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.

scholarly journals Community engagement in higher education: Online information sources

2017 ◽  
Vol 78 (10) ◽  
pp. 563 ◽  
Author(s):  
Anne Marie Gruber
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Public Discourse ◽  
Information Sources ◽  
Online Information ◽  
Community Based ◽  
Community Based Research ◽  
The Public ◽  
Real World Learning ◽  
Increased Pressure

In an age of challenging public discourse and increased pressure for educational accountability, many colleges are renewing their commitments to the public purposes of higher education. In fact, presidents and chancellors at more than 450 institutions signed Campus Compact’s 30th Anniversary Action Statement1 in 2016, reaffirming their dedication to preparing students for engaged citizenship, to changing social and economic inequalities, and to contributing to their communities as place-based institutions. In practical terms, many campuses are placing increased emphasis on real-world learning experiences for students through opportunities such as service-learning, internships, and community-based research.

scholarly journals Enhancing the Quality and Relevance of Teaching and Learning through University Community Partnerships: the Case of Art at Makerere University

2018 ◽  
Vol 10 (1) ◽  
pp. 3-21
Author(s):  
Ritah N. Edopu ◽  
J B Mpoza ◽  
Edith Namutebi
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Fine Arts ◽  
Community Partnerships ◽  
Community Partnership ◽  
Makerere University ◽  
Education Delivery ◽  
The University ◽  
University Community

A key gap in writing on the University Community Partnership (UCP) approach to higher education delivery relates to the fact that, in general, the fruitfulness of the approach is taken for granted. Furthermore, the usefulness of UCPs is tacitly expected to be two-way with universities helping their communities to address some of their challenges and the experience of partnership helping the universities to enhance their relevance. However, this paper reports the findings of a study that presents a different picture. Investigating the implementation and impact of the UCP approach to the delivery of the Bachelor of Industrial and Fine Arts program at Makerere University’s Margaret Trowel School of Industrial and Fine Arts (MTSIFA), the study found that contrary to the widely held view that the approach to higher education delivery results into universities helping their communities to deal with some of their challenges, at the MTSIFA, the approach has not resulted into service learning. However, it has helped the school to close critical gaps in studio support for its students, thereby enhancing the quality and relevance of teaching and learning. Therefore, using this case, the study argues that UCPs present a panacea to some of the resources constraints inherent to massification that many HEIs in Africa are grappling with.

scholarly journals An analytical review on rethinking service-learning as critical transformative paradigm in higher education

2021 ◽  
Vol 2 (2) ◽  
pp. 318-334
Author(s):  
Muhammad Saeed ◽  
Iqbal Ahmed
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Transformative Pedagogy ◽  
Community Based ◽  
Traditional Mode ◽  
Analytical Review

In recent times, service-learning has emerged as a popular community-based instructional pedagogy. However, scholars have a sharp contention about the role of service-learning as a community engagement paradigm in higher education. Furthermore, limited studies exist on service-learning as a transformative instructional pedagogy in higher education. This paper addresses this gap in the literature by presenting an analytical review on the potential of service-learning as a transformative pedagogy in higher education. A traditional narrative review method was used to survey on the theme of the study to establish a theoretical framework and draw conclusions. An extensive survey of existing literature was conducted on the role of service-learning as transformative pedagogy in higher education. This research may help answer the following two critical questions: What are internal and external limits to service-learning in higher education? To what extent can service-learning replace the traditional mode of teaching and learning in higher education successfully? The review shows that service-learning is a critical transformative pedagogy that helps achieve the boarder goals of higher education in a more effective way. The review further informs that service-learning is a community engagement approach that can also be used as a teaching method for achieving specific civic and democratic goals of higher education.

scholarly journals Considering Power in Community-Based Research: Shifting Toward New Pedagogical Approaches with a 'Public Work for Public Things' Framework

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Susan Haarman ◽  
Patrick M Green
Keyword(s):  
Service Learning ◽  
Community Based ◽  
Power Differential ◽  
Community Based Research ◽  
The Public ◽  
Public Work ◽  
Community Based Learning ◽  
The Impact ◽  
Service Learning Pedagogy ◽  
The Voice

One of the fundamental questions of power in the pedagogy of community-based research (CBR) is who gets to decide what is research worthy and what is the focus of CBR questions? The reality of the power imbalance in community-based research and learning is often reflective of a systemic disengagement with the broader community. Even when instructors and administrators are intentional in how they solicit feedback or think through the impact of their work, they may not know the neighbourhood. Prioritising the voice of community partners does not provide a simple solution, as the individuals we work with to organise community-based learning opportunities may not be residents of the neighbourhood. This article adopts a theory-building approach to this crucial question. Building on the work of Boyte (2014) and Honig (2017), community-based research is reoriented as ‘public work for public things’ (Haarman 2020). After establishing the ‘public work for public things’ framework, the article explores how this new framework impacts collaborative research by addressing the power differential and creating new lines of inquiry – specifically the practice of ‘elicitation of concerns’. Through the lens of critical service-learning pedagogy (Mitchell 2008) and a practitioner-scholar framework (Lytle 2008; Ravitch 2013; Salipante & Aram 2003), we then interrogate two community-based research courses we have recently taught, examining how a ‘public work for public things’ approach would have altered the course and its methods.

Faculty Are Not Employees

2018 ◽  
pp. 60-71
Author(s):  
Holden Thorp ◽  
Buck Goldstein
Keyword(s):  
Higher Education ◽  
Patient Care ◽  
Academic Freedom ◽  
Shared Governance ◽  
Tenured Faculty ◽  
The Public ◽  
The University ◽  
The Relationship

The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to outstanding teaching; the erosion of teaching by tenured faculty is contributing to the strain in the relationship with the public. Tenure, academic freedom, and shared governance are all indispensable concepts in the functioning of a great university that are mysterious to those outside the academy. Communicating the importance of these concepts is a critical need for higher education.

Mapping Current Teaching and Learning Practices to Multi-User Virtual Environments

2011 ◽  
pp. 17-30
Author(s):  
Niccolo Capanni ◽  
Daniel C. Doolan
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Delivery Methods ◽  
Community Based ◽  
Traditional Media ◽  
Learning Practices ◽  
Teaching In Higher Education

During the course of this chapter, the authors will examine the current methods of pedagogical teaching in higher education and explore the possible mapping into a multi-user virtual environment. The authors consider the process of construction and delivery for a module of student education. They examine the transition of delivery methods from the established, slow changing traditional media, to the modern flexibly of community based, open source driven methods which are the foundation of virtual environments.

Exploring the “Three Ps” of Service-Learning: Practice, Partnering, and Pressures

2018 ◽  
Author(s):  
Jennifer S. Leigh ◽  
Amy Kenworthy
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Group Process ◽  
Teaching And Learning ◽  
Best Practice ◽  
Management Education ◽  
Institutional Pressures ◽  
Course Content ◽  
College Age ◽  
Higher Education Journals

Over the last three decades, service-learning has become a well-known experiential learning pedagogy in both management education and higher education more broadly. This popularity is observed in the increasing number of peer-reviewed publications on service-learning in management and business education journals, and on management education topics within higher education journals focused on civic engagement and community-based teaching and learning. In this field of study, it is known that service-learning can result in positive outcomes for students, faculty, and community members. In particular, for students, positive results are related to mastery of course content and group process skills like teamwork and communication, leadership, and diversity awareness. Despite the rise in scholarship, service-learning instructors still face several challenges in the area of best practice standards, fostering deep and cohesive partnerships, and managing institutional pressures that disincentivize engaged teaching practices. With constantly evolving challenges in management education, continued research is needed to understand a variety of service-learning facets such as platforms (face-to-face, hybrid, and virtual learning), populations (graduate vs. undergraduate populations and adult vs. traditional college-age learners), measurement (how to assess university-community partnerships and faculty instruction), and which institutional policies and procedures can enable and reward community-engaged teaching and learning approach.

scholarly journals Consequences of Economic Deconcentration in Italy and Rome: Unplanned Processes in a Highly Regulated Country

2012 ◽  
Vol 2012 ◽  
pp. 1-9
Author(s):  
Armando Montanari ◽  
Barbara Staniscia
Keyword(s):  
Real Estate ◽  
Social Environment ◽  
Planning System ◽  
Location Decisions ◽  
Market Forces ◽  
Public Authorities ◽  
The Public ◽  
Real Estate Prices ◽  
High Degree ◽  
The Relationship

This paper analyses the relationship between deconcentration processes, planning policies, and governance in the metropolitan area of Rome, Italy, from 1991 to 2001. It points out that Rome does not have an explicit policy either in favor of or against deconcentration and that the public authorities are not in fact aware of the problem. Deconcentration is mainly driven by market forces and business location decisions. These decisions are strongly influenced by material factors such as accessibility, land availability, and real estate prices, as well as immaterial factors such as the natural, cultural, and social environment. Public players can take action to influence these factors. Even though Italy has a very strictly regulated planning system, there has traditionally been a high degree of freedom in actual behaviors.

scholarly journals The marketization of English higher education and the financing of tuition fees

2016 ◽  
Author(s):  
David Palfreyman ◽  
Ted Tapper
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
Public Funding ◽  
Green Paper ◽  
The Political ◽  
Tuition Fees ◽  
Economic Changes ◽  
The Public ◽  
Political Consensus ◽  
Student Funding

This article explores the marketization of English higher education with particular reference to the introduction of undergraduate student tuition fees. It argues that the breakdown of the political consensus that underwrote the public funding of undergraduate student funding was the consequence of ideological and economic changes that, following the threat of some universities to impose top-up fees, resulted in the appointment of the Dearing Committee and thereafter the steady introduction of variable fees up to a ceiling of €9,000 per annum, repayable through income-contingent loans. It reviews the contemporary breaking of the political consensus on this issue, as evidenced by the Labour Party's promise in the 2015 general election campaign to lower the maximum annual fee to €6,000, with the further possibility of replacing income-contingent loans with a graduate tax. It concludes by putting forward the policy options that are likely to emerge in the context of the publication of the current government's Green Paper on higher education.

scholarly journals Higher Education and Multinational Corporations Linkages: Establishing a Mutual Bond. Lessons for China from Redemocratized Hungary

2003 ◽  
Vol 1 (2) ◽  
pp. 321-331 ◽  
Author(s):  
Kassie Freeman
Keyword(s):  
Higher Education ◽  
Multinational Corporations ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Economic Changes ◽  
The Relationship

This article examines several issues related to the relationship between higher education institutions and multinational corporations in countries such as Hungary that are undergoing historic economic and political shifts and to discuss implications from the findings for China. The findings suggest that, although Hungary and China differ culturally and in the shift in their political and economic changes, China can benefit from the lessons learned in Hungary.

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