A Rose by any Other Name Would Smell as Sweet: Uncovering the Hidden Service-Learning in UK Higher Education’s Pedagogical Practice

Abstract

It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.

Citation

Thomson, S., Reeves, A. and Charlton, M. (2022), "A Rose by any Other Name Would Smell as Sweet: Uncovering the Hidden Service-Learning in UK Higher Education’s Pedagogical Practice", Sengupta, E. and Blessinger, P. (Ed.) Role of Education and Pedagogical Approach in Service Learning (Innovations in Higher Education Teaching and Learning, Vol. 46), Emerald Publishing Limited, Leeds, pp. 113-126. https://doi.org/10.1108/S2055-364120220000046006