Service-learning as an approach to work-integrated learning
- Publisher:
- Routledge
- Publication Type:
- Chapter
- Citation:
- Advances in Research, Theory and Practice in Work-Integrated Learning, 2022, pp. 157-166
- Issue Date:
- 2022
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| 10.4324_9781003021049-18_chapterpdf.pdf | Published version | 144.91 kB |
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In the United States, service-learning evolved separately to the cooperative education movement in higher education. In Australia however, since the 1990s’ era of “generic skills” for work-ready graduates, service-learning within communities has tended to be seen as a type of work-integrated learning (WIL) activity, with the associated benefits of enhancing students’ professional and soft skills and connecting universities to industry needs in curriculum development. However, this view does not take into account the distinct opportunities service-learning offers for universities to deliver holistic education and socially responsible graduates while enhancing their public benefit. This chapter, informed by a national review undertaken in 2019, introduces the Australian context of service-learning, including current gaps within disciplinary activity and in knowledge-sharing and research across institutions on pedagogy and practice. It also identifies “transformation”, “reciprocity” and “reflection” as three key design elements to usefully guide both service-learning and WIL curriculum development.
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