Service Learning: Benefits of Another Learning Pedagogy

Abstract

The Service Learning is an articulated, consistent and coordinated teaching-learning methodology. It resorts to unique assumptions, integrates the learning of technical and scientific knowledge with the personal, social and community development. This methodology permits the student to realise interdisciplinary work and produce plasticity on his/her creativity whilst producing cognitive, personal, social, emotional and transcendental knowledge. This process allows for the development of interpersonal, intrapersonal relations, communication, it fosters joint work and networking, leadership, cooperation and negotiation, personal effectiveness, self-knowledge, self-esteem and self-motivation. It also sensitises students to address humanitarian issues and for the everyday life of the community and social responsibility. This study reflects on the importance of teaching-learning methodology based on Service Learning and it discusses the relevance of its inclusion in the academic curriculum. It uses qualitative methods of data collection and analysis, favouring group interviews with content analysis.

Full text

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JournalofBusinessManagementand
EconomicResearch
2019,3(9):17‐33DOI:10.29226/TR1001.2019.155
JournalHomepage:https://www.jobmer.org
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ServiceLearning:BenefitsofAnotherLearningPedagogy
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OrlandoPetizPereira
UniversidadedoMinho/EscoladeEconomiaeGestão/Portugal
Correspondingauthor:orlandop@eeg.uminho.pt
http://orcid.org/0000‐0003‐4635‐2696
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CarlosArriagaCosta
UniversidadedoMinho/EscoladeEconomiaeGestão/Portugal
caac@eeg.uminho.pt
http://orcid.org/0000‐0002‐6786‐3578
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Abstract
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TheServiceLearningisanarticulated,consistentandcoordinatedteaching‐learningmethodology.It
resortstouniqueassumptions,integratesthelearningoftechnicalandscientificknowledgewiththe
personal,socialandcommunitydevelopment.Thismethodologypermitsthestudenttorealise
interdisciplinaryworkandproduceplasticityonhis/hercreativitywhilstproducingcognitive,
personal,social,emotionalandtranscendentalknowledge.Thisprocessallowsforthedevelopmentof
interpersonal,intrapersonalrelations,communication,itfostersjointworkandnetworking,leadership,
cooperationandnegotiation,personaleffectiveness,self‐knowledge,self‐esteemandself‐motivation.
Italsosensitisesstudentstoaddresshumanitarianissuesandfortheeverydaylifeofthecommunity
andsocialresponsibility.Thisstudyreflectsontheimportanceofteaching‐learningmethodologybased
onServiceLearninganditdiscussestherelevanceofitsinclusionintheacademiccurriculum.Ituses
qualitativemethodsofdatacollectionandanalysis,favouringgroupinterviewswithcontentanalysis.
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Keywords:Service‐Learning,University,Methodology,Student’sholisticdevelopment,Alternative
learningpedagogy
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1. Introduction
TheServiceLearning(SL)isgenericconceptwithmanybrandsandeachregiongivesitanimportance
andaspecificdesignation(Tapia,2013).HencetheexistenceofdifferentnamestosignaltheService
LearningisasdiverseasSolidaritySchools,SchoolsofGood‐living,Learning‐ Service,Learning+
Service,Service‐Learning,ActiveLearningintheCommunitySocialServices;EthicsandCitizenship
Training,MandatorySocialwork;CommunitySocialPractices,SocialEducationalPractices.Celioetal
(2011:168)alsosharethesamefeelingandfeaturenamessuchas:“service‐learning,”“community
service,”“experientiallearning,”“publicservice,”“civicengagement,”and“civicinvolvement”.Itis
anotherpedagogicalmethodologywhichestablishesotherobjectives(Ballesteros‐Sola,2017)and
exceedsthespecificityfrontierandspreadstomostofthequestions,asitisthecaseofsoftskillsthat
arecross‐cuttingtofunction,timeandsociety.Itfocusesitselfuponsustainabledevelopmentandit
intendstoidentify,understandandsolvesocialdisagreementsthataffectthecommunity.Itisa
dynamicandinteractiveprocessofapplyingscientificknowledgetotheproblemsofthestudentsʹ
developmentandcommunitiesanditrisesasagoodmultiplieroftacitknowledge(Ruttietal,2016).
DespitethesignificantbenefitsderivedfromService‐Learningasalearningteachingmethodologyfor
thedevelopmentofthestudent,theuniversity,thelocalcommunity,theeconomyandsociety,higher
educationinstitutions,especiallyinthesphereoftheEconomicandBusinessSciences,stillrelyhighly
upontraditionallearningteachingmethodologies,whichareverticaltop‐downonesandofexpository
andindependentnatureofthecommunity.Theyarealotmorebasedonspecificityratherthangeneral
approachandfocusalotonthespecifictechnicalandinstrumentalskills.However,theyneglectother
keyskillsthatvaluetheknowledgeeconomy,asitisthecaseofemotionalandspiritualskills.Inthis
way,learningpresentweaknessesandflawsinthetrainingofmoreethicalstudentsforbusinessand
everydaylife.Inthissense,intheopinionofMoorerandChristian(2009),businessschoolshavebeen
slowinimplementingalternativepedagogicalpracticesandmoreappropriatetothecommunityand
havefailedtoincludeservicelearningintheircurricula.Thispedagogyisgloballyimportantandit
shouldbedisseminatedandappliedtoallareasofknowledge(MoorerandChristian,2009).Lawler
andJoseph(2009)doalsoconsiderthatservicelearning,whilealearningpedagogy,seemstobevery
suitedtograduateinterdisciplinarycourses,particularlythoseoftheareasofthehumanities.However,
whileapedagogicalinstrumentandinclusion,servicelearningisbeingbroadenedandstudiedina
widerangeofareasofknowledge,suchasEconomics,Management,Business,Finance,Engineering,
Psychology,Mathematics,Accounting,Nursing,Sociology,PoliticalScience,Education,Geography,

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Communications,ComputerTechnologies,UrbanGeography,Planning,interalia(Ruttietal2016),
whichunderlinesitsimportanceinanyareaofknowledge.
TheServiceLearningoffersinterestingpedagogicalbenefits.Therefore,thisstudyenvisionstoaddress
thefeasibilityandrelevanceofincludingtheSLinthecurriculumoftheUndergraduateDegree
ProgrammeinEconomics.Inthissense,wesoughttodeterminethesensitivityofagroupoffaculty
fromtheUniversityofMinho,intheeconomicarea,abouttherelevanceofadoptingthisteaching‐
learningmethodology.Weresortedtotheuseofqualitativemethodsofdatacollectionandanalysis,in
particular,groupinterviewswithcontentanalysis.Thegroupinterviewswereconductedusingasemi‐
structuredinterviewguide.TwoFocusGroupwereconductedandweobservedthehomogeneityof
theparticipantstoensurefairness/equityintheintervention,participationanddiscussion.
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2. Servicelearning:Strategiclearningmethodology
Servicelearning,hereinafterreferredtoasSL,isnotanewmethodology(Sedlaketal,2003).Itisa
pedagogicalconciliatorystrategythatnurturescollaboration,mutualrespect,relationsbetweenpeople
andendeavourstoestablishthebridgesbetweentheUniversity,thestudentsandthecommunity
(Petracchietal,2010).Isapedagogicalapproachanditaddresseseducationfromanexperience
perspective.Ithasbeenappliedtovariousdisciplines,coursesandvariouslevelsofeducation,by
severaluniversitiesworldwide(Yorio&Ye,2012).Itallowsforreconcilingschoolpracticeswiththe
communityworkandimprovestheskillsandthecitizensʹ civicresponsibilities(Andrews,2007).It
translatesitselfintheartofteachingtheinteractionbetweentheUniversity,thecommunityandthe
studentanditembodiesdiversebranchesofpersonalandsocialenrichment,namelyundertakingof
civicresponsibility,socialcohesion,communitydevelopmentandthefeelingofhappinessthroughout
thelearningandteachingprocessesandbeinganactivemoleculewithinthecommunity.Itworksthe
humanintelligenceanditmergestherelational,emotional,intellectual,spiritual,interpersonaland
intrapersonalbitsofintelligence.Inthislight,itisapossiblealternativetohumaniseorganisational
institutionsandsocietyingeneral.Thisprocessofhumanisationcanfosterthematerialisationofanew
culturewherecompaniesbecomeclosertocitizensandsociety.Itmayalsostimulatecompaniestobe
moreandmoreinvolvedinsocialprojectsandassumeandimplemententrepreneurshipandtheir
socialresponsibility.
TherearemanydefinitionsofSL,thoughnotalwaysconvergentasregardsresults,objectivesand
importance(Billig,2000).AccordingtoWilliamsandLankford(1999:37)servicelearningisexperiential
educationengagedinbystudents.Theseexperientialactivitiesaddresshumanandcommunityneedsandare

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accompaniedbystructuredopportunitiesspecificallydesignedtopromotestudentlearninganddevelopment.It
isapowerfulpedagogicaltoolfortheindividualʹspersonalandsocialdevelopmentanditorientsthe
studentstowardtheessenceoftheirrootashumanbeings,causingthemtodiveinapoolofpersonal
valuesandcivicresponsibility(Bringleetal,2016).
Assuch,itisaprocessthatmakesthestudentsmoreactive,positiveandcooperativewithsociety
(Billig,2000).TheSLcanbeassumedasaphilosophyofeducation,asamethodofteachingorasatool
forschoolinclusion.Itsimplementationwillleadtostructuralchangesintheinstitutionsandinthe
relationsofpartnershiptheywillestablishamongsttheproductivemarket,themarketofeducation,
behaviourandinvolvementofstakeholders,includingcivilsocietyingeneral.Itisabeneficiallearning
pedagogy(TigerandParker,2011)anditinvolvesthestudent,theschoolandthecommunityinan
interactivelearningprocess.Thesymbiosisofthoseelementscreatesanatmosphereoftrustamongthe
partiesinvolved.Thisprocessisanopportunityforstudentstoimprovetheireducationadministered
withintheschoolcontext(Kenworthy‐UʹRen&Peterson,2005;Tiger&Parker,2011)becausethe
communityfunctionsasaclassroomwherethecitizensareexcellentmentors.However,theSLisstill
littleusedasalearningstrategyanditisalmostnon‐existentinthemanagementandbusinesscourse
units,althoughithasseldombeenusedinhighereducation,inanisolatedandsporadicmanner.
(Gujarathi&McQuade,2002;Desplacesetal,2006;Kenworthy‐U’Ren&Peterson,2005;Elwelland
Bean,2001;WilliamsandLankford,1999).
Althoughitisstillanoveltytomosthighereducationinstitutions,theSLisadidacticandpedagogical
toolavailabletoanyeducationalinstitutionandthereisalreadysomepositiveevidenceofitsresults
(Petkova,2017).Itsformalintroductioninthecurriculumseemstofosterastructuralchangeofthe
programmesanditmightachievetheexpectedresultsforthebettermentofsociety.Thisimpliesa
preliminaryreflectiononthemissionofuniversities,aswellastheservicethatwillbeprovidedtothe
community.However,evidencesuggeststhatthestudentlearnsmoreandbetterwhenhe/sheispart
oftheco‐creationofknowledgeporocess(Mpofu,2007),asthisitamalgamatesassumptionsof
cognitive,civic,social,relational,emotional,andspirituallearning.
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3. ServicelearningBenefits
AlthoughitisimportanttodelvedeeperinthisareatofurthersupporttherelationshipbetweentheSL
andtheuniversitiesperformance,theavailableliteratureisalreadyrichinthisrelatedarea.(Furcoand
Root,2010).However,theSLisconsideredasapedagogyofsuccessfortheteachingof
entrepreneurship(Calvert,2011)andasthemethodologyofSLcomesinuniversities,thecultureand

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climateofthesechangenaturally(BringleandHatcher,1995).Itisaneducationalpathwaythathelps
toconsolidatelearningthroughreflectiveself‐examination(Dunlap,2006;Petkus,2000)anditgivesthe
studentautonomyandcontroloverhis/herownlearningprocess.Itdoesalsonurturethefeelingof
competence,self‐efficacy,bettersocialrelationsandsoundconnections(Billig,2010)anditgivesthe
studentasenseofwell‐beingatwork.Itisalearningmethodologythatinvolvesthestudentandthe
communityinaprocessofmutualinterdisciplinarydevelopmentandfacilitatestheaccessto
knowledge(TigerandParker,2011;Kenworthy‐UʹRen&Peterson,2005;Mpofu,2007;Al‐Rashidand
Walker,2004;Conway,Amel&Gerwien,2009).Itcreatessocialcapital(Laura,2014),fightspoverty
(Ebrahim,2012),commitsstudentswithfairness(Heffernan,2001),promotessocialjustice(Wangand
Rodgers,2006)anditrendersstudentsevermorealtruists(HegartyandAngelidis,2015).
TheapplicationoftheSLbyeducationalinstitutionsisonewaytoachieveafairerandmoresustainable
societybecauseitresortstoateaching‐learningprocessfocusinguponjusticeandsocialcommitment
(Gaete,2011).Therefore,GaetebelievesthattheSLisacutting‐edgetransformationaltool.Ithaspower
overtheperson,transformshis/herattitudes,actionsandbehavioursanditisanassetatthereachof
humanity.Whenintegratedthematicallyinthecourses,itbecomesaninstrumentofsustainabilityof
societyanditfocusespeopleupontheirconcerns(CheeseandHills,2016;Dmochowskietal,2016).
AccordingtoBringleandHatcher(1995),theSLshouldbeexpandedbytheuniversitiesthroughdirect
developmentofthecurriculum.Theseauthorsbelievethattherearemanywaystoimplementit,in
particularthroughtheirinvolvementinthecommunity,personaladvocacyforanissue,politicalengagement
andactivism,orexperienceinrelatedpedagogies(BringleandHatcher,1995:112).However,theyaddthat
servicelearningcouldintegratesubjectswithmoresensitivityandsusceptibilitytoethicsandtothe
practiceofservice,pointingitasanexampleofsocialwork.ItshouldbenotedthattheSLcannotbe
confinedtoadiscipline,becauseitisacrossalldisciplinesanditisareflective,participatory,
collaborativeandhumanitarianlearning,whichunderlinestheimportanceofethicsintheprocess.
FortheinstitutionalisationofthephilosophyofSL,thedevelopmentofplanningisimportantdueto:
(i)CommonVocabulary,(ii)AcademicIntegrity,(iii)IncreaseSupportandConfidence,(iv)
Institutionalisation(BringleandHatcher,1995:113),furtheringtheneedforthechangeoftheculture
andmissionoftheUniversity,andtheSLshouldbedevelopedwithinthecharacteristicsoftheculture
oftheinstitution(Heffernan,2001).Whichiswhyitshouldbewellplannedandintegratedintothe
coursesbecauseitenhancestheindexesofaltruismandpedagogy(Hoffernan,2001).Italsoimproves
andrenderslifemoreexcitingfortheperformanceofstudentsandoforganisationsandfortaking
responsibilityforahealthycitizenship(Dunlap,2006;Petkus,2000)because,asanexperientiallearning
process,theSLstimulatesactionslikeplanning,design,structure,implementandevaluatecourses

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(Petkus,2000).TheSLshouldalsobeatoolforpre‐universityteaching,whichwouldmeanarewording
ofthestudyplansandaredefinitionofthemissionofeducationalinstitutions(Appelbaumetal,2017).
Despitetheinitialefforttheadoptionofthismethodologyimplies,itfavoursthesustainabilityof
humanlifethroughthecreationofamoresensitivesocietytothecollectivegoods,whilethemacro
thresholdforeverycitizen.Inthisway,theissuesofsustainabilityshouldbeformallyintegratedinto
theacademiccurriculum,asitmustoccurwithinorganisationsandineverymomentofcitizens’lives
(Dmochowskietal,2016;Rusinko,2010).Althoughitiscomplexandinterdisciplinary,itsintegration
hasclearlydefinedgoals,which,resortingtoLee,(2012)welistbelow:
1. graspandunderstandinterdisciplinarityandtheoreticalknowledgeofadiscipline,
2. understand,applyandadjuststrategiestosolveproblemsbymeansofappropriatemethods
andtechnologies,
3. communicateandworkingroupandinfrontofaudiences,
4. understandprofessionalresponsibilitiestotheethical,legal,andsecuritylevelanddrawa
solution,
5. understandsocialaspectsandgivethemappropriatesolution,
6. raiseawarenessforthecontinuousacquisitionofrelevantknowledge.

Ifonecomparestotraditionaleducation,reflectionsontheSLwithinhighereducation,outshinethat
studentsinvolvedinthissystemaremorepositive,committed,responsibleandsensitivetosocialissues
andconcernedwithotherpeople.Theyalsounveilthatthesestudentstrustmoreinthevaluesand
generalprinciplesgoverninglifeinsociety,whichshowsthattheSLhasastrongimpactonthestudent,
ontheUniversityandonthecommunityatthepersonal,moral,social,relational,cognitiveand
spirituallevel(Markusetal.,1993).Hence,therearemanybenefitswhichinspireustodefendthe
introductionofSLintheacademiccurriculum,amongwhich,andaccordingtoGarcíaGarcíaand
CotrinaGarcía(2015:18),wecanlist:
a) itallowsstudentstolinkthemselveswithfuturelabourperformancecontexts;
b) itraisestheirpedagogicalawareness;
c) itfavoursthedevelopmentofamorerealisticperceptionoftheteachingprofession;
d) itbuildstheirconfidencewhenpeformingtheirprofession;
e) itpromotestheeducationaldialoguewithteachers,etcetera.
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AccordingtoNewmanandHernandez(2011)andHernandezandNewman(2006),theeducational
institutionsthatimplementanSLprogrammedemonstrategoodperformance.Theseauthorshave
deliveredthecourse“MindingourBusiness”(MOB),in1997,andtheyweresupportedbytheCollege
ofBusinessAdministration.Theyconcludedthatstudentswhoattendedthecoursedemonstratedan
outstandingperformance,namelyindecreasingabsenteeism,increasedinterestinbelongingtotheir
institution,unveiledahighdrivetostarttheirownbusiness,theywereeagertoacquiremoreskillsfor
theirpersonaldevelopmentandbuildtheirself‐esteem,amongothers.Theyalsoconsiderthatstudents
havedevelopedtheircommunicationskills,interpersonaldevelopment,teamwork,leadership,open‐
mindednessforthinkingandproblem‐solvingskills,concludingthattheMOBisanexcellentSL
programme.Inthissense,theyindicatethatthemainobjectivesoftheMindingourBusinessLearning
aresummarisedintable1:

Table1.MindingOurBusinessLearningGoals
Thehighestthinkinglevelitrequiresorwhetheritreferstoaffective/moralorskilldevelopmentfollows
eachlearninggoal.
1.Developastrongsenseofsocialresponsibilityfortheyouthofthepartnermiddleschool.
AFFECTIVE/MORAL
2.Understandthebasicprinciplesassociatedwiththeoperationofaneffectiveteam.
COMPREHENSION
3.Becomeamoreeffectiveteamplayer.SKILLDEVELOPMENT
4.Developmentoringandteamfacilitationskills.SKILLDEVELOPMENT
5.Improveleadershipandcommunicationskills.SKILLDEVELOPMENT
6.Developsensitivityandrespectforsocialclass,ethnicandracialdiversity.AFFECTIVE/MORAL
7.Understandsomeofthemainissuesandconcernsofpre‐adolescentdevelopment.
COMPREHENSION
8.Applythebasicconceptsofentrepreneurshiptoastudentrunbusiness.APPLICATION
9.Facilitatetheprocessofstartingandrunningabusiness.APPLICATION
10.Setupaprojectedincomestatementforasmallbusiness.APPLICATION
Source:NewmanandHernandez(2011:41)

NewmanandHernandez(2011)andHernandezandNewman(2006),summariseevidence
demonstratingthattheresultsofthecoursesbasedonSLarenotallthesameandthattheydependon
somevariables,amongwhichweunderlinethecultureofSLanditsalignmentwiththemissionofthe
institution.Hence,themissionoftheinstitutionfeedsthecultureofauniversitybasedonSL.
DespitetheimportanceofNewmanandHernandez(2011)andHernandezandNewman(2006)
research,theSLshouldnotbeconfinedtoacoursebutapartoftheacademiccurriculumbecausethe
SLisacrossallareasandallcourses.However,thecoursesrelatedtothesocialarea(caseofsocialwork

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andsocialeconomy)seemtobemoresensitivetoSLthanothercourses.Nevertheless,regardlessofthe
areaandcourse,accordingtoConway,Amel&Gerwien(2009),theoutcomesoftheSLcanbegrouped
infourblocks:academicoutcomes,personaloutcomes,socialoutcomesandcitizenshipoutcomes:
academicoutcomes:enshrinesacademicandcognitivechanges,theabilitytoapplyknowledge,skillsand
learningtomotivateandfostertheindividualaccountability.
1. Personaloutcomes:underlinestheinterpersonalskills,valuesandpersonalbeliefs.Italso
outshinesbehavioursandattitudesthatwillimprovethewell‐beingoftheindividual,
2. Socialoutcomes:emphasisestheinterpersonal,groupandsocialskills.Itfocusesuponthe
interactionwithothers,respectforothers,respectforthecommunity,empathy,thoughtsand
beliefsabouttheotherarepartofthisblockofresults,
3. Citizenshipoutcomes:focusesondemocraticparticipation,awarenessandsocialresponsibility,
personalparticipation,justice,ethicsandcivicmovements.Thoseareresultstobeembodied
intheprocessservice‐learning.
Inthismanner,thereareendlessbenefitsofSL,whoseresultsarehardlyvisibleormeasurable.Overall,
itsbenefitsandchallengesforthestakeholderareidentifiedbyBallesteros‐Sola(2017:20‐21)intable2.
Table2.Summaryofbenefitsandchallengesbystakeholders
BenefitsChallenges
Students

Experientialhands‐onlearning

Connectiontocommunity

Senseofpurpose

Tangibleexperience“sellable”
forinternships&jobs!
 Timconsuminghardforstudentsjugglingmany
demands
 ManagingexpectationsnotacourseforaneasyA
 Apathyandlackofcontinuity
 Shorttermsmindset–“Willthisgetmeajob?”
 Inexperiencenotallstudentscanrisetheoccasion
 Uncertainty“spoonfeeding”temptation
 Feelingsoffrustrationwhensocialbusinessdoesn’t
materialize
Community
Partners
 Free“consulting”/accessto
businessskills
 LearningaboutYSBandearned
incomestrategies
 Closertiestotheuniversity
 Networkingopportunities
 PositivePR

Timeconsuming:“Iamrunninganonprofitorsocial
business,notimeforthis”

Managingexpectations:“Canundergradsreally
deliver”?

Lackofprojectcontinuity:“Whathappenswhen
semesterisover?”

“Wearen’tabusiness,wecan’tunderstandthelingo”

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Professor

Engaged&motivatedstudents

Tangibleresults

PositivePR

“Meaningful”teaching

Researchopportunities

Timeconsuming

Managingexpectations/“highperformance”pressure

Lackofprojectcontinuity

Lackofcontroloverunforeseenfactors

Institutionalsupport/recognition(doesitreallycount
fortenure?)

Communicationandcoordinationchallengestoomany
stakeholders
SCORE
Counselors

Advisingwithapurpose

Workingwithstudents

Newconnections&networking
opportunities

Exposuretoanewwaytothink
aboutbusiness

Timeconsuming

UnderstandingYunusSocialBusinessandtheideaof
mergingpurposeandprofit

Workingwithunmotivatedstudents
Source:AdaptedbyBallesteros‐Sola(2017:20‐21)

4. Methodology
Theempiricalstudyusesqualitativemethodsofdatacollectionandanalysis,inparticular,group
interviewswithcontentanalysis.Thegroupinterviewswereconductedusingasemi‐structured
interviewscript.WeconductedtwoFocusGroupcomposedofsixelementsinthefirstandfiveinthe
second,andwithfacultyoftheDepartmentofEconomics,SchoolofEconomicsandManagement,
UniversityofMinho.Thestudyconsideredthesocialrepresentationofparticipants,seekingto
articulatetheobjectivewiththesubjectiveofthediscussion,inaccordancewiththerecommendations
ofWar(2006).Thein‐depthinterviewincludingtheʺfocusgroupʺ,allowstocollectdataenrichedby
theexperienceoftheparticipants(Patton,2002)andrealiseastructureddiscussionwithasmallgroup
ofparticipants,moderatedbyoneormorefacilitators(PrinceandDavies,2001;MarczakandSewell,
2007citedbyMasadeh,2012.Thebiggestadvantageofthistechniqueliesinthecharacteristicsof
inquiryanddiscussionthroughquestionsfullyopenwithapotentialofpossibilitiesthatother
techniquesdonotallowto,namelybymeansofinquirieswherethequestionsshouldbe,bynature,
closed.Thegroupsinfocusgroupformatsshouldensuresomehomogeneitywithregardtotheirprofile
(Dreachslin,1999)inordertobemoreequaltothecontributionoftheparticipantsinthediscussionof
thetopicsunderdiscussion(Gibbs,1997;Boddy,2005).
Thegroupdiscussionpermitsaccesstotheperceptions,themeaningsandtheassignmentsthatthe
facultymemberswhoparticipatedinthisresearchbuildontheirunderstandingoftheteachingof
economicsandhowtheyperceivehumanisation.Theinterveningprofessorsʹ linesofinvestigation
includeEnvironmentalEconomics,DevelopmentEconomics,SocialEconomics,Economicsof

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Education,LabourEconomics,RegulationEconomics,EconometricsandFinancialEconomics.Thesize
ofthegroupsconsideredtheguidelinesrecommendedbyresearchersusingthismethodology.
AccordingtoMasadeh(2012),researchersindicateanumberofparticipantsthatwillvarybetween4
and12.However,LeitãoandVergueiro(2000)MarczakandSewell(2007),citedbyMasadeh,2012,
indicate7participantsandGreenbaum(2003)between8to10participants.
Oncewecompletedthetranscriptionofeachinterview,thesewerecarefullyread,lookingforthecore
contentsofeachinterviewandunderliningtherespondentsʹresponsesandideasaboutsuchcontents.
Inthisstage,wefollowedtherecommendationsmaterialisedbyBardin(1977),wherebythefirstlevel
oftheresearchbasedonsemi‐structuredinterviewsconsistsofwhattheauthormeansbystructural
decodingcentredineachinterview.Thedrawingwasmadeofthevariouscontentsoftheinterview,
therebyattemptingtorankthemaswellthelinkstheymighthavewithothercontents.
Finally,wehavedrawnthesynopsisoftheinterviewsbymeansofthecontentassessmentgrids.

5. ContentAnalysisofthegroupinterviews
ThescopeofthisinvestigationistheperceptionoftheFacultyofEconomicsabouttheintroductionof
theServiceLearningintheteaching‐learningprocessintheUndergraduateDegreeProgrammein
Economicsasasupplementaryteachingtool.
InthetwoFocusgroupsconducted,teachersstressedthatthefocusofteaching‐learninginthedegree
inEconomicsshouldbebuilt,almostexclusively,onthebasisoffoundationalmodelsandquantitative
methods.WhichexplainswhytheyperceivedmanydifficultiestousetheSLmodelatthelevelofthe
firstcyclestudies.ThisstrictattituderaisesobstaclestoapossibleimplementationoftheSL
methodology.However,teachersadmittedthepossibilityofintroducingsocialcontent,afterteaching
thedisciplinesthattheyregardasfundamentaltothestudent(mainstream).Theyclaimtheysawthe
possibilityofmakingbranchesindisciplinesbelongingtotheterminalphaseofthedegreecoursefor
theimplementationofthesocialdimensionandstressed:ʺtherearethingsthatarestructuralwhichcan
inspirestudentstododifferentthings;theyarenotexceptionsintheeconomicsciencerelatedfield,but
ratherbranchesʺandtheyaddedʺwecannotadjustpermanentlytheteachingtorealityʺbecauseʺthere
isasetthatisstructuralandthateveryoneneedstoknow,whichisthecoreofthecourseandthatis
independentofwhatishappeningoutthereinthesocietyʺ.Inthisway,participantsassumedtheneed
fordisseminatingknowledgeasamethodoflearningtobefollowed.Despitethisrationale,teachers
alsorecognisedtheimportanceofeconomicsustainabilityandthetrade‐offbetweenefficiencyand

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equity,recognisingthattheycouldeventuallyconsidertheteachingandlearningofthesocialsphere.
Theyaddthat,inthefuture,sucharealitycouldleadtotheimplementationofServiceLearning.
However,theteachersreaffirmedthatitseventualimplementationcouldonlyoccurinthelastyearof
thedegreeor2ndcycleofstudies(MasterʹsDegree).Hence,itsintroductioninthecurriculumwould
needabasisofdialoguebetweentheprogrammesoftheUndergraduateandMastersCourses,stating:
ʺitisnecessarytodrawacommonbasisfordialogueandthereafterdesignthebranchesordeconstructʺ.
Teachersfinditdifficulttodrawitasthecontentofa1stcycleCourseUnitduetothecurrentcurricula
structureandthecourseunitscurrentsyllabustheyhavetodeliverintheclassroom:ʺitʹstoohardto
fulfilthecourseunitsʹ contentsletaloneintroduceasevaluationobjectdimensionsarenotinthe
syllabus/contentʺ.Giventheaforementionedconstraints(reservations),itseemsmorefavourabletoits
implementationatthelevelofthe2ndcyclecourses,stating:ʺIdonotknowiftheseissuesshouldnot
reflectonaframeworkofcoursesaftergraduation;eventually,itmightmakemoresenseinan
evaluativeforminthe2ndcycleʺ.Teachersconsiderthateventuallytheycouldintroducesomeofthe
socialissuesinoptionalcourseunitsofʺsocialeconomicsʺ andʺenvironmentaleconomicsʺ,which
gravitatearoundproblemsyettobesolved.However,theyreaffirm:ʺitsoundsinteresting...butIfail
toseehowtofititinthecurriculumʺ.
Whentalkingabouthowtodrawthestudentsofthedegreeineconomicsʹattentiontosocialissues,it
wasaddressedtheimportanceofaninclusiveschoolasopposedtothecurrentdominantmodel.
Nevertheless,teachersexpresstheirconcernwithsocialissues,givingpreferencetothetrainingofthe
studentstoenterthehighlycompetitivemarket.Inthissense,itwassuggestedthattheissuesof
inclusion,citizenshipandsocialcommitmentshouldbeintroducedintheteaching‐learningprocess,in
apragmaticmanner,punctuallyandvoluntarily.
TeachershaveexpressedapprehensionandunawarenessaboutthemethodologyoftheSLbystating:
ʺtheawarenessthatthereisaworldoutthere,withwhichwehavetoworryabout,canbedoneinthe
samemannerasundergoneintheenvironmentalandsocialeconomicsʺ.Inviewofthelackof
knowledgeaboutthemethodologyintheanalysis(ServiceLearning),therewasaconfusionwith
volunteeringpractices,orservicespracticesalreadyinsertedintheUniversityextensionorpedagogical
practicesoflearningintheworkingcontext(stages).Thereappearedexpressionssuchas:ʺthestudent
willbepartofsociety,toanyorganisationoftherealworldandhe/shehastoidentifyproblemsʺ.They
havealsostatedthatthesepracticeswouldbeidenticaltovolunteeringcontexts.Assuch,they
consideredthatthemethodologyofSLcouldnotbeusedinthecourseunitsbecausetheseareevaluated
andmandatoryasopposedtotheSLwhichwouldbe,intheirunderstanding,volunteering,adding:
ʺonecannotbeforcedtovolunteer,whetherwelikeitornot.Itmightbeabitperversethestudentgoes

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volunteeringtoearnpointswithintheformatofhis/hercurriculumʺ.However,thefacilitatorstressed
thatvolunteeringisdifferentfromcommunityserviceandservicelearning.Thisrationaleraisedthe
questionofthesocialawarenessofstudents,whichisconsideredakeysteptounderstandthe
communitywherestudentslive.Whilststressingagainthedisciplinesofsocialeconomicsand
environmentaleconomics,oneoftheparticipants,whoprofiledtheagreementofothers,said:ʺprobably
itincreasesmoreawarenessanditmightextenditselfmoretoseveralcourseunitsanditseemstobea
competencetodevelop.Anotherthingistoapproachsocietybyfollowingtheemployersʹsuggestions,
thatis,itistheUniversitythatshouldperformthisjob.Inthismanner,itsimplementationshouldbe
indicatedexplicitlyinthecurriculum.However,theprofessorthinksthatthefunctionoftheUniversity
educationisnottoteachsomeonetoworkʺ.
AnotherdimensionraisedabouttheintroductionofServiceLearningwasitsinclusioninthefieldof
softskills,whichisaprogrammethatalreadyexistsintheSchoolofEconomicsandManagement.This
rationalewasnotdefendedbecausethoseskillsarenotmandatoryforthecompletionofna
UndergarduateDegreeinEconomics.Thus,itwassuggestedthepossibilityofitsinclusionin
Universityextensionprojectsbyinvokingthatitwouldalsobeagoodlinktothecommunityanda
solutionthatwouldinvolvethecreationofanadditionalandobligatorycurriculumunit.However,
anotherparticipantsaidthatthecurrentUniversityextensionisjustaprovisionofservicesbyteachers.
Inthismanner,consideringtheServiceLearningwithintheUniversityextensioncouldonlymakesense
ifofferedinacompletelydifferentformat.
Accordingtotheteachers,anotherobstacletotheimplementationoftheSLliesinthefragilestudents
ʹdriveforsocialactivitiesthatdonotinvolveaclassificationandclaimed:ʺtheywillprobablystriveto
getagoodgradeonthiscourseunitonly,endingtheirinteresthereforthisdisciplineʺ.Anotherteacher,
puttinghimselfintheroleofthestudent,invokedʺIgottiredofworking,Ihavedevotedmytime,and
theotherwhoperformedlesswillhaveasimilarclassificationʺ.Theyhavealsoobservedthatthe
studentcommunitysphereislimitedtotheUniversitycampus,theiraccommodationandleisure
environmentslocatedaroundthecampus,seemtorenderthemunawareofthepulseofthecity.
Theseareaspectsthatrequestfurtherin‐depthdiscussionbecauseitisacross‐cutassumptionofthe
collectiveandindividualsocialresponsibilityandaccountability.Intheabsenceofthis
(co)responsibility,theimplementationofsocialpracticesandthecommunityaidwillstrugglewith
structuralproblems,whichwillpreventitsnaturaldevelopment.

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6. DiscussionandFinalRemarks
Wethinkthat,duetothegeneralunawarenessoftheteaching‐learningmethodologyofSLlearning,
teachershaveexpressedmanyreservationsaboutthismethodology,consideringtheoddsandperhaps
thedifficultytoapplyit.Theyhaveeventakenitasvolunteeringpracticesproxyandotherpedagogical
practicessuchasplacementsandappliedexistingprojectsinsomedisciplines.Theyhavestatedthat
onecannotbeconstantlyadaptingthecurriculumtopresentreality.Inthislight,andconsideringthat
theSLisamethodologydevisedtoestablishabridgebetweenthestudentandthecommunity,and
consideringthegapbetweenthestudentsandthisreality,wouldnotitbeappropriateandurgentthe
introductionofSLindifferentcourses?
DespitetheirlackofknowledgeaboutthemethodologyofSL,teachersdemonstrate,however,a
positivepositioninginrelationtoactivitiesofsocialnature.Nonetheless,theaspectwhichseemsto
hinderbackitsimplementationstillaretheextensivesyllabusdesignedfortheUndergraduateDegree
ProgrammeinEconomics.Teachersdefendtheintroductionofthismethodologyinsomeofthecourse
units,inapragmaticmanner.
RegardingthedifficultiesofimplementingtheServiceLearning,weunderstandthat:
1. Firstly,itseemsnecessarytodelivertrainingactionsforteachersandinparalleltothestudent
community.ThesetrainingsessionsshouldexplainthemethodologyofSLandhighlightits
objectivesandbenefits.Theyshouldalsostresstherequirementsofthemethod,namelyinterms
ofcommitment,responsibility/accountabilityandcooperation.
2. TheSLisaninterdisciplinarylearningteachingmethodology.Assuch,webelieveitis
importanttounderlinethatthesuccessofitsimplementationdrawsonthechangingofeach
courseunitisolatedperspective,wherethecourseunitdoesneedtobeautonomousandto
contributeforthepersonaldevelopmentofthestudentinanintegratedmanner.
3. TheSLisacollaborativeandinteractivelearningmethodologybetweentheUniversity,the
studentandthecommunitywithinitsvarioussocialinstitutions.Hence,itseemsrelevantto
accentuatethesocialconceptwithinthemethodologyofSL.
4. Itwouldbenecessarytoclarifythestereotypedconceptsofʺvolunteeringʺ,ʺsocialʺ,
ʺresponsibility/accountabilityʺ,ʺcooperationʺandʺcommitmentʺ.Indeed,thesocialdimension
isnotsynonymoustocharitable,ofkindnessinterestedorotherformsofindividualobjectives.
5. ItseemsimportanttofightbacktheideathatSLisnotavolunteeringpracticenortheapplication
ofcourseunits,suchasinternshipsandvisitstocompanies.Onecannotconfusethis
methodologywithgraduationprojects.TheSLfocusesupontheholisticdevelopmentofthe

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studentandthecommunityanddeviatesitselffromthemethodologiesthatfocusprimarilyon
technicalandinstrumentalskills.
6. TheSLisalearningteachingmethodologyofmutualco‐responsibility.Itallowsthestudentto
addressrealsocialproblems,tofeelandtacklethemthewayinwhichhe/shehandlesrealissues.
Incontemplatingsuchsituations,thestudentisawareofasocialrealitythattheUniversityand
relatedactivitieswithintheframeworkofdifferentdisciplinesconceal.Inthissense,the
researchersconsiderthattheSLisahumanisingLearning‐teachingmethodology,whichis
consistentwiththeavailableliterature.

TheUniversitydoesplayastrategicroleintheeconomicandsocialdevelopment.Itmaybethepivot
inconnectinginstitutionsandthecommunity.TheSLisacrucialinstrumentfortheachievementof
thosegoals.Itisapedagogyofglobalvalueandshouldbedisseminatedandappliedtoallareasof
knowledge.WiththeSL,knowledgediffusesandexcellsitselfininterpersonalrelationships,
continuousanddynamicamongalltheparticipatingelementsoftheteaching‐learningprocessandthe
community.

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