A Means to Many Ends: Promoting Faculty Diversity in Christian Higher Education through the Institutionalization of Service-Learning

2021 ◽  
pp. 1-34
Author(s):  
James Morgan Lewing
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Christian Higher Education ◽  
Faculty Diversity

scholarly journals Service-Learning in Asia

2019 ◽  
Vol 30 (3) ◽  
Author(s):  
Carol Ma ◽  
Thera Chiu ◽  
Lim Tai Wei
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Service Learning ◽  
Christian Higher Education ◽  
Asia Pacific ◽  
Charitable Organization ◽  
Christian University ◽  
Student Community ◽  
Academic Conference ◽  
Set Up

Although SL is primarily a western learning concept, it is widely used as a pedagogy among education and community sectors in Asia, especially after the academic conference on ‘Service-Learning in Asia: Creating networks and curriculum in higher education’ held in 2002 at the International Christian University (ICU) in Japan as this became an interconnection with other Asian HEIs (Xing & Ma, 2010). In 2004, ICU set up the Service-Learning Asia Network (SLAN) with support from the Japanese Government and the United Board for Christian Higher Education in Asia (Ma, Chan, Chen and Fong, 2018). In 2004, LU received one million dollars (HKD) funding support from Kwan Fong Charitable Organization to start a Service-Learning and Research Scheme (SLRS) and then in 2006, received another ten million dollars (HKD) to set up the first Office of Service-Learning (OSL) in Hong Kong. With the aim of constructing a model for academy-student-community partnership, LU has made an attempt to truly put the inspirational slogan “Serving to Learn and Learning to Serve” into practice. With commitment from a dedicated SL team and support from local and regional partners, LU started taking the lead of SL development in both Hong Kong and Asia. LU even organized the first Asia-Pacific Regional Conference on Service-Learning (APRCSL) in 2007 and served as the secretariat for SLAN after the revitalization.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Sign in / Sign up

Export Citation Format

Share Document