This study was conducted to assess practices and challenges of community service at Woldia College of Teacher Education. Colleges are the main actors that deliver community service in Ethiopia. Community service is among the three pillars of the college’s business along with teaching and research tasks. To achieve the research objective the researcher employed a qualitative descriptive case study design, to assess practices and challenges of community service at Woldia College.
The data was collected using two instruments, a questionnaire and a semi structured interview. The semi structured interview and questionnaire were administered for purposely selected academic staff members of Woldia College. Twenty participants filled out the questionnaire and six participants were interviewed. Articles, books, and different reports were reviewed and used as sources of data. A thematic data analysis technique was employed to analyze the data.
The results showed, that, though community service is rendered since 2001 at Woldia College, there are still limitations in adhering to conduct community service. These include shortage of budget, low level of college community linkage, less commitment of the staff and the low level of monitoring and evaluation. Based on the findings the following recommendations were made: the college should adapt strong monitoring and evaluation mechanisms to supervise community service project, community service needs to be declared as an obligatory task, budget ought to be allocated to run the programme, and community service must be part of school curriculum.
Practice and Challenges of Community Service at Woldia College of Teacher Education: FAQs
What is the main topic of this study?
This study assesses the practices and challenges of community service at Woldia College of Teacher Education (WCTE) in Ethiopia. It explores how community service is implemented at the college and the obstacles encountered in its effective delivery.
What is the objective of the study?
The study aims to examine the practice of community service at WCTE and identify the challenges faced in its implementation.
What methodology was used in the study?
A qualitative descriptive case study design was employed. Data was collected using questionnaires (administered to 20 staff members) and semi-structured interviews (conducted with 6 staff members). Thematic data analysis was used to interpret the results.
What are the key findings regarding the practice of community service at WCTE?
WCTE has conducted community service since 2001, offering training in research, teaching methodology, and various skills. However, the implementation faces limitations, including insufficient budget, weak college-community linkages, low staff commitment, and inadequate monitoring and evaluation.
What are the main challenges identified in conducting effective community service at WCTE?
Challenges include a lack of long-term planning, activity-based and disconnected implementation, insufficient monitoring and evaluation, conflicts between research and community priorities, community service being viewed as voluntary rather than obligatory, low stakeholder engagement, and limited external support. Additional challenges mentioned are misunderstandings about partnerships, institutional bureaucracy, resource constraints, lack of tangible outcomes, and sustainability issues.
What is the significance of community service learning in education, according to the study?
The study highlights the importance of community service learning in developing social skills, civic responsibility, and prosocial behavior in students. It connects this to broader educational philosophies emphasizing the development of ethical and responsible citizens.
What is the overall impact of community service learning on students’ social skills?
The study suggests that community service learning positively impacts students' social skills, fostering a sense of responsibility, improving understanding of societal issues and diverse perspectives, and enhancing self-esteem.
What were the key themes that emerged from the interviews with academic staff?
A key theme was community service as a source of self-satisfaction and personal growth, enhancing social skills and understanding of societal issues. Another theme highlighted the practical challenges of implementing community service effectively due to factors like lack of commitment and resources.
What are the recommendations made by the study?
The study recommends strengthening monitoring and evaluation mechanisms, making community service an obligatory task, allocating sufficient budget, and integrating community service into the school curriculum.
What sources were reviewed for the literature review?
The literature review cites various authors and works on community service learning, its impact on social development, and its implementation in educational settings. Specific references are provided at the end of the document.
Table of content
Abstract
1. Background of the Study
2. Objective of the study
3. Literature Review
4. Significance of Community Service Learning in Education
5. Overall Impact of Community Service Learning on Students’ Social Skills
6. Methodology of the study and participants
7. Findings and Discussion
8. Interview response of academic staff
9. Practice of Community service at Woldia College of Teachers Education
10. Challenges of conducting effective community service at Woldia College of Teacher Education
11. Conclusion
12. Recommendations
ACKNOWLEDGMENT
I would like to forward my appreciation and gratitude to my friend Menberu Akanie for his constructive comment throughout the study. He helped me by giving invaluable advice and I have learned a lot from his comments. The scholarly treatment he showed me has served as an inspiration and source of confidence for the completion of this study. Without his advice and constructive comments realizing this research would have been unthinkable.
I also owe a great deal of gratitude to my brother Birhan Hailu and my friends who were with me all the time and reminding me to carry out the study effectively. I am in a position where I cannot take the sole credit for the completion of this study. I credit every piece of strength of this study to them for their moral support and kindly treatment.
I am also especially thankful for the enthusiastic cooperation Woldia College of Teacher Education academic staff members who were the subject of the study.
Abstract
This study was conducted to assess practice and challenges of community service at Woldia College of Teacher Education. Colleges are the main actors that deliver community service in Ethiopia. Community service is among the three pillars of the college’s business along with teaching and research tasks. To achieve the research objective the researcher employed a qualitative descriptive case study design to assess practices and challenges of community service at Woldia College of Teacher Education. The data were collected using two instruments namely questionnaire and semi structured interview. The semi structured interview and questionnaire were administered for purposely selected academic staff members’ of Woldia College of Teacher Education. Twenty participants filled the questionnaire and other six participants were interviewed. Articles, books, and different reports were reviewed and used as sources of data. Thematic data analysis technique was employed to analyze the data. The results showed that, though community service is rendered since 2001 at Woldia College of Teacher Education, there are still limitations in adhering to conduct community service. These include shortage of budget, low level of college community Linkage, less commitment of the staff, and the low level of monitoring and evaluation. Based on the findings the following recommendations were made: the college should adapt strong monitoring and evaluation mechanisms to supervise community service project, community service needs to be declared as an obligatory as voluntary task, budget ought to be allocated to run the programme, and community service must be part of school curriculum.
K e y w o r ds : community service, higher education institutions, practice and challenge.
1. Background of the Study
Community service learning programs in schools are experienced around the world in extensively diverse contexts (Bhattacharyya, 2004). Previous research suggests that learning through community service develops higher accountability to fulfill social responsibilities (Kolenko et al. 1996; Melaville, Berg, & Blank, 2006) and offers students a chance to grow into a civically engaged environment (Godfrey1999; Rama et al. 2000). Such learning allows students to practice giving back to humanity at large, while it also supports classroom learning through experiential activities-community service being one of them (McCarthy & Tucker 1999). By integrating community service into the core curriculum, it provides students life skills that benefit the community and society as a whole. Besides, it also supports teachers to integrate education, learning and humanity (Andrews, 2007; Easterling & Rudell, 1997). Students become more active because of their participation in community service programs and educational organizations become involved with the community and start working towards solving societal issues.
Community service has been delivered by many universities and colleges across the globe but defined variously across countries and colleges. Some of the common definitions given for community service are summarized as follows. Community service is one of the college -community engagements or campus-community relations, which is defined as the “relation- ship between a college and any of its communities” (Wallis, 2006: P. 2). Yates & Youniss define community service as “an involvement in activities which help others”. Community service includes all forms of community engagement (CE), such as engaged scholarship, service-learning, civic engagement, and voluntarism. Similarly, Jongbloed et al. consider community service as the “third mission,” which includes every activity besides the traditional teaching-learning and research task. It may include both formal and informal “sustainable networks, partnerships, communication media, and activities between HEIs (higher institutions) and communities at local, national, regional, and international levels.
Community service is important not only for the recipients of the service, but it also promotes social development in the participants . For instance, colleges can develop an intellectual foundation for community engagement by integrating the key aspects of the college’s mission, teaching, and research with the service providers and the community. The staff will also use community service to develop their career and promotional purpose. And more importantly, Bidandi et al. described that community service or engagement has become a requisite for promotion and policy development. But there is no standard procedure across departments, lecturers, and students. In addition, community engagement is “marginally institutionalized” and poorly integrated with the budget, teaching and learning, and research activities of most colleges.
Community service is a mandate of colleges in Ethiopia. Higher education institutions in Ethiopia have a mandate to serve three missions: teaching-learning, research, and community service. The issue of community service therefore as the core objective of HEI is stressed both in the 2009 Ethiopian Higher Education Proclamation and the Education Sector Development Program. More importantly, many institutions in Ethiopia including Woldia College of Teacher Education use the performance of the staff in delivering community service.
However, the community service programs delivered by HEIs of Ethiopia are discontinued or challenged by several shortcomings. Some of the problems faced by such programs are no long term and focused plan, the implementation is activity based and disconnected low levels of monitoring and evaluation framework, conflict between research, community vs. government priorities and community service considered as voluntary work. A low level of mutual engagement among stakeholders and a low level of external support are also reported.
From experience there are many impediments that affect community service such as misunderstandings about the mission and roles of partnerships, institutional bureaucracy, resource limitations, lack of tangible out comes, lack of sustainability, community fatigue, attitudinal barriers, and/or cultural incompetence among department.
Having seen these challenges the researcher was motivated to conduct a research in this area. Therefore; the researcher wants to assess practice and challenges of community service at Woldia College of Teacher Education.
2. Objective of the study
The followings are the objectives of the study:
- To examine the practice of community service at Woldia College of Teacher Education.
- To identify challenges of community service at Woldia College of Teacher Education.
3. Literature Review
Kohlberg (1971) has defined community service learning as a vital element of social and civic development that forces students to confront social issues. He believes that when people engage in services for others with a new way of thinking, people may be persuaded into reasoning at higher levels by reorganizing the way they think about a given situation. Community service engagement at the school level has an informal, but a strong educational objective as it improves students’ skills while they serve and enhance their social and civic consciousness. Community service learning can be a co-curricular activity or program as it is not mandatory. It is something instructors do apart from or in addition to their academic studies that plays a vital role in other developmental areas. Rest and Narvaez (1991) have acknowledged community service as a means of promoting social and moral development in the doers. Since the last two decades, community service learning programs have been used as an interesting pedagogy. One of the pedagogies of community service learning projects is youth mentorship programs and it is observed that youth mentoring has a positive impact on students where they have to teach the same age or below age students from the community. Jacoby (1996) opines it is the methodology and teaching technique that relates academic learning and community service so that each supports the other in order to achieve educational goals. Community service learning plays an important role in developing social skills through building qualities of ethical and responsible citizens. In today’s world, commercial agendas have influenced a lot of our educational institutions in goal setting; whereas in the past, the establishment of civic responsibility and its sense in students was one of the main objectives of public education institutions (Sears, 2003).
A broad and comparatively new discipline in educational psychology these days is evolutionary thinking (Buss, 2004). Evolutionary thinking defines the growth of prosocial behaviors essential in a group of people to participate in positive acts in order to confirm the existence of members within the group (Trivers, 1971). In this context, prosocial behavior can be seen in the form of community service through a service learning project where people not only help others, but also appreciate others through the notion of pluralism.
An argument can be raised based on the above mentioned definition of community service that the purpose why community service residues a vital element among people is that we have progressed the dimensions and necessity to not only benefit from the amenities of others, but to provide those privileges to others in society. One concept that defines the popularity and success of community service is basically that of sympathy with others who need support, a notion that is generally referred to as ‘empathy’, where individuals who witness others in need of support feel intrinsically obliged to participate and communicate with them, contributing to them, providing support and assistance whenever possible (Penner et al. 2005). Hence, this notion is convincing for many evolutionary thinkers, who claim that early behaviors such as humanity and commitment towards community developed from need and at this moment offer the glue for the fabric of contemporary behavior. When students learn to help the community and have a prosocial behavior at the school level, it is most likely that they will continue this habit of serving others voluntarily in their later life as well. These initial behaviors have facilitated to shape group standards that are now visible in the social interface and prosocial actions of society nowadays (Buss, 2004).
4. Significance of Community Service Learning in Education
Previous researches have explored the significance of community service learning within the community and how people need to feel associated with society by providing specific skills to others (Adler, 1964; Lisman, 1998). Research has also shown the significance of community service in connection to moral values and the development of social skills (Boss, 1994). Adler (1964) describes the importance of volunteering with others for the common good of the community. As a collective society, citizens need to remind themselves to participate in prosocial behaviors for the shared good.
Educational institutions have usually prepared students for the demands of the world by stressing critical thinking and social responsibility and the importance of contributing to the community and social activities. This notion supports John Dewey’s (1937) stance, a pioneer in higher education that the responsibility of all societies is to provide equal opportunity for educational advancement to everyone. He believes that all individuals within a society have a responsibility to act in socially responsible ways and to participate in critical thinking that will improve the overall quality of human interaction. It is believed that the overall quality of human interaction can be improved through inculcating social skills that can be developed through childhood and nourished by helping others. To help others voluntarily, leads people towards engagement in community service (Dewey, 1916).
5. Overall Impact of Community Service Learning on Students’ Social Skills
Social skills of society and civic accountability are defined as the energetic involvement of an individual in a community (Gottlieb & Robinson, 2004). Buss (2004) reiterates that decent character and excellent social skills should be the primary concern of every educational system. We should produce ethical human beings before our students become skilled professionals. Therefore, nurturing social skills, building personality and learning of ethical, moral and social values are considered as the primary purpose of teaching and learning process and are also stressed by many educationists like Dewey. Education is also recognized as a moral and social activity by some authors who are not educationist (Rocheleau, 2004). The school administrators are now reviewing the teaching of social skills in schools because it seems that deterioration of social skills and values in students are prevailing at a high level. School misbehaviors, misconducts and bunking of classes have compelled school management to rethink about changing the culture of schools. Developing social skills, character building and teaching code of conduct are incorporated into the school environment and community in order to help students to be committed while learning, to become good citizens, to deal with conflicts and to engage in community with active participation by fulfilling social responsibilities (Gottlieb & Robinson, 2004).
Community service learning is not a new notion, and the practice of acquiring and serving comes from the conventional models of Aristotle and Plato. These models promote education as a medium of creating good citizens, provide them with knowledge and wisdom both in order to pursue good deeds by achieving the set goals (Rocheleau, 2004). Therefore, if we want to develop our society on educational grounds, then we must select a model that emphasis on inculcating a sense of social responsibility in the students leading to an enlightened educational system through promoting sound social skills, where civic accountability is a prime goal.
6. Methodology of the study and participants
A qualitative approach with descriptive case study design was employed for this study, assuming that it provides an overview and in-depth understanding of intervention or phenomenon and the real-life context in which it occurred. (Kumar, 2011 ) stated that a case could be an individual, community, institution, event, subgroup of a population, a town, or a city. Hence, WCTE as an institution was taken as a case in point to investigate the nature of community service and the challenges faced. Since the case study is helpful to investigate a particular event in-depth, the practices and challenges of community service were explored in the study area. Among the three types of case study design, i.e., descriptive, explanatory, and evaluative, the descriptive case study was found appropriate for this study, which according to (G.Egziabher, 2012) describes an intervention within the context it operates.
To do so, data was collected from Woldia college of Teacher Education staff members. Semi structured interview and questionnaire were administered for purposely selected college staff members.
Accordingly, semi structured interview conducted with six staff members who were supposed to have extensive knowledge of the problem under investigation. In this regard, (Hanchett, 2015) recommend that gathering data directly from individuals who are believed to have extensive experience of the subject under investigation is helpful. Hence, the interviewed staffs were thought to have a detailed knowledge of community services because of their experience.
And the questionnaire was administered for twenty WCTE staff members. The participants were selected purposely. Because the researcher believed that they could have better information on the issue.
Qualitative data analysis techniques, mainly thematic analysis have been employed to interpret the results and present the findings of the study. Regarding the thematic analysis, the researchers first identified the themes/central ideas that emerge from the transcription of the interviews, and analyzed accordingly. The researcher also tried to review written materials such as articles, books, reports, and journals concerning the specified research questions of the study.
7. Findings and Discussion
In order to answer the research questions and complete the research study, it is essential to analyze the data thoroughly that is collected during the study. This section presents the findings of the study using a qualitative method. The findings were derived using a qualitative data analysis technique that is based on the thematic analysis of interviews. The section also examines the key results in relation to the intended research question, which is the base of this research study.
Currently, community service learning is being used to define an extensive array of pragmatic learning activities from volunteer service ventures to field studies and practicum and it takes place when there is a distinct equilibrium between learning and service outcomes (Furco, 1996). One more aspect of community service learning is the exchange of benefit between the volunteers and the recipient (Gomez, 1999). It is a program in which volunteers without material compensation accomplish service with the intention to benefit the community. Sometimes it is non-curriculum based; compulsory or voluntary, does not generally include distinct learning goals and may have activities that take place in school or outside school.
An in-depth picture can be drawn upon how students perceived the community service learning program and what motivated them to participate in it through qualitative data analysis. For that reason, thematic analysis was used to explore the understanding of the participants’ responses.
These findings also imitate a number of studies using different tools, research samples and methodologies. Astin and Sax (1998, 2004) found in their research study that community service learning is advantageous for receivers in both short and the long term. Service provider who willingly contribute to community service learning programs may gain several benefits, including enhanced social skills, community consciousness and a desire to help others (Eyler & Giles, 1999). Community service learning programs engage schools in an organized service that addresses community needs while improving the students’ educational skills and commitment.
8. Interview response of academic staff
Community service learning as a source of self-satisfaction. This theme includes academic staffs’ perceptions about the community service experience. Academic staffs’ were certain that it gives them self- satisfaction and real life experiences that enable them to learn many things, for example how to work with their class fellows, how to manage time for voluntary work and their studies, how to teach others, how to help others and above all to do something for humanity. All interviewed had almost the same views while defining community service learning.
This theme revealed that academic staffs’ experience about community service learning as a source of self-satisfaction, which also improves their relationships with recipients. Academic staffs’ discussed how these interactions impacted on their personality. This theme involved various outcomes identified by the research participants. Throughout the interview, it was observed that the participants expressed their views clearly by sharing their experiences.
“From the community service learning program, I learned about how to help others, through leadership...and also responsibilities of a good citizen. I realize that even one person like me can really make a difference.”
As the above extract illustrates, academic staffs’ discovered high self-esteem and the feeling that a socially responsible person can make a big difference. The students reported that the community service learning experience supported their values, which sometimes also translated into an improved sense of responsibility. Another change that students identified as a result from community service experience was increased student awareness of the people around them and about society. Similar outcomes are reported in the research study done by Astin and Sax (1998) discussed how community service impacted the way that they observed needy people of their society, which helped them re-evaluate their previous beliefs. One academic staff stated:
“The important thing that I learned was what it is really like to be less privileged. When you come to know the reality of something, you behave in a different way because you try to understand others from their perspective.”
Another academic staff shared a very interesting point. He said:
“I think this experience made a really big change in my attitude towards understanding social skills... I learnt how to respect others…. Then from that, it just inspired me to be good with every one, help others and I should volunteer more and count it as my moral duty.”
For one academic staff, participating in the community service program helped her to become more responsible, and for that, he appreciated the school efforts and remarked:
“I have time for it and I can do it…. I am very happy because such programs initiated myself… to be socialize and also to be responsible…. I had got an amazing experience…”
Regarding the practical implementations two of the interviewed asserted the following.
“Even though we believe that community service is highly important to capitalize learning, we don’t normally support schools according. Because we lake commitment to implement it.”
This study revealed that academic staffs of WCTE perceive community service as an important activity; it helped them to improve their social skills, made them socially responsible, enabled them to understand diversity, and understood societal issues. In addition, few students of the focus group interview stated that community service helped them clear their concepts that they had learnt in their classes. On the other hand, recipients also learnt from this program by enjoying their studies and developed a strong bond with other volunteers.
9. Practice of Community service at Woldia College of Teachers Education
Since its establishment in 2001, WCTE has conducted teaching and learning activities and rendering community services as enshrined in its vision and mission. Community service includes different activities ranging from distributing teaching learning materials and giving training to selected schools of North Wollo Zone.
There are three different forms of community service at WCTE. These are research training, teaching methodology training, and skill training. In the case of training, WCTE delivers need based short term training for different school teachers.
The services are demand driven community services, in the form of research training, teaching methodology training, and skill training. In other cases, there are occasions when demands arose from the college staff members. But the problem is how many of those community service activities are demand driven and research-based? Members of the academic staff of WCTE said that there is a strong desire from the College deans to address community service for the concerned bodies but the big problems observed from the college are not allocating enough budgets to run the programmme and lake of monitoring and evaluating the performance of community service. Another problem raised by the participant was the design mechanisms and to deploy teachers into community service are the responsibilities of the college deans and department heads.
10. Challenges of conducting effective community service at Woldia College of Teacher Education
Effectiveness means delivering community service as per the social demands and according to the established principles. Delivering an effective community service becomes not only the social responsibility but also the integral day-to-day duty of colleges. “The core business of any academic institution shall be offering education and training through regular programmes, conduct research, and render community services Though WCTE is a government higher education institution attached with its own Senate Legislation for Higher Education, it is not overcoming responsibilities as the nearby schools demand.
The college staff had dominantly involved in the teaching learning process, despite building the capacity and supporting the local community. So due to the excessive engagement of the college in the teaching learning activities, it has encountered different questions from the nearby community. Among the questions “as a higher education the staffs did not support as the school demand and unless schools sent letters to the college, the staff by themselves were not ready to visit and help schools.
The staff added that WCTE’s carless and unplanned relations with the schools negatively affect the credibility and quality of the community services delivered. Moreover, it is against the principles of community service such as lake of continuity, fairness or lake of equal distribution of the service across the school, shortage of budget to run the program, lack of creating conducive environment, high expectation of the service receiver and the incentive given by the college to service provider was rare.
Effective community service in a sense means a service that is in line with the principles of community service, and more importantly, measured by the satisfaction of the service receivers or the end users. Among the duties of higher education institutions enshrined in Higher Education Proclamation, providing appropriate services to society is one of them The interview data with staff from WCTE showed that, low level of college-school Linkage, less commitment of the staff, and low level of monitoring and evaluation are among the challenges that affect the community service.
11. Conclusion
In addition to conducting the teaching learning process in the college as an academic staff effectively, performing community service is normal for HEIs. They are also supposed to be self-financing institutions. But the problem lies when such institutions didn’t do in line with the community interest or demand.
WCTE is delivering demand-driven community services to the local community in the area of research training, teaching methodology training, and skill training since its establishment. However, there are still limitations in implementing and addressing community service with the existing standards. Informed understanding and active participation of the college academic staff and even the service receivers are not usually eager to arrange time and place to run the program. Moreover, the local people around WCTE expect a lot from the college, they participated neither in identifying problems nor in producing solutions. As an academic institution the college is expected to help schools to run the teaching learning process effectively.
The community service practices of WCTE are affected by numerous challenges. Low level of college-community linkage, less commitment of the staff and low level of monitoring and evaluation, high expectations of the service receiver are among the challenges that affect community service.
The findings and results of the research study suggest that community service learning increases community insights of the importance of community work, understanding of diversity, social skills as well as a sense of responsibility.
12. Recommendations
Based on the results of the study, it is possible to forward the following recommendations. Since the primary responsibility of any academic institution is offering education and training through regular, extension and summer programs, conduct research, and render community services, WCTE must also stick to such roles given by the proclamation. As a higher academic institution, WCTE must be a pioneer in launching community service programme. The college management should adopt strong monitoring and evaluation mechanisms to supervise community service projects. Community service needs to be declared as an obligatory as a voluntary task especially by the staff, mainly to promote the culture of community service. It is recommended that community service learning should be part of school curriculum instead of having this activity as an option. Curriculum setters and school administration should design an integrated program for it.
References
Adler, A. (1964). The individual psychology of Alfred Adler. In H. L. Ansbacher & R. R.Allyn & Bacon.
Andrews, C. P. (2007). Service learning: Applications and research in business. Journal of Ansbacher (Eds.), The individual psychology Alfred Adler. New York: Harper & Row.
Astin, A. W., Sax, L. J., & Avalos, J. (1999, Winter). Long-term effects of volunteerism
Bhattacharyya, J. (2004). Theorizing community development. Journal of the Community
Buss, D. (2004). Evolutionary psychology: The new science of the mind (2nd ed.). Boston: Carbondale, Ill.: Southern Illinois University Press. Community College Journal, 74 (3), 25-26. Development Society, 34, 5–34.
Dewey, J. (1937). Education and social change. In the later works of John Dewey. Vol. 11.
Dewey, J. [1916] 1966. Democracy and education: An introduction to the philosophy of education. Reprint. New York: The Free Press. during the undergraduate years. The Review of Higher Education, (22), 187-202. Education for Business, 83 (1), 19–26.
FDRE. Federal Democratic Republic of Ethiopia (FDRE), Higher Education Policy, Federal Negrit Gazeta July 2009. Addis Ababa, Ethiopia: FDRE; 2009
Kohlberg, L. (1971). Philosophy of moral education. New York: Harper & Row
Godfrey, P. C. (1999). Service-learning and management education: A call to action. Journal of Management Inquiry, 8 (4), 363-378.
Gomez, B. (1999, March 15). Service-Learning: Every child a citizen. Denver, CO: Education Commission of the States Issue Paper.
Gottlieb, K., & Robinson, G. (2004). Integrating civic responsibility into the curriculum.
Hanchett S. Qualitative Research Methods for Use in Equity-Focused Monitoring. New York: In Collaboration with UNICEF; 2015 Handbook of moral behavior and development.
Hillsdale, NJ: Erlbaum.Implications for implementation. Journal of Management Education, 23 (5), 554–
Jacoby, B., & Associates (1996a). Service-learning in higher education. In B. Jacoby (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-25) . San-Francisco: Jossey-Bass.
Kolenko, T. A., Porter, G., Wheatley, W., & Colby, M. (1996). A critique of service learning projects in management education: Pedagogical foundations, barriers, and guidelines. Journal of Business Ethics, 15 (1), 133-142.
Kumar R. Research Methodology: A Step-by-Step Guide for Beginners. 3rd ed. New Delhi: Sage; 2011
McCarthy, Anne M., & Tucker, M. L. (1999). Student attitudes toward service-learning: Multilevel perspectives. Annual Review of Psychology, 56, 365-392 .
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial behavio
Rest, J. R., & Narvaez, D. (1991). The college experience and moral development.
Rocheleau, J. (2004). Theoretical roots of service-learning: Progressive education and the development of citizenship. In B. Speck & S. Hoppe (Eds.), Service learning: History, theory and issues (pp 3–22). Westport, CT: Greenwood.
Sears, A. (2003). Retooling the mind factory: Education in a lean state. Toronto: University of Toronto Press.
Trivers, R. (1971). The evolution of reciprocal altruism. Quarterly Review of Biology,
Yates, M. & Youniss, J. (1996). A Developmental Perspective on Community Service in Adolescence. Published by Blackwell Publishers. Cambridge, MA, USA, Oxford, UK
[...]
- Quote paper
- Solomon Hailu (Author), 2023, Practices and Challenges of Community Service at Wolida College of Teacher Education, Munich, GRIN Verlag, https://www.grin.com/document/1363508
