‘Service learning’ as part of the Lifelong Learning University (LLLU). The Leuphana Model

‘Service learning’ as part of the Lifelong Learning University (LLLU).

The Leuphana ModelSonja Moissidis

Presentation at the VALUE project conference8-9 June 2011 in Ankara

Agenda

1. Background: societal demands2. Barriers to volunteering3. Volunteering and higher education4. The VALUE project5. The Leuphana model6. Discussion

Backgroundsocietal demands I

ET 2020: Strategic objective 1: Making lifelong learning and mobility a reality (EC, 2009, p.2)Societal demands:• The challenges posed by demographic change and the regular need to update and develop skills• changing economic and social circumstances• lifelong approach to learning needed • education and training systems which are more responsive to change and more open to the wider world

Implementing LLL:• further progress with ongoing initiatives is still required, especially in implementing coherent and

comprehensive lifelong learning strategies• the establishment of more flexible learning pathways — including better transitions between the various

education and training sectors, greater openness towards non-formal and informal learning, and increased transparency and recognition of learning outcomes

• Further efforts to promote adult learning, to increase the quality of guidance systems,• to make learning more attractive in general — including through the development of new forms of

learning and the use of new teaching and learning technologies

9 June 2011 3Service learning as part of the LLLU

Backgroundsocietal demands II

• In the European Union, almost 100 million citizens of all ages invest their time, talents and money to make a positive contribution to their community by volunteering in civil society organisations, youth clubs, hospitals, schools, in sport clubs, etc.

• For the Commission, volunteering is an active expression of civic participation which strengthens common European values such as solidarity and social cohesion. Volunteering also provides important learning opportunities, because involvement in voluntary activities can provide people with new skills and competences that can even improve their employability. (…)

• Goal: The Commission expects that the European Year of Volunteering will lead to an increase in volunteering and to greater awareness of its added value, and that it will highlight the link between voluntary engagement at local level and its significance in the wider European context.

(European Year of Volunteering 2011 website)4Service learning as part of the LLLU 9 June 2011

Barriers to Volunteering empirical findings

• levels of participation vary strongly in Europe (Plagnol & Huppert, 2009)– between countries– geographical regions– depend on age, social status and gender

• main barriers to volunteering are (Sundeen et al, 2007):– lack of time and other resources– lack of interest– not being asked– age– did not know how to get involved, lack of opportunities

• those interested in volunteering said the main incentives for taking up voluntary engagement would be (ibid.)– “being asked”– a match of skills and tasks (+possibility to receive a qualification) – information about opportunities– involvement of family or friends

Service learning as part of the LLLU 9 June 2011

Volunteering and higher educationWhat can HE institutions do?

• Provide volunteering opportunities included in the curriculum– for all learners, independent of their course/programme, age, gender

etc.– making time in the curriculum – friends will join together– avoiding the problem of „being asked“, – creating interest with those not yet interested – …


Volunteering and higher educationWhy at HEIs?

• Higher education institutions (HEIs) are in particular responsible :– HEIs are training tomorrow’s leaders : university graduates have to be

educated to handle the complexity of today’s society– requires fostering lifelong learning and acknowledging learning from

all settings (formal, informal, non-formal)– HEIs must adapt to create spaces and “powerful learning

environments” (Dochy et al, 2003)– HEIs need to partner with communities and integrate voluntary

engagement into the curriculum

But how can this be achieved?


VALUEGrundtvig Network 2008-2011

Volunteering and Lifelong Learning in Universities

In Europe

http://www.valuenetwork.org.ukService learning as part of the LLLU 9 June 2011

http://www.valuenetwork.org.uk/

About the VALUE project

Framework:• funded by the European Commission• running from 2008-2011• Final dissemination conference in Ankara , 8-9 June, 2011

Partners:• Lead by Liverpool University, UK• comprising 20 partners from 13 countries

Goals:• facilitating cooperation between the two sectors for the delivery of University

Lifelong Learning (ULLL)• identification of good-practice models and the sharing of innovative approaches


EUA Charter for Lifelong Learning(2008)

So what characterises a Lifelong Learning University (LLLU)?

1. Embedding concepts of widening access and lifelong learning into each university’s institutional strategy

2. Providing education and learning to a diversified student population

3. Adapting study programmes to ensure that they are designed to widen participation and attract returning

adult learners

4. Providing appropriate guidance and counselling services

5. Recognising prior learning

6. Embracing lifelong learning in quality culture

7. Strengthening the relationship between research, teaching and innovation in a perspective of LLL

8. Consolidating reforms to promote a flexible and creative learning environment for all students

9. Developing partnerships at local, regional, national and international level to provide attractive and

relevant programmes

10. Acting as role models of lifelong learning institutions


Volunteering and higher education “Service learning“

Volunteering in a higher education context is called “Service learning”• combining academic seminar content (learning) with voluntary

involvement (service) (Reinmuth, Saß & Lauble, 2007) • providing opportunities for learners to become actively involved in social,

economic or cultural development projects within their community or region while reflecting on their learning and receiving credit for their studies

• Service learning has been acclaimed as a way to add context to coursework and build concrete skills

Service learning is one integral part of the curriculum at Leuphana University of Lüneburg and should be a characteristic of a LLLU.


Effects of volunteering and service learningempirical findings I

Reported positive effects (Wilson et al, 2008 and Leyba, 2010):• positive developmental effects, especially for youth• Benefits include enjoyment, self-esteem, increased belongingness, skill

development and building a sense of community• participants developed more protective and promotive factors such as

self-esteem, friendships, confidence, positive relationships• participants begin to view virtuous or altruistic behaviour as an important

source of their self-worth • can improve educational attitudes and performance• Longitudinal studies have found that volunteering is beneficial to many

aspects of well-being, social responsibility and identity development


Effects of volunteering and service learningempirical findings II

Helps to avoid negative effects (Wilson et al, 2008 and Leyba, 2010): • lower incidence of arrest substance use• decrease in risk-taking behavior

The actual fact that students participate, not how long, has positive effects on ego development


1414

Leuphana UniversityAn Institution for Lifelong Learning

Ove

rvie

w

founding year

students in 2010

thereof professors

employees in 2010

number of faculties

1946

6.700

152

820

4

total budget in 2010 approx. 72 Mio. Euro

thereof faculty 471

1946

6.700

152

820

approx. 72 Mio. Euro

471

Leuphana UniversityThe university model

ResearchCenter College

GraduateSchool

ProfessionalSchool

UNIVERSITY MODEL

ConsecutiveMaster‘s degree and PhD

programs

High practical relevance and interdisciplinary field-

orientation

Facilitatesknowledge and

technology transfers

Interfaces with external partnersfor cooperation and continuing

studies for the educational needsof public/private organizations,

NPOs/NGOs

Holistic, trans-disciplinary concept of

undergraduate education,Offers a unified first academic degree to

all undergraduatesAims to strengthen personality and

endow individuals with abilities of autonomous learning and skills to

succeed in professional environments

Balancingmethodological rigor and

practical relevance


Volunteering in the curriculumCore Concept of the Leuphana Bachelor

Specialized Knowledge«Learning about»

Personality Development«Learning to be»


Leuphana CollegeVolunteering as an integral part of university studies (I)

LEUPHANA BACHELOR

Major Minor

Leuphana Semester

Com

plem

enta

ry S

tudi

es

6

5

4

3

2

1

90 CP

Sem.

30 CP

30 CP

30 CP

CP = Credit PointsService learning as part of the LLLU 9 June 2011

Leuphana CollegeVolunteering as an integral part of university studies (I)

LEUPHANA BACHELOR

Major Minor

Leuphana Semester

Com

plem

enta

ry S

tudi

es

6

5

4

3

2

1

90 CP

Sem.

30 CP

30 CP

30 CP

Work ethics and methodology for both team-oriented and

autonomous settings

Familiarity with an interdisciplinary

perspective and multiple disciplines; Foreign

language acquisition; Participiation in a practical

(social) project

CP = Credit PointsService learning as part of the LLLU 9 June 2011

LEUPHANA GRADUATE SCHOOL

1

2

3

4

Leuphana Master

doct

oral

stud

ies

1

2

3

4

5

6 Leuphana Promotion

com

plem

enta

ryst

udie

s

Fast

Tra

c k

Self-directedresearch work/dissertation & disputation

Master‘s programme

60 CP

105 CP

30 CP

15 CP

Sem.

Leuphana Graduate SchoolVolunteering as an integral part of university studies (II)


Service learning at Leuphanaincluded in the „complementary studies“

LEUPHANA BACHELORLEUPHANA BACHELORCOMPLEMENTARY STUDIES

“Understanding & Change”humanities, social and cultural sciences

“Project & Practice”entrepreneurial

minimum requirement: three of six perspectives

visible, close ties to community and region through focus on practical application

social learning as a fundamental component

each perspective requires the academic mastering of a subject, a topic or a problem

“Art & Aesthetics”creative, reflexive, discursive

“Technology & Environment”natural and technical sciences

“Language & Culture”socio-linguistic, intercultural

“Methods & Measuring”interdisciplinary, application-oriented


1. "Linie 1" Young Musical –Project seminar cooperation between Theater Lüneburg and the initiative Haute Culture e.V. Students and theatre experts explore topics like marketing, drama, organisation, finances

2. Summer academy Advisory support and work by students for lower secondary school pupils Students learn about cognitive, social care, psychological, communication aspects and can choose

school subject modules Tutoring of school kids takes place during summer academy and counselling during one year

3. Volunteering and critical science a seminar covers the theoretical background, political framework and practical relevance of

volunteering and active citizenship

4. MBA Sustainability Management Cooperation with blind people‘s museum „Dialogue in the dark“

5. Lunatic Festival Students organise a music festical in Lüneburg every year, experiences are reflected in seminars

Service learning at Leuphanarecent projects in complementary studies


Discussion

• How can volunteering embedded in HE studies foster the personality, skills and competencies development of students of all ages?

• How can HEIs and decision makers establish the right incentives to ensure real commitment and learning through volunteering if credit is awarded?

• How can service learning be implemented as part of a holistic LLL strategy?


References• European Commission (2009). ET 2020 at http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?

uri=OJ:C:2009:119:0002:0010:EN:PDF• European Commission (2010). European Year of Volunteering 2011 at

http://ec.europa.eu/citizenship/focus/focus840_en.htm (last accessed 28 February 2011)• European University Association (EUA) (2008). European Universities’ Charter on Lifelong Learning. Brussels: EUA. • Euler, D. (2005). Forschendes Lernen. In: S. Spoun & W. Wunderlich (eds.). Studienziel Persönlichkeit. Beiträge zum

Bildungsauftrag der Universität heute. Frankfurt: Campus Verlag, 253-271.• Leyba, E. (2010). How Social Workers Integrate Service Opportunities into Multiple Elements of Practice. Children

and Schools, 32(1), 27-49.• Plagnol & Huppert (2009). Happy to help? Exploring factors associated with Variations in Rates of Volunteering

Across Europe.• Reinmuth, S., Saß, C. H. & Lauble S. (2007). Die Idee des Service Learning. In: A. M. Baltes, M. Hofer & A. Sliwka

(eds.) Studierende übernehmen Verantwortung - Service Learning an deutschen Universitäten. Weinheim: Beltz, 13-28.

• Sundeen, R. A., Raskoff, S. A. & Garcia, M. C. (2007). Differences in Perceived Barriers to Volunteering to Formal Organizations: Lack of Time Versus Lack of Interest. Nonprofit management & Leadership, 17(3), 279-300

• Thommen, J.-P. & Peterhoff, D. (2005). Instrumente der Persönlichkeitsentwicklung. In: S. Spoun & W. Wunderlich (eds.). Studienziel Persönlichkeit. Beiträge zum Bildungsauftrag der Universität heute. Frankfurt: Campus Verlag, 315-334.

• Wilson, A. E., Allen, J. W., Strahan, E. J. & Ethier, N. (2008). Getting involved: Testing the Effectiveness of a Volunteering Intervention on Young Adolescents’ Future Interventions. Journal of Community & Applied Social Psychology, 18(6), 630-637.


Thank you very much for your attention.

Leuphana University of LüneburgInstitute for Performance ManagementWilschenbrucher Weg 84 · D - 21335 LüneburgPhone +49.4131.677-7771 · Fax [email protected]

www.leuphana.de/ipm

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‘Service learning’ as part of the Lifelong Learning University (LLLU). The Leuphana Model