Lorraine McIlrath

Provided by the author(s) and NUI Galway in accordance with publisher policies. Please cite the published version when available. Downloaded 2016-03-06T09:23:40Z Some rights reserved. For more information, please see the item record link above. Title The impact of service-learning on voluntary and community organizations in the west of Ireland

1. Main Issues and Perspectives: An Introduction Ronaldo Munck, Lorraine Mc Ilrath, Budd Hall and Rajesh Tandon PART I: OVERVIEW 2. Community-Based research: Genealogy and Prospects Ronaldo Munck 3. Knowledge and participation: Implications for Community based research Vanessa Liston 4. Community-Based Research and Healthy Communities Jennifer Mullett 5.Global Foundations of Community-Based Research Budd L. Hall and Rajesh Tandon PART II: EXPERIENCES 6. "With or Without You": The Development of Science Shops and Their Relations to Higher Education Institutions in Europe Norbert Steinhaus 7. Research Engagement in the UK: Evolving Paradigms Paul Manners, Sophie Duncan, and Ceri Davies 8. Emerging Practices on Community-Engaged Research: Perspectives from Ireland Lorraine McIlrath, Catherine Bates, Ann Lyons, Kenneth Burns and Padraig Murphy 9. Reflections on Community-Based Research in Australian Universities Michael Cuthill 10. An Organizing Approach to Community-Based Res...

This article provides a reflective critique of the process undertaken to pilot the Carnegie Community Engagement Framework in Ireland between 2015 and 2016. Of particular interest to the authors is the cultural specificity of employing a US-centric self-assessment data capturing tool in a heterogeneous Irish context. Taking the reader through from conception of the idea to its execution and post-pilot reflections, we examine the cultural appropriateness and translatability of the tool to Irish higher education. To frame the discussion of the process, we employ the concept of a community of practice, as defined by Wenger (1998). This was adopted to promote a culture of collaboration in an ever-growing neoliberal system that promotes competition between institutions, rather than facilitating their co-construction of knowledge. In the analysis, we demonstrate how forming this community of practice allowed for a cohesive assessment of the challenges and opportunities that arose through ...

El presente articulo ofrece un analisis de las politicas y la normativa que dan soporte al concepto de la universidad civica (Goddard, 2009) desde una perspectiva historica e internacional, asi como desarrolla lo que se entiende por la “universidad civica”, atendiendo a la literatura existente. Partiendo de contextos tanto internacionales como europeos, se presenta el caso de Irlanda es analizando igualmente sus bases politicas y legislativas, lo que permite poner de manifiesto tanto los retos como las oportunidades que podrian reforzar potencialmente el concepto y la practica de la “universidad civica”. El articulo aboga a favor de articular multiples niveles de politicas y de legislacion con el fin de llevar a cabo la puesta en practica del compromiso civico en la Educacion Superior.

7 Volunteering within Higher Education—A Literature; Exploration and Case Study 125; Lorraine Tansey Lorraine Tansey’s chapter provides an overview of literature on student; volunteering and includes details of a particular student volunteer program—; that of ALIVE (A Learning Initiative and the Volunteering Experience) at; the National University of Ireland, Galway. She concentrates on literature; from the United States and the United Kingdom, outlining its key themes; and identifying the gaps that currently exist in this literature. According to; Tansey, there are three themes that characterize the research in the litera-; ture under review—themes relating to demographics, experiences, and the; impact of student volunteering. Demographic research attempts to quantify; the numbers involved in student volunteering. Research with an emphasis; on experiences documents what actually happens, in practice, when students; volunteer. The literature categorized under the theme of impact is ...

This article provides a reflective critique of the process undertaken to pilot the Carnegie Community Engagement Framework in Ireland between 2015 and 2016. Of particular interest to the authors is the cultural specificity of employing a US-centric selfassessment data capturing tool in a heterogeneous Irish context. Taking the reader through from conception of the idea to its execution and post-pilot reflections, we examine the cultural appropriateness and translatability of the tool to Irish higher education. To frame the discussion of the process, we employ the concept of a community of practice, as defined by Wenger (1998). This was adopted to promote a culture of collaboration in an ever-growing neoliberal system that promotes competition between institutions, rather than facilitating their co-construction of knowledge. In the analysis, we demonstrate how forming this community of practice allowed for a cohesive assessment of the challenges and opportunities that arose through t...

The aim of this study was to investigate the impact of student volunteers on community organizations and to identify deficits in training within service learning modules which, if addressed, could enable community organizations to benefit more from student volunteers. An anonymous survey aimed to measure students’ impact, as perceived by host community organizations, relative to non-student volunteers and paid staff, and to investigate if their impact and the types of work they undertook was correlated with organization attributes. The perceived impact of student volunteers on the organization mission was high, but the nature of their work was functional and not academic in nature. Host organizations felt that student preparedness, prior to their engagement, could be enhanced by members of the organizations either addressing the student body within a classroom context, or by playing a role in the design of modules which may have an impact on their area of focus.

Higher Education and Civic Engagement providesan original and challenging contribution to contemporary debates on the civic purpose of higher education, exploring its manifestations through the practices of teaching and research. The chaptersoffer critical perspectives on the role of higher education institutions in terms of realizing civic missions, especially in current global market conditions.

Over the last two decades the civic purpose of higher education has gained increased attention through mission, policy and practice, and within the academic literature. The aim of this inquiry, entitled Campus Cartography – A Qualitative Inquiry into Civic Engagement and Service Learning within three European Universities, is to develop deeper understandings of the enactment of civic engagement through service learning in three European universities.  Service learning as a pedagogical approach that promotes civic engagement evolved in the United States of America (USA) during the 1960s and can be now described as having been mainstreamed there. A dearth of research literature exists, but in the main this is largely focused on the pedagogy within a USA context (Boyer, 1996; Jacoby, 2003; Sandmann, 2008; Saltmarsh, 1996) thus leaving ample opportunity to develop empirical research in settings elsewhere. In particular, a great opportunity exists within Europe where there is a conducive higher education policy context and as service learning begins to develop.

This qualitative research inquiry assesses the enactment of service learning involving a community of practice approach located in three diverse cultural and historical European contexts. These contexts include a university in Croatia, England and Flanders. The underpinning theoretical framework primarily engages community of practice theory (Wenger, 1998) but has been influenced by cultural historical theory (Vygotsky, 1978).  This framing ascertains if different cultural and historical contexts influence the enactment of the pedagogy from the perspectives of those involved in service learning as a community of practice, namely, university leaders, academics, students, centres for civic engagement and community partners.  The inquiry set out to ‘see through the eyes’ of the research participants and to engage them in a series of ‘close’ encounters by adopting a bricolage of methods, including semi-structured interviews (Bryman, 1984, p78) and ‘Go-Along’ walking interviews (Carpiano, 2009, p263). 

A thematic analysis of the data organised along Wenger’s (1998) three modes of belonging framework led to seven key findings.  These findings point to the enactment of service learning as engaging diverse formations of communities of practice with members assuming different roles to enact the pedagogy, and that the pedagogy in each site of inquiry is localised according to respective cultural and historical contextual influences in terms of conceptions, terminology and enactments.  This research inquiry highlights the importance of strong and open relationships including leadership commitment within a community of practice so as to overcome structural barriers for mainstreaming.  It also addresses the potential for service learning to harmonise existing chasms and debates that exist between the social and economic functions of the university.

The Report provides visibility and critically examines the theory and practice of engagement. It approaches the challenge of Community-University Engagement (CUE) in an integrated manner. It explores ways in which engagement enhances teaching and learning, research, knowledge mobilization and dissemination. It approaches engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement.
 
The Report offers elements of a vision for a renewed and socially responsible relationship between higher education, knowledge and society. It is a product of three years research, in which 73 authors from all the world regions have contributed.

This guide has been written by experienced community and higher
education partners, with a decade of direct experience of campuscommunity
engagement. The aim of this guide is to help the community
find meaningful ways to access and partner with Higher Education
Institutions (HEIs) in Ireland.

The practices of community-based research spring from the understanding that research and knowledge are not created and stored in the university, then disseminated to the general public, but that research and knowledge are influenced by and created in response to community needs and contexts. This book describes, analyses, and points a way forward for the field of community-based research as practiced within higher education. It sets the historical background for current debates and engages the leaders in this field to create an imagination-driven agenda for transformation. It surveys the rich experience of community-based research participants across countries and regions, stressing both the diversity of these experiences and their common themes. Finally, it sets forth visions of how higher education and community-based research can together move forward, to the benefit of all society

The 'mission'statements of Higher Education Institutions often include both explicit and implicit commitments to their local, regional and national communities. These may be expected to vary according to particular social, political, environmental, historical, cultural and economic contexts. However, with globalising trends there is pressure for institutions to demonstrate a commitment to economic growth and 'relevance,'as well as the adoption of an emerging 'standard model'of what constitutes a university.

Service learning brings together students, academics and the community whereby all become teaching resources, problem solvers and partners. In addition to enhancing academic and real-world learning, the overall purpose of service learning is to instil in students a sense of civic engagement and responsibility and work towards positive social change within society.

Embedding Service Learning in European Higher Education promotes service learning as a pedagogical approach that develops civic engagement within higher education. It both describes and assesses the most recent developments and contextual positioning of service learning in European higher education and considers if and how the pedagogy is responding to European Union policy and the strategy of higher education institutions and towards engagement with broader societal issues.

With case studies from 12 universities across Europe, this book draws on existing practice, shares knowledge and develops best practice to provide conceptual and practical tools for teaching, researching and practising service learning. This book:

exposes service learning as a key approach in terms of embedding a culture of political and civic literacy within higher education;
considers service learning in Europe, an area of growing research in service learning practice;
explores the issue of university social responsibility;
presents chapters from leaders in the service learning movement at a national and international level.
Practical and engaging, Embedding Service Learning in European Higher Education is a fascinating read for anyone working in service learning as well as those working at universities with an interest in social and civic engagement and institutional reform.

A unique, comparative survey of community-based research within a higher education context, featuring some of the top scholars in the field, this book brings together a global range of experiences with community-based research and engages the leaders in the field worldwide to set out visions for future directions, practices, and developments.

Editors: Munck, R., McIlrath, L., Hall, B., Tandon, R. (Eds.)

... in Higher Education programme in the areas of course design and assessment. ... Murphy is a graduate of Teachers College, Columbia University, New York, where ... 20-volume series exploring the relationship between service-learning and academic disciplines/disciplinary areas. ...

Higher Education and Civic Engagement providesan original and challenging contribution to contemporary debates on the civic purpose of higher education, exploring its manifestations through the practices of teaching and research. The chaptersoffer critical perspectives on the role of higher education institutions in terms of realizing civic missions, especially in current global market conditions.

Higher Education and Civic Engagement providesan original and challenging contribution to contemporary debates on the civic purpose of higher education, exploring its manifestations through the practices of teaching and research. The chaptersoffer critical perspectives on the role of higher education institutions in terms of realizing civic missions, especially in current global market conditions.

The Academic Programme Chair Lorraine McIlrath and CKI team look forward to welcoming you to the west of Ireland and the University that centralises the importance of service learning and community engagement. We endeavour to create a rich and engaging international conference so as to share and progress scholarship in the field. Further information on the conference will be accessible at http://www.researchslce.org/ #IARSLCE2017 The annual IARSLCE conference is scholarly venue to disseminate new knowledge on service-learning and community engagement. The focus of presentations, symposiums, and keynotes is on research incorporating a variety of theoretical, methodologies, and perspectives. The conference also serves as a gathering place for networking and association business meetings for members. A significant component of the conference is the mentoring of graduate students and new faculty members interested in advancing their own research agendas in this field.

The Academic Programme Chair Lorraine McIlrath and CKI team look forward to welcoming you to the west of Ireland and the University that centralises the importance of service learning and community engagement. We endeavour to create a rich and engaging international conference so as to share and progress scholarship in the field. Further information on the conference will be accessible at http://www.researchslce.org/ #IARSLCE2017 The annual IARSLCE conference is scholarly venue to disseminate new knowledge on service-learning and community engagement. The focus of presentations, symposiums, and keynotes is on research incorporating a variety of theoretical, methodologies, and perspectives. The conference also serves as a gathering place for networking and association business meetings for members. A significant component of the conference is the mentoring of graduate students and new faculty members interested in advancing their own research agendas in this field.

The purpose of this chapter is to define, characterise and critique the concept of the 'civic university' (Goddard 2009) from scholarly, egislative and policy domains within the context of Ireland, drawing from international and national dimensions.