Assessing Community Impact after Service-Learning: A Conceptual Framework

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Abstract

Service-learning integrates experiential learning with community service, yet its community impacts have not been systematically studied. This may reflect the lack of a conceptual model for impact assessment, and failure to investigate the end-beneficiary’s perspective. This study proposes a tripartite model, in which the community impact of service-learning is analyzed from three perspectives: that of the community partner, the end-beneficiary, and the
service-learning intervention itself. The model identifies three impact domains salient for the community partner: the level of capacity for service; goals and value achieved; and new knowledge and insights gained. For impact domains
salient for the end-beneficiary, the model utilises the needs fulfilment matrix developed by Max-Neef (1991), along with the concept of quality of life. It is argued that the model can accommodate the community impact generated from
the community partner, the end-beneficiary and their interactions.
Original languageEnglish
Title of host publication6th International Conference on Higher Education Advances (HEAd’20)
Place of PublicationSpain
PublisherUniversitat Politècnica de València
Pages35-43
Number of pages9
DOIs
Publication statusPublished - Jun 2020
Event6th International Conference on Higher Education Advances - Valencia, Spain
Duration: 2 Jun 20205 Jun 2020
http://headconf.org/

Conference

Conference6th International Conference on Higher Education Advances
Abbreviated titleHEAd'20
CountrySpain
CityValencia
Period2/06/205/06/20
Internet address

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Keywords

  • Service-learning
  • community impacts
  • the community partner
  • the end-beneficiary
  • needs fulfilment

Cite this

LAU, K. H. C., & SNELL, R. S. (2020). Assessing Community Impact after Service-Learning: A Conceptual Framework. In 6th International Conference on Higher Education Advances (HEAd’20) (pp. 35-43). Universitat Politècnica de València. https://doi.org/10.4995/HEAd20.2020.10969