Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.

服務學習是一個將整個社會資源轉變為學生學習場域的教學方法，它 豐富學生學習的對象、及學習內涵的深度與廣度，也使得學生學習成效從 單純的理論知識提升到全人生命的發展。近年來，眾多學者及專家努力地 傳揚服務學習理念，以及無數教師多年默默地堅持為學生的學習與成長， 甘之如飴的付出心力。因此，當看到教育部能夠重視服務學習、了解其對 學生、學校、及社會可能產生的重大影響力、開始推展服務學習理念時， 相信這群大力鼓吹、或默默推行的先鋒者一定感到非常欣慰與振奮。然 而，更大的責任是將此理念推動到全國高中的教師、學生及家長，並期望 能提供具體與實際的作法說明。 本研究之主要目的，係為了解臺北市各高中推動服務學習的現況與成 效、教師專業知能與自我效能，以及不同之背景變項（人口及學校變項） 對於推動服務學習之困境影響因素與因應。 本研究為達上述之研究目的，採取文獻分析法與問卷調查法進行實證 研究。本研究在問卷調查之外，另行輔以訪談、焦點座談、文件分析等方 式，以補充量化問卷所無法得取之資料。基於此目的，本研究在實施問卷 調查研究後，為使研究更深化，透過半結構式訪談方法、以焦點座談的模 式，邀請臺北市推動服務學習卓有成效的績優學校做深度對話，且輔以纸 筆方式提供各校的推動經驗、規劃理念、執行過程的困境與收穫等。老師、 學生及家長均不吝分享，使本研究更具體展現服務學習方案的實施成果。 本研究之主要發現如下： 一、臺北市高中推動服務學習的現況與實施成效尚可。 二、臺北市高中教師或行政人員對服務學習有正確的認知。 三、教師知覺臺北市高中服務學習之服務知能、自我效能、及困境因應的 成效不同。 四、不同性別教師是影響教師推動服務學習的重要因素。 五、不同學校背景並非影響教師推動服務學習的重要因素。 六、經費、時間及資源不足是推動服務學習的困境 七、服務學習績優學校的共同意象: （一）新思維、新願景、新行動。 （二）品味生活、品質生命、創意生涯。 （三）有活力、具魅力、展光華。 依據文獻探討與統計分析結果，提出本研究之建議如下： ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y 2 一、對中央主管機關的建議 （一）落實執行服務學習的良善政策。 （二）與高中綜合活動課程作適度的結合。 二、對教育行政主管機關的建議 （一）提供經費挹助及資源支援。 （二）建置服務學習資訊網絡與對話平台。 （三）提供專業進修機會，培訓服務學習種子教師。 （四）結合志願服務法，建立服務學習獎勵政策。 （五）規劃完善的服務學習相關課程。 三、對學校單位的建議 （一）增進社區資源增加與社區（機構）的互動。 （二）加強服務學習之推展且需長時間規劃。 （三）深化教師專業能力、培養教師自我效能及學習統整的教學法。 （四）重視學生的生活主體，結合綜合活動課程實施服務學習教學。 （五）激發學生服務學習動機。 （六）爭取家長的認同及參與，強化支持體系。 四、對後續研究的建議 （一）研究方法方面：質量並重。 （二）研究範圍方面：擴大研究區域。 （三）研究對象方面：擴及家長、學生、社區等之服務者、被服務者及參 與者。 （四）研究領域方面：延長研究時間、增加研究項目、發展研究工具。 （五）研究變項方面：進行質化研究、整合研究變項、向度或層面上加強。 / Service learning is a teaching program that provides students a rich platform of learning that is based not only on the campus but on the entire social resources. Students who participate in this program meet more people as their learning models. They also expand the depth and scope in the knowledge and skills learned. Moreover, students’ learning results indicate that they are more able to lift a simple theory and knowledge into a holistic life development aspect. In recent years, scholars and experts have been putting lots of effort on promoting the service learning concept, not mentioning about the striving of supportive teachers who are always looking upon students’ best interest. Seeing that the government now understands the significant impact of this program to students, schools and even to the entire society and starts to promote this program is no doubt a most encouraging event to its pioneer supporters. However, the task doesn’t just end here. It carries out a bigger responsibility to introduce this program to all the teachers, students and parents in high schools nationwide, and provide them with specific and practical instructions. The objective of this research is to find out the problems and difficulties that eventually affect the promotion of service learning. By obtaining the information of current situations and results from high schools in Taipei City that are now enrolling in this program, this research aims to conclude a solution to those problems. Factors observed in this research also include teacher professional knowledge, self efficiency, and background variables (both population and school). In order to accomplish the abovementioned objective, this research, basing on an empirical study, employs documentary analysis technique and questionnaire survey technique. In addition to questionnaire investigation, the research also adopts techniques like interviews, seminars and document analysis to make up the insufficiency of the quantitative questionnaire. Moreover, in order to deepen the research, well‐performed schools of this program in Taipei city were invited to the interviews and seminars to go through a semi‐structured interview for deeper communication and understanding. Schools were encouraged to share their promotion experiences, concept of planning, problems and gains while implementing this program. The main finding of this research is as below: I. The service learning outcome and current situation of high schools in Taipei are acceptable. II. High school teachers and administrative staffs’ recognition to service learning is fairly good in Taipei. III. Teachers aware that the results of service learning respectively in fields of service knowledge, self efficiency and problem solving are different in high schools in Taipei. IV. Teacher’s gender is an important factor that affects the promotion of service learning. V. Differences school background doesn’t serve as an important factor that affect teachers’ promoting service learning. VI. The problem of insufficient self‐efficiency in promoting service learning is generally observed among high school teachers in Taipei. ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y VII. Common visions about service learning in well performed schools: a. New thinking, new vision, new action b. Experience life, make life well‐qualified and innovated. c. Energetic, attractive and bright. After documentary discussion and statistic analysis to this research, the suggestions are as below: I. Suggestions to the central government authority: a. Improve the policy in promoting and implementing service learning. b. Make appropriate links in between servicing learning to high school integrated activity learning. II. Suggestions to the government education authority: a. Provide budget and resources support b. Build a website and a communication platform for service learning. c. Offer in‐service training, and train seed teachers of service learning. d. Cooperate with the law of volunteer service, and establish a reward policy on service learning. e. Make good plans for service learning relating courses. III. Suggestions to schools: a. Enhance community resources, and increase the interaction with those community institutions. b. Enhance the promotion of service learning on a long‐time plan base. c. Strengthen teachers’ professional ability. Train teachers for the methodology of self‐efficiency and integration of learning. d. Take account of students’ daily life in order to combine service learning with integrated activity courses. e. Motivate students for service learning. f. Obtain parents’ support and enhance the supporting organizations. IV. Suggestions to further studies: a. Research method: equal emphasis both on quality and quantity. b. Research scope: expand research scope. c. Research subject: expand to include parents, students, service providers, service receivers and all participants in the community. d. Research fields: expand research time, increase research items and develop research tools. e. Research variables: conduct qualitative research; enhance and integrate variable research both vertically and horizontally. Key words: service learning, service learning program, service learning outcomes

The aim of this research was to examine determinants of service learning in Ethiopian Universities with a view to suggesting remedial solutions. Qualitative case study was employed to understand management of service learning in the purposively selected three case Universities. Data were collected from interns, mentors, department heads, Academic Vice Presidents, service learning office heads and agency supervisors through semi-structured interviews. Besides, focus group discussion with interns and document review were conducted. Collected data were analysed through narration. Service learning is used for pedagogical necessities, personal and civic development, career development and social responsibility in the Ethiopian Universities. However, its application is challenged by several factors. Product curricular model, low time ration for community service, limited teachers' involvement and discipline-based curriculum framework were identified as major hindrances to service learning implementation. As a result, most students and teachers were not committed to service learning. For instance, in government Universities, service learning offices were not well-organised. Partnership agreements were either weak or not in place, as a result, the majority of interns were placed based on their preferences. Resistance not to host was also found to be a common factor. An interesting finding of this study is that privileging interns for self-identification of hosting organisations resulted in dispersed and individualised placement that caused interns to develop feeling of strangeness and insecurity. Moreover, this placement hindered collaborative learning with their peers. Assessment error, absence of service learning programme evaluation and shortage of budget were common problems. Hence, the following suggestions along with a proposed strategy are recommended. Considering these challenges, the following recommendations are made. Service learning should be applied in a wider scale from junior through senior courses in the Universities. The curriculum should be designed to include extensive context-based and interdisciplinary-learning approaches. Government Universities should strengthen service learning offices. Placement of interns should mainly be based on partnership agreement. Time ration for community services and research functions should be increased to at least 50%. And lastly, Universities should closely support agency supervisors and arrange evaluation forums and celebrity events. / Educational Management and Leadership / D. Ed. (Education Management)

One of the biggest challenges in early childhood development (ECD) centres in rural districts is that teachers are not trained adequately and therefore they cannot create learning environments in which young children can develop to their optimal potential. In many cases a large group of children is placed in a classroom and no stimulation is given to them, because the ECD practitioner does not have the knowledge or skills to use what is available in the classroom to stimulate the children and facilitate learning. These teachers are desperately in need of guidance to plan age appropriate and suitable activities that will benefit the overall development of learners and prepare them to be ready for school. By promoting service learning at ECD centres, especially in rural districts, both the in-service and pre-service teachers will benefit from the teaching experience taking place. Since 1994 a great deal of attention has been drawn to the importance of early childhood development and the important role pre-primary education plays in the development of young learners. Early childhood development has the potential to play a crucial role in the socioeconomic transformation of South Africa. By improving the social and economic transformation of the country, more people will be educated, leading to fewer problems with aspects like school readiness and school dropout. Against this background the study will explore service learning as a way of promoting quality learning environments in Early Childhood Centres in rural districts. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

One of the biggest challenges in early childhood development (ECD) centres in rural districts is that teachers are not trained adequately and therefore they cannot create learning environments in which young children can develop to their optimal potential. In many cases a large group of children is placed in a classroom and no stimulation is given to them, because the ECD practitioner does not have the knowledge or skills to use what is available in the classroom to stimulate the children and facilitate learning. These teachers are desperately in need of guidance to plan age appropriate and suitable activities that will benefit the overall development of learners and prepare them to be ready for school. By promoting service learning at ECD centres, especially in rural districts, both the in-service and pre-service teachers will benefit from the teaching experience taking place. Since 1994 a great deal of attention has been drawn to the importance of early childhood development and the important role pre-primary education plays in the development of young learners. Early childhood development has the potential to play a crucial role in the socioeconomic transformation of South Africa. By improving the social and economic transformation of the country, more people will be educated, leading to fewer problems with aspects like school readiness and school dropout. Against this background the study will explore service learning as a way of promoting quality learning environments in Early Childhood Centres in rural districts. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Published Article / Service-learning is a relatively new teaching and learning method which has been implemented with success at national and international tertiary institutions. The identification and elucidation of the terms and processes that delineate the dynamic character of service-earning satisfactorily pose a particular challenge to researchers within the service-learning environment. Since a degree of confusion still exists amongst researchers and decision-makers regarding the distinguishing characteristics of service-learning as opposed to other forms of experiential learning, it is essential to indicate the specific position of service-learning within this environment.

published_or_final_version / abstract / Education / Master / Master of Education

This project responds to the question: How do communication educators encourage students to enact the communicative practices necessary for a life of rhetorically engaged civic action? In responding to this question, the academic field of communication studies is recognized as a site for implementing the lessons of rhetoric, democracy, and civic engagement. This project contributes to the civic engagement scholarship from a communication studies perspective by foregrounding human communication as an essential component of the civic engagement process. As an interpretive inquiry, the philosophical thought and the pragmatic action of twentieth-century rhetorician and social activist Jane Addams (1860-1935) provides a hermeneutic entrance point for identifying and understanding the ways in which faculty members in higher education might conduct service-learning in a more responsive and engaged manner. <br> Practicing situated communicative service-learning, a pedagogical approach that embraces the historical moment and the challenges facing service-learning on today's college campus, provides one possibility. Addams's philosophical thought and communicative practices inform the integration of situated communicative service-learning into the communication studies field and college campus through the understanding of commonplace stemming from the Greek understanding of topoi (Aristotle). This praxis-centered approach to service-learning provides ground for students to understand the rhetorical and communicative practices necessary for a life of engaged civic action. By grounding individual communicative practices in a communication classroom setting, communicative habits can grow and flourish in communities. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Magister Curationis - MCur / Service-learning (SL) is regarded as a teaching and learning method combining community participation with content-based class discussion and reflection. It involves a teaching and learning assessment process with community members. It therefore combines theory-based knowledge learnt at a Higher Education Institution (HEI) and the learning experiences produced through community engagement. National guidelines developed by the Higher Education Quality Committee (HEQC) are available for higher education to institutionalise service-learning (SL) in South African HEIs, but widespread inconsistencies with the implementation of these guidelines have been reported. This thesis is informed by a previous study conducted at an HEI in Western Cape that identified constraining factors required to institutionalisation SL within an academic programme. The aim of this study was to determine the institutional support needed for embedding service-learning in nursing at a Higher Education Institution in the Western Cape. A quantitative, descriptive, cross sectional survey design was used. The study population consisted of 60 nurse educators (lecturers and clinical supervisors). All-inclusive sampling was used because of the small number in the population. All questions were statistically analyzed using the statistical package for social sciences (SPSS 24) to provide descriptive statistics. The data was summarized, and the descriptive statistics were presented as frequencies, percentages, means and standard deviation.

Magister Curationis - MCur / Background: Service-learning links academic acquisition with community-based work within a partnership framework, which is underpinned by values such as respect, reciprocity, relevance and reflection. This pedagogy has its roots in the northern hemisphere, but has become popular with higher education institutions across the globe. According to Butin, service-learning became institutionalised in the USA after a critical mass of service-learning champions was reached in the 1990s. Hence, the majority of higher education institutions are now subscribing to the national organisation, Campus Compact, which is committed to broadening the footprint of service-learning in this sector. Within the South African higher education sector, “service-learning” as a term became known in 1996. There is, however, wide-spread disagreement as to what is meant by “service-learning”, or exactly what it is meant to accomplish. As a result, education institutions must define it for themselves. A School of Nursing at a university in the Western Cape has defined service-learning during a baseline study that was conducted at the school and this particular definition is, therefore, regarded as a work in progress. Aim: The aim of the study was to refine the preliminary service-learning definition developed during the baseline study by identifying the main concepts that should be included in the definition of service-learning for this School of Nursing.