La tesis doctoral tiene como finalidad la validación del programa "Del Centro Educativo a la Comunidad" para el desarrollo de participación ciudadana en el alumnado de 3º de la ESO a través de la metodología de aprendizaje-servicio. En el primer capítulo, realizamos una aproximación teórica y conceptual del término de participación ciudadana, que incluye una exhaustiva profundización tanto en la conceptualización, así como las propuestas concretas. Este análisis se centra en los aspectos claves que configuran la participación ciudadana entendida como derecho, como deber, como instrumento de mejora y como necesidad; convirtiéndose en un aprendizaje y una herramienta clave para la transformación social y educativa en sus distintos niveles. Situadas en el constructo de participación ciudadana y analizados los diferentes elementos que intervienen, en el segundo capítulo, presentamos y describimos el aprendizaje-servicio como una propuesta pedagógica que fomenta la participación ciudadana. Esta profundización nos permite, a la luz de las diferentes experiencias analizadas, proponer las fases claves para el desarrollo de un proyecto de aprendizaje-servicio. Expuestas las bases teóricas que sustentan la investigación, nos situamos en el capítulo tres, donde se presenta el programa de formación para la participación ciudadana en el 2º ciclo de la ESO "Del Centro Educativo a la Comunidad". En el capítulo cuarto, exponemos el proceso de investigación evaluativo que seguimos para la validación empírica del programa, que incluye los objetivos y el diseño de la investigación, con su correspondiente plan de evaluación y de recogida de información, donde se detallan los criterios e indicadores de evaluación que guían la recogida de información. Definido el proceso de investigación evaluativo, nos situamos en el capítulo quinto, presentando las diferentes estrategias de recogida y análisis de información que utilizamos, así como los elementos básicos que aseguran el rigor científico de una investigación de carácter evaluativa. Con el capítulo seis, iniciamos el proceso de evaluación, en concreto, la evaluación inicial que comprende el proceso de negociación y la entrada al escenario. En el capítulo siete continuamos con la evaluación inicial. Sin embargo, en esta ocasión, nos detenemos en los resultados obtenidos en la primera fase de la investigación para la validación del programa. Por un lado, la adecuación entre la conceptualización y el diseño del programa y las necesidades e intereses que presenta el centro educativo. Y, por otro lado, la viabilidad inicial del programa con el fin de conocer las posibilidades de realizarlo en la práctica y asegurar los requerimientos básicos que exige su implementación y desarrollo. La evaluación inicial concluye con el capítulo ocho, donde se presenta el estado inicial del alumnado participante sobre sus conocimientos, habilidades y actitudes a nivel individual y grupal respecto a la ciudadanía. Terminada la evaluación inicial de la investigación, procedemos a presentar la evaluación de proceso seguida durante la aplicación del programa, constituyendo el noveno capítulo de la investigación. Este análisis se inicia con un recorrido vivencial del proceso seguido durante sus meses de aplicación (febrero-junio 2006), describiendo el desarrollo, la temporalización, la metodología de trabajo y los espacios destinados para su ejecución. A continuación, se presenta la factibilidad del programa en relación a la viabilidad analizada en la evaluación inicial. Y, seguidamente, se exponen los logros que se han ido consiguiendo en relación a los objetivos del programa, analizando las reacciones y los cambios del alumnado durante la aplicación. En el capítulo diez se presenta la tercera y última fase de la investigación evaluativa: la evaluación de resultados. Este capítulo comprende los cambios y efectos que la aplicación del programa ha producido tanto en el alumnado, como en el centro educativo y en la comunidad; así como la identificación de las "buenas prácticas" con el objetivo de facilitar sus posteriores aplicaciones; los efectos que el programa ha tenido en el alumnado, y la utilización posterior que el centro educativo ha hecho del programa. Por último, en el capítulo once, se presentan las conclusiones finales de la investigación, los límites que presenta y la prospectiva de futuro. Este capítulo también está en inglés con la finalidad de cumplir uno de los requisitos exigidos para obtener la mención de Doctora Europea de la Universidad de Barcelona. / This doctoral thesis is aimed at validation of the program "From the School to the Community" for the development of citizen participation in the students of 3º ESO through service-learning methodology. In the first chapter, we conduct a theoretical and conceptual terms of participation, which includes a comprehensive deepening both the conceptualization and concrete proposals. This analysis focuses on the key issues that shape public participation understood as a right, as a duty, as a tool for improvement and as a necessity; becoming in a learning and in a key tool for social and educational transformation at various levels. Situated in the citizen participation construct and analyzed the different elements involved in the second chapter, we present and describe the service-learning as a pedagogical proposal that encourages citizen participation. This depth allows us, in the light of the different experiences analyzed, proposing key phases to the development of a service-learning project. The third chapter exposes the training program for citizen participation in the 2nd cycle of ESO "From the School to the Community." In chapter four, we present the evaluative research process we follow to the empirical validation of the program, including the objectives and research design, with its corresponding evaluation plan and collection of information, detailing the criteria and indicators assessment to guide the collection of information. Defined the evaluative research process, we place ourselves in the fifth chapter, presenting the different strategies for collecting and analyzing information that we use, as well as the basic elements that ensure the scientific rigor of an investigation of evaluative character. In chapter six, we start the evaluation process, in particular, the initial assessment to understand the process of negotiation and entry into the stage. The chapter seven follows with the initial assessment. But this time, we stop at the results of the first phase of research to validate the program. On the one hand, the fit between the conceptualization and design of the program and the needs and interests presented by the school. And on the other hand, the initial viability of the program in order to know the possibilities of doing in practice and ensure the basic requirements needed for their implementation and development. The initial assessment concludes with chapter eight, which shows the initial state of the participating students about their knowledge, skills and attitudes to individual and group level regarding citizenship. After the initial assessment of the research, we proceed to present the evaluation process followed in the implementation of the program, being the ninth chapter of the investigation. This analysis begins with an experiential tour of the proceedings during his months of application (February-June 2006), describing the development, timing, methodology and work spaces for execution. We present the feasibility of the program in relation to the viability analyzed at baseline. And, then, sets out the achievements that have been achieved regarding the program's objectives, the analysis of the responses and the changes during the application of pupils. The tenth chapter presents the third and final phase of evaluation research: evaluation of results. This chapter is about the changes and effects that implementation of the program has produced both the students, as in the school and community as well as the identification of "best practices" in order to facilitate subsequent applications, the effects that the program has had on the students and use that the school has made of the program. Finally, in chapter eleven, we present the final conclusions of the investigation, their limitations and their future prospects. This chapter is also in English in order to fulfil one of the requirements for the mention of European Doctor of the University of Barcelona.

As the human population increases, it becomes increasingly more important for society to understand the impact of humans on the environment. Preserving fixed resources by engaging in sustainable practices is necessary to ensure those resources are available for future generations. Since the early 1960s, policy makers and educators alike have sought to ensure that students graduate environmentally literate. Previous research has identified a multitude of barriers that limit classroom teacher’s ability to integrate environmental education into their curriculum. The purpose of this study was to investigate how teachers overcome those barriers that restrict the integration of action based environmental education into the public school classroom. This was a three case study of public high school teachers. Data were gathered for this qualitative study through observations, interviews, and the collection of documents. Constant comparative method was utilized to analyze data. The researcher conducted a within-case analysis for each case and a cross-case analysis as well. Through the use of coding, the researcher identified patterns and themes across cases. Barriers identified by participants included resources, time, and risk. The primary factors uncovered by this study, which potentially affect teacher efficacy, are personal and educational background, the availability of mentors, and support of outside agencies. The implications for policy makers and institutions of higher education that can be drawn from this study are that, through the course of teacher undergraduate and graduate education, teachers should be provided with field experiences in the area of environmental education. In addition to providing field experiences, finding ways to link teachers to outside environmentally focused agencies and mentors increases teacher efficacy by providing support and resources.

The Community and Regional Planning program of the University of Texas at Austin, School of Architecture (UTSOA-CRP) has made course-integrated community-based project work (CCPW) a key - if not a requisite, component of its classroom-based teaching and planning instruction. Often referred to as academic service-learning, the pedagogy of incorporating community-based project work with classroom instruction is recognized to have significant benefits for college students, faculty members, institutions, and communities. More specifically, this teaching approach is understood to have substantial advantages in planning instruction. This professional report attempts to offer recommendations towards addressing the question of how a CCPW, or academic service-learning, approach to planning instruction can best be sustained and/or enhanced by the UTSOA-CRP program. Ideally, this report will add to the growing body of literature and research related to academic service-learning in planning instruction, while offering the CRP program useful tools and resources to consider in program design, implementation, evaluation, and planning. / text

When designing educational programme in the field of heritage conservation, community service learning approach may not be the first thing that comes to most heritage conservation educator’s mind. In this study the researcher has engaged in a discussion of the association of community service learning to heritage conservation education. The researcher have tried to make clear why she believe that community service learning, as an innovative pedagogical approach, has important things to say about today’s heritage conservation education. Proceeding from fieldworks, through analysis to explanation, based on direct and participant observations and interviews; two heritage training projects are reviewed to illustrate how community service learning can facilitate heritage conservation education. The researcher hope that other researchers will learn from the study, and educators will be able to critically examine which kind of pedagogical approach is more appropriate for today’s heritage conservation education. / published_or_final_version / Conservation / Master / Master of Science in Conservation

Magistro darbe tiriamas žinių apie pozityvų požiūrį į gyvenimą sklaidos žinių vadybos aspektu įgyvendinimas realizuojant klubo, kaip žinių sklaidos formą. Darbe pateikiamas žinių poveikio kriziniuose procesuose jų siekimo pagrindo identifikavimas, žinių vadybos konceptas, pozityvaus požiūrio į gyvenimą samprata. Empirinis tyrimas atspindi klubo narių įsigalinimo proceso analizę, atskleidžia klubo, kaip žinių sklaidos formos specifiką. Teorinės analizės rezultatai apima tris momentus: efektyviai žinių sklaidai būtinas nuolatinis dalyvavimas bei subalansuoto žinių vadybos proceso etapų išpildymo užtikrinimas, o disbalansinių situacijų sprendimui reikalingas žinojimas, sugebėjimas valdyti žinias. Empirinio tyrimo rezultatai atskleidžia grįžtamojo ryšio ir pasitikėjimo žinių vadybos procese svarbą. Taip pat tai, jog dažniausiai naudojama žinių sritis – šeima ir kitų įgalinimas geriausias per saviįgalinimą. / This master‘s final paper research’s the spread of knowledge about positive approach to life in knowledge management aspect realization putting into practice the spread of knowledge form of club. Work includes knowledge influence for crisis situation and knowledge aspiration base identification; knowledge management conception; comprehension of positive approach to life. Empiric analysis reflects the process of becoming able of members of club and reveals the specifics of knowledge spread form – club. The results of theoretical analysis include three moments: continual participation and balanced knowledge management process are necessary for effective spread of knowledge. Also knowing and ability to manage knowledge is necessary for dealing with any disbalance situations. The results of empirical analysis reveals the importance of reversible process and trust in knowledge management process, affirms the fact that the most usable knowledge area is family and the best way to make able others is thru making able yourself.

Submitted by Marjorie Amaral (mrestrela@hotmail.com) on 2017-03-16T18:57:40Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissemina??oSeletivadaInformacao_2014.pdf: 2467233 bytes, checksum: cdb5c57cec93a26a30ee1bfbe0f087e2 (MD5) / Approved for entry into archive by clediane guedes (clediane@bczm.ufrn.br) on 2017-03-16T19:15:05Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissemina??oSeletivadaInformacao_2014.pdf: 2467233 bytes, checksum: cdb5c57cec93a26a30ee1bfbe0f087e2 (MD5) / Made available in DSpace on 2017-03-16T19:15:05Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissemina??oSeletivadaInformacao_2014.pdf: 2467233 bytes, checksum: cdb5c57cec93a26a30ee1bfbe0f087e2 (MD5) Previous issue date: 2014-09-24 / Apresenta as peculiaridades da Dissemina??o Seletiva da informa??o, servi?o que contribui para o compartilhamento de conte?do informacional personalizado, considerando a import?ncia da informa??o, vista como elemento chave na sociedade contempor?nea e que inspira desafios para sua gest?o. Seu objetivo principal foi investigar a constru??o de um modelo do servi?o de Dissemina??o Seletiva da Informa??o integrado ao SIGAA na UFRN com vistas a contribuir para que os docentes tenham informa??es atuais e relevantes ao seu dispor e fortale?am o processo de constru??o do conhecimento dos indiv?duos que a demandam. O recorte temporal feito na literatura para o desenvolvimento desta pesquisa compreendeu o per?odo de 1978 a 2014, permitindo a partir da sua apreens?o conceitual, melhor entendimento do processo de dissemina??o de informa??es para uma aplicabilidade eficaz da a??o proposta. Para tanto, a pesquisa assumiu uma abordagem qualitativa sendo classificada como do tipo explorat?ria e realizada por meio da estrat?gia metodol?gica da pesquisa-a??o. Foram realizadas entrevistas com a Dire??o do Sistema de Bibliotecas e com a Superintend?ncia de Inform?tica da UFRN, com o intuito de coletar informa??es e formar parcerias para o desenvolvimento do servi?o. Foram aplicados question?rios com os docentes coordenadores das bases de pesquisa do Centro de Ensino Superior do Serid? (CERES)/UFRN para identificar se estes indiv?duos sentiam dificuldades em localizar materiais informacionais sobre suas ?reas de pesquisas e se consideravam o servi?o relevante para a institui??o. Quanto aos seus resultados, as pesquisas revelaram que a maioria dos docentes sente alguma dificuldade para localizar artigos bem como disserta??es e/ou teses e classificam a cria??o do servi?o como extremamente relevante para a UFRN. Assim, esta pesquisa-a??o permitiu a constru??o participativa das 3 primeiras etapas do servi?o fundamentadas em Souto (2010), que foram: a realiza??o do diagn?stico do processo de dissemina??o de informa??es no ?mbito da UFRN, a defini??o da pol?tica do servi?o e a realiza??o do planejamento da estrutura??o do servi?o no SIGAA. / It presents the peculiarities of selective dissemination of information , such service contributes to sharing personalized informational content, considering the importance of information, seen as a key element in modern society that inspires and challenges its management. Its main goals were investigate the construction the model of Selective Dissemination Information integrated to SIGAA at UFRN by making an effort for professors to have current, relevant information at his or her service so they can strengthen the construction process of knowledge from the individuals that demand such things. The time frame done in the development literature of this search was between 1978 and 2014, therefore from its conceptual apprehension, it allows better understanding of the dissemination process of information for effective capability of the proposed action. For that, the research assumed a qualitative approach being classified as an explorative type and itwas done through the methodological strategy of action research. Interviews were held with the Head of the Library System and the superintendent of information from UFRN,with the intent of collecting information and creating partnerships to the development of service. The faculty coordinators from basic research of Centro de Ensino Superior de Serido (CERES)/UFRN were questioned to identify if these individuals felt difficulties in finding information material about their area of research and if they considered the service relevant to the institution. In regards to the results, the research revealed that the majority of the professors felt some difficulty in finding the articles as well as the essays and/or thesis and they classify the designing of the service as extremely relevant to UFRN. Thus, this action research permitted the engaging construction of three beginning steps of the fundamental service in Souto (2010), which were: the achievement of the proposed diagnosis in the information dissemination in the UFRN scope, the politics definition of service and the achievement of organization planning in the SIGAA service

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

Drawing on critical realist philosophy as a meta-theoretical framework, this study explores the conditions that enable and constrain the infusion of service-learning in university curricula. In this study, four discipline-based cases are analysed within the context of an overarching case of one South African university. The study reports on case study research into four disciplines, broadly representing the disciplinary array offered at Rhodes University, a small traditional research-intensive university in South Africa – four cases are thus embedded within a larger over-arching case. Margret Archer’s analytical dualism is used as an analytical lens for the inquiry. It offers tools for examining the conditions for the emergence of service learning and the form it takes in each case. Archer’s framework requires the artificial separation of structural, cultural and agential mechanisms for analytical purposes in order to establish the dominant factors impacting on the infusion of service-learning in curricula. An analysis of the interplay between structure, culture and agency uncovers insights into the conditions that enable or constrain the adoption of service learning as a pedagogic tool in specific disciplines. Curriculum decision-making is a central consideration in this study. Basil Bernstein’s theory of cultural transmission provides an external language of description to theorise the pedagogic choices made in specific contexts. This body of theory provides analytical tools for generating nuanced explanations of the significance of knowledge and curriculum structures as enabling and constraining mechanisms when pedagogic decisions are made. The study shows that the nature of the discipline has a significant influence on the emergence of service-learning and the form it takes in each context. Key agents draw on available structural and cultural mechanisms to either maintain the status quo or they exercise their personal properties and powers to mitigate existing conditions. The first case examines the emergence of service-learning in a ‘hard pure’ discipline where structural and cultural conditions constrain the emergence of innovative pedagogic tools. In this case a key agent draws on a confluence of personal, structural and cultural emergent properties to initiate a service-learning course at the honours level. Factors that make service-learning possible in this case include the key agent’s seniority within the institution, his status as a prolific researcher, the possibilities for application of disciplinary knowledge, and a strong institutional discourse of service to society (RU in Society) and an institutional and departmental discourse privileging academic freedom. In the second case the conditions in the ‘hard applied’ discipline are largely enabling, however the emergence of service-learning is facilitated by the interplay of the following agential, structural and cultural emergent properties: corporate agency taking advantage of the outward focus of the discipline (a region in Bernsteinian terms) and drawing on what is termed the RU in Society discourse. The third case represents a ‘soft pure’ discipline, where service-learning does not emerge within the formal curriculum, but in a largely marginalised departmental outreach programme. This discipline is inward facing and although its knowledge base draws on challenges and phenomena in society, it remains at an esoteric level accessible mainly to the discipline community. Agents in this department draw on the insular structure of the discipline, in conjunction with the strong Academic Freedom discourse to develop a form of service-learning that furthers disciplinary aims, albeit within the context of limited engagement beyond the boundaries of the discipline and the institution. In the case of the ‘soft applied’ discipline the structural and cultural conditions are largely enabling. However the emergence of service-learning in this discipline relies on the advocacy of a powerful social agent in the department with an interest in socially equitable practice; she draws on the RU in Society discourse to promote direct engagement with communities beyond the university boundaries. The study is set in a research-intensive university and it is perhaps not surprising that the service-learning courses in three of the four cases are framed by research projects. This suggests that in the context of this kind of institution it may be imperative to draw on research activities as the basis of infusing service-learning in the curriculum. The findings of this study challenge the implicit assumption in policy documents that it is possible to institute service-learning in all disciplines.

This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to community-engaged education (Dewey, 1900, 1933), possesses a strong “I must” (Noddings, 2002b, p. 20) perspective on relational care, and are for development in servant leadership (Greenleaf, 1977; Sergiovanni, 1992; Bowman, 2005)

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)