Implementing and sustaining higher education service-learning initiatives: Revisiting Young et al.’s organizational tactics

Dawn Bennett*, Naomi Sunderland, Brydie Leigh Bartleet, Anne Power

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

20 Citations (Scopus)
2 Downloads (Pure)

Abstract

Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia. It highlights challenges encountered by the projects and the tactics used to overcome them. These are considered in relation to Young, Shinnar, Ackerman, Carruthers, and Young’s four tactics for starting and sustaining servicelearning initiatives. The article explores the realities of service-learning initiatives that exist at the edge of institutional funding and rely on the commitment of key individuals. The research revises Young et al.’s four tactics and adds the fifth tactic of organizational commitment, which emerged as a distinct strategy used to prompt new commitment, enact existing commitment, and extend limited commitment at the organizational level.

Original languageEnglish
Pages (from-to)145-163
Number of pages19
JournalJournal of Experiential Education
Volume39
Issue number2
DOIs
Publication statusPublished - Jun 2016
Externally publishedYes

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