The Principle of Reciprocity in Service Learning: The Case of De La

The Principle of Reciprocity in Service Learning: The Case of De La Salle University Ma. Lourdes F. Melegrito Center of Social Concern and Action (COSCA) De La Salle University

There is a challenge to move towards a collaborative endeavour between institutions of higher education and their larger communities for social progress.

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“Engagement is now a mind-set ensuring that tertiary education can meet its multiple responsibilities… creating a culture of learning, directing research and teaching to sustainable development, and strengthening links with social partners are now inescapable obligation for educational institutions” Gill (2012)

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CALL

•The call is to align the perspectives of the universities to the nature of community work, student’s learning methodology as they fulfill school mission and social transformation.

ONE FORM OF INTERVENTION: SL • “course-based and credit-bearing educational

experience by which students • a) participate in an organized service activity that

meets identified community needs, and • b) reflect on the service activity in such a way as

to gain understanding of course content, • c) a broader appreciation of the discipline, and • d)an enhanced sense of civic responsibility”

(Bringle and Hatcher, 1995 p.112).

five important components can be derived upon: • - academic preparation, • - engagement with the community, • - reflection on their service, • - reciprocity between and among the

academic participants and partner community and

• - appreciation of the discipline.

FOCUS

•ON RECIPROCITY •It aims to develop a reciprocity framework in view of service learning and present De La Salle University’s SL experience.

Donahue, Bowyer and Rosenberg (2010) likewise question the reciprocal relationship in Service Learning (SL). • Are those who receive service the equals

of those who serve, particularly in the eyes of those giving service?

• How do power differentials between participants in service learning relationships influence service and learning. And

• What are the implications of such inequality for the learning of those who serve?

“Does reciprocity imply mutually-beneficial transactions or co-created, power-shifted partnerships, or both?” -International Association of Service Learning and Community Engagement, 2011

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From the literature review, reciprocity is characterized by common interest of the server and the served, their collaborative goal, collective action and process, mutual exchanges, trust with each other and commitment to the work

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These characteristics define the nature and type of partnership of the parties involved in SL


Partnership is manifested in the collaborative work between the university and community for mutual beneficial exchange of resources


Relevant ingredients of partnership can be inferred from the literature and these include:


• agreed upon goals and measurable outcome;

• mutual trust, respect and commitment; ownership and responsibility;

• established roles, processes and norms of partnership;

• presence of feedback mechanism and; • there is credit for the partnership

accomplishment

This study will focus on the partnership aspect of parties involved in SL being the key element in the principle of reciprocity

Conceptual Framework

DLSU-COSCA

Service Learning Community Partnership

Type of Partnership

Partnership Sustainability

Learning and Recommendation

Partnership Benefits

Methodology

Evaluation built on the profusion of the following documents:

Civic Welfare Training Service (CWTS) and Service Learning (SL) Manuals

DLSU-COSCA’s Planning Documents

Impact Evaluation, Accomplishment and Assessment Reports

Community Partner Profiles, Brochure and Orientation materials

Based on the review of literature and program evaluation documents, initial evaluation indicators were identified and applied to look into :

Type of Partnership



Type of Partnership • Common Context • Common Principles/Values • Common Vision • Common Goals and Purpose • Defined Roles and Responsibilities

Type of Partnership • Understanding and Agreement between

University and Community • Participatory Planning Process • Joint Discussion and Approval of

Implementing Guidelines • Participatory Monitoring System • Participatory Evaluation System


• Individual Growth • Enhanced knowledge, skills and orientation

• Organizational Capacity • Human resource development • Technology development • Resource mobilization capacity • Political capacity

Partnership Benefits • Community Building

• Improved Inter-personal Relations • Stronger Community Relations

• Influence in the Community • Socio-political Influence • Cultural Influence • Increased Engagements

• Created Positive Impression in the Larger Community • Increased membership • Increased affiliations • Increased Supporters

Partnership Benefits • Cooperation for Mutual Benefit

• University-Community Integration Process (culture and language)

• University-Community Relationship Building

• Presence of Incentives

Partnership Sustainability • Common Mission and Accountability • Commitment and Long-Term Engagement

• Integral part of school’s mission • Integral part of partner’s mission • Programmatic • Presence of Memorandum of Agreement

• Principles and Processes of Partnerships are Clear • Governance structures (leadership, decision-making,

implementing mechanisms – planning, monitoring, documentation and evaluation)

• Defined Roles and Responsibilities


• Presence of Mutual Respect and Trust • Projects build upon mutually identified strengths and needs • Shared Resources

• Collective effort in mobilizing and utilizing resources • Clear and Open Communication

• Willingness to listen and learn from each other • Feedback system in place

• Partnership Development

Findings of the Study

Type of Partnership

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Partnership with Local Community-based Organizations Partnership Building

Memorandum of Agreement Development of

Implementing Systems and Mechanisms

Shared Vision-Mission, Values, and Principles

Common and Integrated Goal

Strategic Partnerships with Clearly Defined Roles and Responsibilities Mutual Process Ownership and

Mutually Agreed and Observed Management Systems

Partnership Benefits (Community Partners) Enhancing Human Capital of the Partner Organizations

Formation of Community Leaders

Relationships of Members of the Organization Intensified

Contributed to Organizational Operations

Partnerships Added Value to the Credibility of the Community Partner Organization

Enhanced Interaction with other Community Stakeholders

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Partnership Benefits (University)

Well Arranged Venue for Student’s Community Learning

Well Trained Area Coordinators (AC) to Supervise the Students in the Community

Provided venue for community exposure and learning

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PARTNERSHIP SUSTAINABILITY Built Social Capital

Mutual Benefit Institutionalization of Internal Support System Strategic Partnership with Development Oriented and

Community-based Organization

Mobilization of Social/ Community Development Practitioners as Facilitators

Consideration of both the Partner Organization Needs and the Capacity of the Students

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Learning and Recommendation

PAGSIBOL (sprouting)

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Criteria of Partnership

Partnership Building

PAGLALATAG (laying down)

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Memorandum of Agreement

Development of Implementing Systems and Mechanisms

PAGPAPANDAY (smith)

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Ennnnnnnn Hnnnn Cnnnnnn

Fnnnnnnnn

nn Cnnnnnnnn

Lnnnnnn

PAGTATASA (sharpen)

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Term-End Assessment

Yearly Assessment

PAGTATAYA (commit)

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Joint Meeting of Facilitators and Community Partner Area Coordinators

Annual Commitment-Setting

Thank you for your attention