國立虎尾科技大學 |

Higher education administrators' perspective on service learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Higher education administrators' perspective on service learning./
作者:	Cicero-Johns, Briana.
面頁冊數:	1 online resource (173 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9781369348767

Higher education administrators' perspective on service learning.
Cicero-Johns, Briana.

Higher education administrators' perspective on service learning. - 1 online resource (173 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--Marshall University, 2016.

Includes bibliographical references

An economic downturn beginning in late 2007 has led to decreased funding and greater competition to recruit and retain students in higher education. Service-learning, while demonstrated to be an effective recruiting and retention strategy (Astin & Sax, 1998; Bringle & Hatcher, 2010; Bringle & Hatcher, 1996; Eyler & Giles, 1999; Hurd, 2006; Jacoby, 2009b; Rubin, 1996; Vogel & Siefer, 2011; Yeh, 2010), could fall victim to budgetary constraints---thus undermining institutions' historical commitment to service and engagement---unless administrators are convinced of its value. This study examined administrators' perspectives on the perceived financial benefits, if any, that accrue to the institution from the implementation of service-learning courses and programs, and whether service-learning requirements are perceived to contribute to student learning, recruitment, retention, and fundraising.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369348767Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Higher education administrators' perspective on service learning.
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100 1 $a Cicero-Johns, Briana. $3 1188565
245 1 0 $a Higher education administrators' perspective on service learning.
264 0 $c 2016
300 $a 1 online resource (173 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Barbara L. Nicholson.
502 $a Thesis (Ed.D.)--Marshall University, 2016.
504 $a Includes bibliographical references
520 $a An economic downturn beginning in late 2007 has led to decreased funding and greater competition to recruit and retain students in higher education. Service-learning, while demonstrated to be an effective recruiting and retention strategy (Astin & Sax, 1998; Bringle & Hatcher, 2010; Bringle & Hatcher, 1996; Eyler & Giles, 1999; Hurd, 2006; Jacoby, 2009b; Rubin, 1996; Vogel & Siefer, 2011; Yeh, 2010), could fall victim to budgetary constraints---thus undermining institutions' historical commitment to service and engagement---unless administrators are convinced of its value. This study examined administrators' perspectives on the perceived financial benefits, if any, that accrue to the institution from the implementation of service-learning courses and programs, and whether service-learning requirements are perceived to contribute to student learning, recruitment, retention, and fundraising.
520 $a The study discussed the various costs and utility---value or satisfaction---of multiple measures of service-learning initiatives as perceived by higher education administrators. A cost-utility (CU) analysis was used because it allowed administrators to weigh the importance of various effects of service learning including student learning, student recruitment, retention, and institutional fundraising. It is in the context of economic instability in higher education that the study examined the cost-utility of service-learning courses and programs in higher education.
520 $a As it related to service-learning courses, administrators perceived better student learning outcomes; deeper understanding of course concepts; greater appreciation for diversity; better interpersonal skills; and higher levels of motivation. More than 80% of administrators in the sample also 1) perceived service-learning as important to retention of first-generation students, 2) perceived it important for retention of freshmen, and 3) considered it to be associated with student persistence to degree completion. Interestingly, however, only 47% of administrators believed that service-learning activities actually increased student retention on their campuses.
520 $a Administrators in the sample reported a financial benefit accrued to the institution from the service-learning initiative through 1) improved public relations, 2) improved student retention, 3) increased donor giving, 4) increased student admission, and 5) increased corporate sponsorship.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0514
690 $a 0443
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Marshall University. $b Educational Leadership. $3 1188566
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10192164 $z click for full text (PQDT)