A Review of the Situation of Service-Learning in Higher Education in Spain

Autor/inn/en	Opazo, Hector; Aramburuzabala, Pilar; Cerrillo, Rosario
Titel	A Review of the Situation of Service-Learning in Higher Education in Spain
Quelle	In: Asia-Pacific Journal of Cooperative Education, 17 (2016) 1, S.75-91 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Foreign Countries; Service Learning; Higher Education; Educational Strategies; Content Analysis; Conferences (Gatherings); Data Analysis; Grounded Theory; Universities; Qualifications; Qualitative Research; Computer Software; Coding; Educational Attainment; Educational Policy; School Responsibility; Bachelors Degrees; Spain + Suchen Sie Ihr Suchwort? Ausland; Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrstrategie; Inhaltsanalyse; Auswertung; University; Universität; Qualifikation; Qualifikationsstufe; Qualitative Forschung; Codierung; Programmierung; Bildungsabschluss; Bildungsgut; Politics of education; Bildungspolitik; 'Bachelor''s degrees'; Bachelor-Studiengang; Spanien
Abstract	As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article analyses S-L in higher education in Spain with the purpose of understanding the expression of this promising teaching strategy. The paper is based on documentary analysis of key documents from the last official conference of the S-L that took place in Bilbao (2013). Data was analyzed using thematic analysis and grounded theory, with Atlas.Ti. The process of data analysis was based on a thematic framework of three categories: [1] S-L University Qualifications, [2] S-L Institutionalization status, and [3] S-L Possibilities and Positive effects. This analysis can deepen understanding of the S-L pedagogy, improve practice and create a framework for future research. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01