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Publication
Autonomy, competence, and relatedness: Unpacking faculty motivation in service-learning
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| 4.98 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Service-learning (SL) has gained global popularity for promotingstudents’civic engagement and democratic and pluralistic valuesand impacting faculty and communities. It relies on foundationalpillars (the 4 Rs): respect, reciprocity, relevance, and reflexivity.While the drivers of faculty motivation have received attention fromresearchers, a gap remains in understanding what sustains theirmotivation and engagement over time. This study aims to addressthis gap by exploring the perspectives of a group of Europeanscholars through the lens of Self-Determination Theory. A hybridthematic analysis was employed to analyze the 22 semi-structuredinterviews collected in 14 European countries. Thefindings revealthat SL exerts a transformative influence on the community,students, faculty, and higher education institutions, nurturing aheightened sense of competence among faculty members.Institutionalization is a pivotal factor in sustaining and rewardingengaged faculty scholarship, enabling autonomy in academic roles,and aligning personal values with institutional endeavors. Finally,the community experience within SL fosters positive connectionswith colleagues and communities at local, national, andinternational levels. As a result, this study introduces afifthfoundational pillar, extending the existing 4 Rs model:relatedness.Future research directions and implications are proposed.
Description
Keywords
Service-learning Engaged scholar ship Sense ofcommunity Social justice;empowerment
Citation
Compare, C., Albanesi, C., Rivero, C., & Vargas Moniz, M. J. (2024). Autonomy, competence, and relatedness: unpacking faculty motivation in service-learning. Higher Education Research and Development. https://doi.org/10.1080/07294360.2024.2325152
Publisher
Taylor and Francis Ltd.