Faculty Motivations and Perceptions of Service-Learning in Christian Higher Education

Autor/in	Lewing, James Morgan
Titel	Faculty Motivations and Perceptions of Service-Learning in Christian Higher Education
Quelle	In: Christian Higher Education, 18 (2019) 4, S.294-315 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2018.1534621
Schlagwörter	Christianity; College Faculty; Service Learning; Institutional Mission; Church Related Colleges; Higher Education; Instructional Leadership; Educational Environment; Teacher Motivation; Teacher Attitudes; Teaching Methods; Educational Strategies; Religious Factors; Tenure; Faculty Promotion; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Christentum; Fakultät; Service-Learning; Kirchliche Hochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Amtszeit; Beschäftigungsdauer
Abstract	Service-learning is an educational strategy that aligns with the mission of Christian higher education, yet requires the support of multiple constituencies in order to become institutionalized and fully sustained. Faculty members are central to the implementation of service-learning, and they are influential in the institutionalization process. However, individual commitments to engage in service-learning are also reciprocally influenced by the institutional environment and the value placed on the practice by those in leadership. This qualitative study therefore sought to explore the motivations and perceptions of nine faculty members at three faith-based universities who engage in service-learning. Each participant indicated motivations to engage in service-learning based on a Christian value of service and a positive perception of service-learning as a meaningful educational strategy that reflects the faith-based context of the institution. Therefore, faculty members who commit to service-learning may present a faith integrationalist perspective in which faith influences their work and perceptions of institutional priorities. The participants asserted a need for increased institutional support for service-learning by ensuring that service-learning is rewarded during promotion and tenure processes and establishing a central coordinating structure that could provide faculty development and logistical assistance. Consequently, the findings indicate that greater intentionality is needed from administrators to capitalize on faculty motivations to engage. Recommendations for practice and future research are provided in order to support administrators and faculty members attempting to advance service-learning at faith-based institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01