Parallel Session IV - Room 7

Research Paper

Session Chair: Jacqueline Kareem, Christ University, India

Paving a New Path for University-Community Engagement? Internationalising the Carnegie Community Engagement Classification in Australia [0193] 
Jen Azordegan 
Australian Catholic University

Abstract

For nearly twenty years, the Carnegie Community Engagement Classification has provided American higher education institutions with a framework for self-examination and continuous improvement to embed mutually beneficial community engagement approaches throughout their systems and structures. In 2023, the Classification experienced a significant international milestone, with Australia becoming the first country outside of the United States to successfully roll out a first-time classification cycle with a nationally contextualised version of the application framework.

This presentation will outline Australia’s experience of adopting and adapting the Carnegie approach to institutionalised community engagement; offer a preliminary exploration of findings from Australia’s pilot and first-cycle Classification rounds; and delve more deeply into one university’s participation in both the pilot and first-time classification cycle, and the impact this has had on its institutionalised community engagement journey, particularly in the areas of curriculum quality, professional learning, and tracking and evaluation of community engagement.

The current research study is associated with the pilot Carnegie Electives Classifications Research Lab, which has been established across several universities for the purpose of generating research to advance the purposes higher education using the data available via the Carnegie Elective Classifications. 

Keywords: Carnegie Community Engagement Classification, University-community engagement, Institutionalisation, Australia

Thematic Area(s): 7. Theory, Concept, Pedagogy, and Methods & 8. Service-Learning Cases: Institutional Model

Transformative Education Through EVSEP: Enhancing Peace, Social Justice, and Institutional Resilience in Higher Education [7322] 
Shaoshuang Wen, Xiaopeng Yan, Agnes Tang, Ruohan Wang, Zhenhao Zhao, Minhyeon Won, and Mingxuan Zhang
Wenzhou-Kean University

Abstract

This study examines the role of Extracurricular Volunteer Service and Extension Practice (EVSEP) as a Chinese model for Service-Learning and Community Engagement (SLCE) in shaping first-year undergraduate students’ perspectives on peace, social justice, and strong institutions within higher education. Employing a theoretical framework grounded in experiential learning, critical pedagogy, and social cognitive theory, EVSEP offers students at Wenzhou-Kean University (WKU) in China opportunities to directly engage with real-world issues, fostering critical social and civic competencies. By emphasizing cultural immersion, cross-cultural dialogue, and community partnerships, EVSEP initiatives facilitate mutual understanding among students from diverse backgrounds, contributing to a sense of global citizenship. This study aims to demonstrate that EVSEP significantly contributes to addressing locally relevant issues and advancing Sustainable Development Goals (SDGs)
related to peace, justice, and strong institutions. Through survey data collected at WKU, this analysis aims to provide statistical evidence supporting the efficacy of China’s informal SLCE in addressing SDGs, underscoring the transformative potential of EVSEP in promoting attitudes conducive to global peace, social justice, and institutional resilience within higher education settings.

Keywords: Volunteerism, SLCE, SDGs, Peace, Justice, Institutions

Thematic Area(s): 7. Theory, Concept, Pedagogy, and Methods & 8. Service-Learning Cases: Institutional Model

Service-learning as an institutional commitment to its mission and identity [4705] 
Genejane Adarlo¹, Urduja Amor¹, Agnes Garciano¹ and Juliet Dalagan^2
1Ateneo de Manila University
²Xavier University

Abstract

Service-learning, a widely adopted teaching method in Catholic higher education, provides students with opportunities to address social justice issues. This is why many Catholic higher education institutions have implemented strategic reforms to incorporate service-learning into their mission and identity. However, further research is required to explore how institutionalizing service-learning can deepen institutional practices and goals. Hence, this case study examined the rationale and approach of a Catholic higher education institution in the Philippines in institutionalizing service-learning. Key administrators from this higher education institution participated in focus group discussions. The thematic analysis of the verbatim transcripts revealed that institutionalizing service-learning was the response of this higher education institution to its mission and identity. Institutionalizing service-learning primarily involved introducing strategic reforms for educational improvement: fostering the education of the whole person and contributing to social development. Restructuring and reorganization were carried out to support strategic reforms aimed at educational improvement. These findings offer valuable insights for other faith-based institutions seeking to deepen their engagement with service-learning as part of fulfilling their mission and identity. Specifically, faith-based institutions can adopt strategic reforms based on this study to develop tailored approaches that address their unique needs and goals.

Keywords: service-learning, university-community engagement, institutionalization, Catholic higher education

Thematic Area(s): 8. Service-Learning Cases: Institutional Model