Title
Lecturers' preparedness for applying service-learning after intensive training
Abstract
Purpose: This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement.
Design/methodology/approach: The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis.
Findings: The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities.
Originality/value: This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.
Keywords
Service-learningDidacticsHigher educationTeaching qualityTheory–practiceContinuing education
Object type
Language
English [eng]
Persistent identifier
phaidra.univie.ac.at/o:1631099
Appeared in
Title
Journal of Applied Research in Higher Education
Volume
15
Issue
1
ISSN
2050-7003
Issued
2022
From page
213
To page
225
Publication
Emerald
Version type
Date issued
2022
Access rights
Rights
Rights statement
© 2022, Katharina Resch, Andrea Hoyer-Neuhold and Ilse Schrittesser
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