service. The study posits that in the South African context of HEIs, the potential for fostering, specifically critical discourse and creative thinking exists in what are termed as traditional universities because of the nature of the varied disciplines offered at these institutions. On the other hand, UoTs focused predominantly on the technical study field and on training students for the market place. The emphasis on Work Integrated Learning (WIL) and industry placements narrowed the focus and excluded insights into South Africa’s diversity and socioeconomic issues in the curriculum. The concept of social responsibility within a social justice paradigm is a foreign concept at UoTs in particular. To facilitate SL within a social justice paradigm and to address issues of injustice and inequality in SA at universities, the question that needs to be asked is: how should the preparation of students be shaped to adequately prepare them to become justice-orientated, socially and civically responsible students without compromising their work preparedness? This bigger question leads to the specific question of the study, which is: if the department of Food and Nutrition Consumer Sciences at the Durban University of Technology (DUT) is to develop justice orientated, socially and civically responsible students, what theoretical and philosophical considerations should guide the development of a SL capacity building programme? To achieve the purpose of the study the following objectives were identified: firstly, establish the effectiveness of the current preparation of Food and Nutrition students for SL to foster justice-orientated social and civic responsibility; secondly, determine the theoretical and philosophical considerations that should guide the development of students’ justice-orientated social and civic responsibility through SL in the field of Food and Nutrition; thirdly, develop and implement a SL capacity building programme to foster social responsibility and critical active citizenship within a social justice paradigm; finally, develop a framework for a social justice-orientated SL capacity building programme post evaluation A sequential exploratory mixed methods research protocol was applied in this study. The research process consisted of three phases. Phase I entailed the exploration of the research question with qualitative data collection (focus groups) and analysis. This phase was followed by a developmental phase (Phase II) during which the qualitative results and the theoretical and philosophical considerations evident in the literature were used to develop a capacity building programme. The programme was implemented and the impact of the programme was evaluated in Phase III through the application of the Civic Attitudes and Skills Questionnaire (CASQ). Purposeful sampling was applied in Phases I (qualitative phase) and III (quantitative phase). During phase I five focus groups were conducted (n = 43). Phase III sample consisted of two groups namely, the experimental group (n = 19) and a control group (n = 24). Focus group interviews were recorded and transcribed verbatim after which the data was coded followed by a thematic analysis. The data from the CASQ was captured on Microsoft Excel® and analysed according to CASQ scales using the Statistical Package for Social Sciences (SPSS) version 23 to determine mean and standard deviations. A paired sample 2-tailed t-test was used to determine statistical significant differences between the pre- and post-test. Results from phase I confirmed students’ understanding of CE is mostly a charitable view with little emphasis on addressing social justice issues. The results showed that SL as currently planned and executed seems to perpetuate and reinforce existing social hierarchies and paternalism. The most common expectation of participating in CE from students was to apply skills and theoretical knowledge in a community setting. Students also commented that they expected to be developed personally and to learn about others. Additionally, it is evident from the results that students did not indicate any changes in their social justice awareness. The programme developed in phase II was within the framework of four dimensions including self-awareness, awareness of others, awareness of social issues and change agent as critical to preparing students for SL with the purpose of fostering social responsibility and active critical citizenship within a social justice paradigm and guided by the Ubuntu philosophy, Freire’s critical pedagogy and Mezirow’s transformative learning theory. The results of phase III showed that the experimental group who participated in the capacity building programme showed a significant increase in the social justice related subscales indicating their intentions of future civic action and change in social justice attitudes. The results in the control group demonstrated a decrease in the mean values in the post-test for the social justice subscales. The experimental group also showed an increase in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value subscales but it was not significant. An opposite pattern was demonstrated in the control group with significant decreases in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value. The results showed the significant impact of the capacity building programme on students’ awareness and understanding of social justice issues. Overall, the findings of the various phases assisted in refinement of the framework for a social justice orientated SL capacity building programme. The developed framework consists of five key components: philosophy that guides social justice oriented service learning; theories that underpin service learning; a pedagogy that would effectively enhance a social justice oriented SL experience; and praxis that integrates theory and practice. / D

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: During the past number of years, the pressure on universities worldwide, including universities in South Africa, has increased to bridge the gap between higher education and society. This includes becoming active partners with its communities. Therefore, the importance of community engagement as one of the three pillars of higher education, alongside teaching and learning, and research, has gained considerable momentum. Higher education institutions in South Africa are also increasingly challenged to elevate the status of their teaching and to raise their levels of community engagement. This also pertains to the area of postgraduate education, which points to the need for a close relationship between teaching, learning and research. The aim of this study was to develop a contextualised and integrated curriculum framework for community-engaged teaching, learning and research in a postgraduate Play Therapy programme. This was done using a contextualised perspective on higher education with reference to current higher education legislation in South Africa as well as curriculum development in general. A literature review of community engagement provided a perspective on the current state of community engagement - nationally, as well as internationally. The study used a qualitative single case study design and an interpretive paradigm to generate empirical data. The first phase of the empirical part of the study focused on determining the current state of community engagement within the postgraduate Play Therapy programme. Data was generated using questionnaires completed by current students and lecturers. In the second phase of the empirical study, semi-structured interviews were conducted with lecturers from 13 national as well as international higher education institutions to review curriculum frameworks and content from other higher education community engagement models. The last empirical phase included two focus groups, one with current students and one with current lecturers in the postgraduate Play Therapy programme under investigation. From the findings of the study, a curriculum framework emerged which outlines community engagement within the postgraduate programme. The emerging framework points to the need for a stronger integration of teaching and learning with community engagement (service component) through service learning. In the South African context and within the programme that was investigated, service learning provides for engaged learning which includes experiential learning and opportunities for students to engage in interactive and experiential processes. The study has also pointed out that research within the postgraduate programme should reflect, in a much stronger way, links to community-based research. Such links may benefit a scholarship of engagement. Also, the research component of the programme needs to be linked more closely to teaching and learning in order to better inform the curriculum in terms of trends, needs and priorities. These activities need to take place within community partnerships with a reciprocal benefit to both the programme and the communities involved. / AFRIKAANSE OPSOMMING: Universiteite wêreldwyd, asook in Suid-Afrika, het gedurende die afgelope paar jaar druk ervaar om die gaping tussen hoër onderwys en die gemeenskap te verminder. Dit sluit in om aktiewe vennote van gemeenskappe te word. Die belangrikheid van gemeenskapsbetrokkenheid as een van die drie pilare van hoër onderwys, saam met leer, onderrig en navorsing, het dus aansienlik toegeneem. Hoëronderwysinstansies in Suid-Afrika word ook uitgedaag om die stand van hul leer en onderrig te verhoog en die vlakke van hul gemeenskapsbetrokkenheid te versterk. Dit geld ook vir nagraadse opleiding, wat neerkom op 'n hegter verband tussen leer, onderrig en navorsing. Die doel van hierdie navorsing was om 'n gekontekstualiseerde en geïntegreerde kurrikulumraamwerk vir gemeenskapsgerigte leer, onderrig en navorsing binne 'n nagraadse program in Spelterapie te ontwikkel. Dit is gedoen deur 'n kontekstuele oorsig van hoër onderwys te gee met verwysing na die huidige hoëronderwys-wetgewing in Suid-Afrika asook 'n oorsig oor kurrikulumontwikkeling. 'n Literatuuroorsig van gemeenskapsbetrokkenheid het perspektief op die huidige stand van gemeenskapsbetrokkenheid landwyd én wêreldwyd verskaf. Hierdie studie berus op 'n kwalitatiewe enkelgevallestudie-ontwerp en benut 'n interpretatiewe paradigma om die empiriese data te genereer. Die eerste fase van die empiriese gedeelte van die studie was gerig op die bepaling van die huidige stand van gemeenskapsbetrokkenheid in die meestersprogram in Spelterapie. Data is gegenereer deur die gebruik van vraelyste wat deur huidige studente en dosente ingevul is. In die tweede fase van die empiriese studie is semi-gestruktureerde onderhoude met dosente van 13 nasionale asook internasionele hoëronderwysinstansies gevoer om die kurrikulumraamwerke en inhoud van ander hoër instansies se gemeenskaps-betrokkenheidsmodelle te verken. Die laaste empiriese fase sluit twee fokusgroepe in - een met huidige studente en een met huidige dosente in die meestersprogram in Spelterapie, wat die onderwerp van hierdie studie uitmaak. 'n Kurrikulumraamwerk het vanuit die bevindinge van die studie ontstaan wat 'n uiteensetting van gemeenskapsbetrokkenheid in die meestersprogram in Spelterapie verskaf. Die opkomende raamwerk dui op die behoefte aan sterker integrasie van leer en onderrig met gemeenskapsbetrokkenheid (dienskomponent) deur middel van diensleer. In die Suid-Afrikaanse konteks en in die program wat ondersoek is, bied diensleer die geleentheid vir betrokke leer wat die volgende insluit: ervaringsleer en geleenthede vir studente om betrokke te raak by interaktiewe ervaringsprosesse. Die studie het ook uitgewys dat navorsing in die meestersprogram op 'n baie sterker wyse die verband met gemeenskapsgerigte navorsing moet reflekteer. Hierdie konneksies kan ook die vakkundigheid van betrokkenheid versterk. Daarby moet die navorsingskomponent van die program nader aan leer en onderrig beweeg sodat die kurrikulum altyd die jongste tendense, behoeftes en prioriteite weerspieël. Hierdie aktiwiteite moet in gemeenskapsvennootskappe plaasvind om voordele vir die program sowel as die betrokke gemeenskappe te bied.