SU/IU Service-Learning Symposium Nov 2005 1 Strategies and challenges to institutionalising service-learning at a South African university Magda Fourie

SU/IU Service-Learning Symposium Nov 2005

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Strategies and challenges to institutionalising service-learning at a

South African university

Magda FourieUniversity of the Free State


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Overview

Institutional review /audit of community engagement activities

Institutional policies and planning Resource allocation Institutional structures Institutional support and development Institutional practices Partnerships and networks


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Three core functions of the university:

Teaching Research Community engagement


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Boyer

A false contra-positioning or tension between the concepts of academic work (teaching and research) and community service – scholarship of engagement


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In a developing society many institutions need to broaden their scope and sharpen their focus in order to contribute to the development of a society. This demands a particular orientation and focus and commitment of our core business; a commitment to make a contribution towards a solution for the most pressing problems of that society. But always on the basis of the scientific knowledge and scholarship of a university.

Being responsive and responsible


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Mainstreaming community engagement

The most important service that a university can render to society and communities, is to be a really good university, a place of scholarship, of the pursuit of science, of generating and transferring knowledge. Community service can, and should be, an integral part of these functions of a university.


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Mission of community Mission of community engagementengagement

To foster an integrated, holistic, interdisciplinary and intersectoral approach to the generation, transfer and application of knowledge (teaching + research + service)


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Strategy 1

Review or audit of all current community engagement activities (volunteer programmes, service-learning programmes, service projects, internships, etc.)

Assessment of strengths and weaknesses

Make difficult choices


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Two categories of community engagement

CS projects and programmes that are integrated in curricula of academic programmes, and linked to research: practicals, internships, learnerships, workplace learning, elective and foundational modules, problem-solving and developmental research

Extra-curricular community involvement: volunteerism, consultation, short courses, contract research, development projects


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Integrated service-learning programmes imply:

the joint and mutual acquisition of abilities (knowledge, skills and attitudes/dispositions)

by all members of the community engagement partnership (students, lecturers, community, service sector)

in teaching, learning and research programmes aimed at a better understanding, handling and

resolution of community needs and challenges through available expertise, resources and

infrastructure


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Service-learning

Course-based, credit-bearing educational experiences in which students learn and develop through active participation in thoughtfully organised service experiences that meet actual community needs, that are integrated into the students’ academic curriculum and provide structured time for reflection in order to gain further understanding of course content, academic disciplines and civic responsibility.


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Strategy 2: Institutional policies and planning

Does the institution have a clear commitment to CE and/or SL in its vision/mission statement?

Does top management visibly and actively encourage and support CE/SL?

Does service-learning form part of academic planning at the institution?

Does the institution have a clear and well-communicated policy for CE/SL?


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Strategy 3:Resource allocation

Does the institution commit itself to allocating earmarked funds and other resources for service-learning initiatives?

Does the institution have explicit criteria and procedures to approve and allocate funds to service-learning initiatives?


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Strategy 4: Institutional structures

Are there institution-wide structures that take responsibility for the policy development and planning for CE and SL?

Does the institution have a dedicated CE/SL office?

Are there institutional structures that manage the implementation of SL?


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Strategy 5: Institutional support and development

What support and development are available for the design, development and implementation of SL?

What training opportunities are available for staff in the field of SL? (Formal and non-formal)


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Strategy 6: Institutional practices

Are SL activities part of academic programme review?

Do SL feature in performance management systems?

Are CE/SL activities regularly communicated across the institution?


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Strategy 7: Partnerships and networks

Are clear policy guidelines for partnerships in CE/SL in place?

Are facilitating and support mechanisms for establishing partnerships and networks in place?

Are both internal and external networks encouraged and supported?


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The Partnership ModelThe Partnership Model


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Community service flagships

Urban: Mangaung University Community Partnership Programme (MUCPP)

Etsa Phapang Training Centre Boyden Observatory Rural: Free State Rural Development

Partnership Programme (FSRDPP) Qwaqwa


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Etsa Phapang Training Centre


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Challenges

Paradigm shift Advocacy Communication Programme quality Research activities


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Thank you!

Documents

SU/IU Service-Learning Symposium Nov 2005 1 Strategies and challenges to institutionalising service-learning at a South African university Magda Fourie