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Factors Influencing the Institutionalization of Service-Learning at 4
Year Public Colleges and UniversitiesSarah M. Brackmann
International Association for Research on Service-Learning and Community
EngagementOctober, 2010
Overview Evidence of Institutionalization of
Service-Learning and Community Engagement
Hypotheses Sample & Methods Results Limitations Implications for Future Research
Service-Learning and Community Engagement Movement
Carnegie Classification for Community Engagement• “Affirms that a university or college has
institutionalized engagement with community in its identity, culture, and commitments…. The practices of community engagement have been developed to the extent that they are aligned with the institutional identity and an integral component of institutional culture.”
Purpose of the Study
Identify financial and organizational characteristics that would predict the likelihood of colleges or universities to institutionalize service-learning on their campuses.
Five HypothesesHypothesis 1: Institutions with experiential programs such as
study abroad will be more likely classified for Community Engagement.
Hypothesis 2: Institutions accepting higher levels of state appropriations will be more likely to be classified for Community Engagement.
Hypothesis 3: Institutions located in the Northeast or Great Lakes region will be more likely to be classified for Community Engagement.
Hypothesis 4: Institutions allocating more money to public service, student services and instruction expenditures will be more likely classified for Community Engagement.
Hypothesis 5: Land grant institutions will be more likely to be classified for Community Engagement.
Sample
Examines 610 four-year public institutions 2007-2008 data collected from Integrated
Postsecondary Education Data (IPEDS) Omitted institutions in outlying regions,
service schools, and those not reporting financial data
Logistic Regression Dependent variable= Community
Engagement Classification (Yes=1, No=0) Independent variables= Land-grant, study
abroad, Region, Public Service Expenses per FTE, Instruction Expenses per FTE, Student Services Expenses per FTE, State Appropriations per FTE
Methods
FindingsLogistic Regression
Coefficient S.E. P-Value
Constant -3.471017.744834
3(.000)
Study Abroad 2.542741.672771
7(.000)**
Land Grant 0.8587223.310428
6(0.006)*
*
Great Lakes or Northeast -0.0192855.247839
6(0.938)
Academic Support Expenses per FTE 0.0000806.000037
4(0.031)*
Public Service Expenses per FTE 0.0000315.000018
2(0.084)
Instruction Expenses per FTE 0.0000408.000021
5(0.058)*
Student Services Expenses per FTE -0.0004332.000218
4(0.047)
*
Research Expenses per FTE -0.0000214.000018
5(0.249)
State Appropriations per FTE -0.0000598.000029
9(0.046)*
Note: *p<.10, **p<.05
FindingsOdds Ratios
Exp(B) S.E. P-Value
Study Abroad 12.714478.55393
6(.000)**
Land Grant 2.360143 .732655
9 ( 0.006)*
*
Great Lakes or Northeast .9808992 .243105
7(0.938)
Academic Support Expenses per FTE
1.000081 .000037
4 (0.031)*
Public Service Expenses per FTE 1.000031.000018
2(0.084)*
Instruction Expenses per FTE 1.000041.000021
5 (0.058)*
Student Services Expenses per FTE .9995669.000218
3 (0.047)*
Research Expenses per FTE .9999786 .000018
5(0.249)
State Appropriations per FTE .9999402.000029
9 (0.046)*
Note: *p<.10, **p<.05
FindingsSummary of Significance
Hypothesis Significance
Hypothesis 1: Institutions with experiential programs such as study abroad will be more likely classified for Community Engagement.
Yes
Hypothesis 2: Institutions receiving higher levels of state appropriations will be more likely to be classified for Community Engagement.
No
Hypothesis 3: Institutions located in the Northeast or Great Lakes region will be more likely to be classified for Community Engagement.
No
Hypothesis 4: Institutions allocating more money to public service, student services and instruction expenditures will be more likely classified for Community Engagement.
No
Hypothesis 5: Land grant institutions will be more likely to be classified for Community Engagement.
Yes
Limitations Does not control for all variables Only studies 4-Year Public institutions Dichotomous dependent and
independent variables
Implications & Future Research
Quantitative, inferential study of service-learning using national datasets
Provides a starting point for additional research looking at institutional factors
Linear regression studying the change in variables as a result of achieving the classification
Questions
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