Reciprocal exchange: understanding the community partner perspective in higher education service-learning

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Reciprocal exchange: understanding the community partner perspective in higher education service-learning

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14963

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dc.contributor.advisor Butner, Bonita K., 1950- en
dc.contributor.author Petri, Alexis Nicolle
dc.date.accessioned 2012-08-27T19:53:54Z
dc.date.available 2012-08-27T19:53:54Z
dc.date.issued 2012-08-27
dc.date.submitted 2012 Summer en
dc.identifier.uri http://hdl.handle.net/10355/14963
dc.description Title from PDF of title page, viewed on August 27, 2012 en
dc.description Dissertation advisor: Bonita Butner en
dc.description Vita en
dc.description Includes bibliographic references (p. 255-270) en
dc.description Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2012 en
dc.description.abstract This study investigates service-learning from the community partners' perspective, especially in terms of reciprocity. As a central construct in the theory of service-learning, reciprocity for community partners is virtually unknown. Little scholarship exists that explains or explores the benefits and opportunity costs of service-learning. One purpose of this study is to help higher education become better informed about how communities contribute to the education of students involved in service-learning and how colleges and universities can take steps to ensure reciprocity. This qualitative study uses constructivist grounded theory to gain insight into the experiences of community partners with servicelearning at the collegiate level. The study sought to answer the following research questions: What are the community partners' experiences with higher education service-learning? Reciprocity is a definitional characteristic of service-learning. Do community organizations experience reciprocity when they partner with institutions of higher education for service-learning? How does higher education service-learning contribute to the community organizations where students do their service-learning? From the community partner perspective, what do their organizations contribute to student servicelearners? All twenty-four participants in the study are community partners for servicelearning associated with Rockhurst University. Individual interviews, Donor Edge organization profiles, and the Rockhurst University self-study for the Carnegie Elective Classification in Community Engagement were utilized for data collection and analysis. Keywords: service-learning, higher education, campus-community partnerships, reciprocity, mutual gain, community-based organizations, and nonprofit organizations. en_US
dc.description.tableofcontents Introduction -- Review of literature -- Methodology -- Findings -- Discussion -- Appendix A. Recruitment letter -- Appendix B. Recruitment flyer -- Appendix C. Recruitment telephone script -- Appendix D. Registration form -- Appendix E. Consent form -- Appendix F. Community conversation protocol -- Appendix G. Interview protocol -- Appendix H. Transcript review form en
dc.format.extent xvi, 272 pages en
dc.language.iso en_US en_US
dc.publisher University of Missouri--Kansas City en
dc.subject.lcsh Service learning en
dc.subject.lcsh Community and college en
dc.subject.other Dissertation -- University of Missouri--Kansas City -- Education en
dc.title Reciprocal exchange: understanding the community partner perspective in higher education service-learning en_US
dc.type Thesis en_US
thesis.degree.discipline Education en
thesis.degree.grantor University of Missouri--Kansas City en
thesis.degree.name Ed.D. en
thesis.degree.level Doctoral en


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