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ERIC Number: ED556679
Record Type: Non-Journal
Publication Date: 2013
Pages: 328
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6415-8
ISSN: N/A
The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis
Woodard, Kelsey
ProQuest LLC, Ph.D. Dissertation, Western Michigan University
This research explored issues surrounding service-learning directors (SLDs) within higher education institutions, including who they are, how they became SLDs, and what they experience in the role. Qualitative data were drawn from in-depth interviews of 11 SLDs, as well as review of their vitaes. A qualitative inductive analysis was conducted in which important patterns, themes, and interrelationships that emerged from the data were coded into a category system of major themes and subthemes. Data analysis revealed the following major themes: (1.0): all the SLDs came from various helping profession backgrounds, with interesting journeys to become a SLD; (2.0) many SLD's embarking upon their professional carriers had a transformational experience and/or craved a deeper experience beyond the pages of the text book; (3.0) most SLDs have such a strong connection to their undergraduate/graduate institutions and its mission that they have continued to work at, or returned to currently serve at, this same institution; (4.0) Majority of the SLDs agree that service-learning should be housed, as research suggests, within Academic Affairs; (5.0) all of the SLDs use the standard definition of service-learning, stressing the importance of the hyphen "-" to show the reciprocity between all key players; (6.0) values and beliefs vary among the SLDs, however they do centralize around the theme of holistic student growth; (7.0) many SLDs felt institutional support (upper level) was needed, not just in terms to say they approve of service-learning, but for them to be active participants in service-learning; and (8.0) most SLDs correlate their job responsibilities to align with the institution's core mission, but do admit that there are "blurred lines." These themes were organized into a framework profiling SLDs, and 17 key findings were extracted. Comparison to the extant existing research is offered, as are recommendations for higher education leaders and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A