Autonomy, competence, and relatedness
Unpacking faculty motivation in service-learning
Bibliographic Data
| ID | 21555871 |
|---|---|
| Authors | Christian Compare (0000-0003-4360-9257, University of Bologna, corresponding author), Catarina Rivero (0000-0001-8681-2007, APPsyCI, ISPA), Maria Vargas-Moniz (0000-0002-4875-9118, APPsyCI, ISPA), Cinzia Albanesi (0000-0001-8240-6159, University of Bologna) |
| Year | 2024 |
| Volume | 43 |
| Issue | 6 |
| Pages | 1210-1226 |
| Publication date | 2024-08-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2024.2325152 |
| OpenAlex | W4392813495 |
| Language | EN |
| Citations received | 3 |
| References cited | 29 |
Service-learning (SL) has gained global popularity for promoting students' civic engagement and democratic and pluralistic values and impacting faculty and communities. It relies on foundational pillars (the 4 Rs): respect, reciprocity, relevance, and reflexivity. While the drivers of faculty motivation have received attention from researchers, a gap remains in understanding what sustains their motivation and engagement over time. This study aims to address this gap by exploring the perspectives of a group of European scholars through the lens of Self-Determination Theory. A hybrid thematic analysis was employed to analyze the 22 semi-structured interviews collected in 14 European countries. The findings reveal that SL exerts a transformative influence on the community, students, faculty, and higher education institutions, nurturing a heightened sense of competence among faculty members. Institutionalization is a pivotal factor in sustaining and rewarding engaged faculty scholarship, enabling autonomy in academic roles, and aligning personal values with institutional endeavors. Finally, the community experience within SL fosters positive connections with colleagues and communities at local, national, and international levels. As a result, this study introduces a fifth foundational pillar, extending the existing 4 Rs model: relatedness. Future research directions and implications are proposed
Autonomy · Knowledge management · Pedagogy · Political science · Unpacking · Computer Science · Nursing Education, Practice, and Leadership · Psychology · Service-Learning and Community Engagement · Social Psychology · Youth Development and Social Support
Self-Determination Theory
A Meta-Analysis of the Impact of Service-Learning on Students
Percepción del profesorado universitario implicado en prácticas de Aprendizaje-Servicio. Un estudio cualitativo
Faculty Motivation in Service-Learning Based on Expectancy x Value Theory
Service-learning
Doing Qualitative Research
Stand Together by Staying Apart
Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences
Service learning in higher education
Four forms of youth civic engagement for diverse democracy
Testing a Theory of Sense of Community and Community Responsibility in Organizations
The "What" and "Why" of Goal Pursuits
Successful Qualitative Research
Sense of community
Changing Pedagogy
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |