Service learning in post-communist countries

Preradović, Nives Mikelić; Mažeikienė, Natalija

doi:10.4324/9781315109053-12

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…According to Preradović and Mažeikienė, these societies have deeply embedded mistrust of volunteering through public organisations, which were highly regulated in the communist times. At the same time, they have well-developed informal social networks which tend to be favoured over formal structures ( 45 ). This is corroborated by the latest survey by Statistics Poland, which found that 30.9% of the respondents had been involved in informal volunteering within 4 weeks prior to the survey, while only 8.5% had engaged in formal volunteering ( 46 ).…”

Section: Discussionmentioning

confidence: 99%

“…As Preradović and Mažeikienė pointed out, the faculty in these countries are often underpaid and overworked compared to their peers at universities in Western Europe and the USA. Consequently, they may not have enough time and motivation to seek innovations in curricular design ( 45 ). Therefore, it would be wise to use the experiences of predecessors and build partnerships with universities with longer traditions of experiential learning.…”

Section: Discussionmentioning

confidence: 99%

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Student Volunteering as a Solution for Undergraduate Health Professions Education: Lessons From the COVID-19 Pandemic

Chawłowska

Staszewski

Lipiak

et al. 2021

Front. Public Health

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In response to the COVID-19 pandemic, many medical universities worldwide, including the Poznan University of Medical Sciences, launched student volunteering projects (SVPs). We examined our student volunteers' perceptions on the conditions, safety, costs and benefits of their participation in the SVP. Using this information, we attempted to assess the viability of SVPs as a solution for health professions education during and after the pandemic. The main research tool was a questionnaire on students' perceptions of their participation in the SVP. As a complementary qualitative method, we used semi-structured interviews with the volunteers. Our respondents (n = 158) perceived conditions and safety generally positively: most reported having personal protective equipment (89.24%), technical support (88.61%), and induction training (79.11%). Only 38.61% said they had access to psychological support. In our view, benefits (e.g., an opportunity to make new contacts or receiving positive reactions from patients and staff) seemed to outweigh costs. 65.82% of the respondents agreed that they learnt new interesting things. A majority noticed the development of their soft skills (social 86.08%; organisational 78.48%; stress management 68.99%), while 40.51% – the development of their medical skills. The interviews pointed to additional benefits for students such as gaining insight of the healthcare system, and costs such as distress caused by some patient interactions. We conclude that student volunteering could become a viable solution for health professions education. To maximise its educational potential, volunteers' needs must be explored, psychological support ensured, and opportunities for mentoring and reflection provided. The organisational framework of a SVP should be culturally sensitive.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Student Volunteering as a Solution for Undergraduate Health Professions Education: Lessons From the COVID-19 Pandemic

Chawłowska

Staszewski

Lipiak

et al. 2021

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…While community service and/or service-learning are a common requirement in Anglo-Saxon countries (with amounts from 61% to 69% of all students being cited as exposed to SL), this figure for Croatian students, in comparative international research, proved to be as low as 5.9% (Haski Leventhal et al, 2010). While this could be associated with the negative legacy of the socialist past, which is also being reflected in other forms of civic participation and social trust (Mikelić Preradović & Mažeikienė, 2019), it also points out to the need for developing a supportive institutional environment for the voluntary introduction of service-learning to the academic community.…”

Section: Discussionmentioning

confidence: 99%

Contribution of Service-Learning and Supporting Factors to the Environmental Sustainability Commitment of Higher Education Institutions

Alfirević

Petković

Radaković

2022

RSP

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This study analyzes how service-learning contributes to the level of commitment to environmental sustainability in higher education institutions (HEIs), as perceived by their students. The empirical analysis has been conducted by using the PLS-SEM modelling, on a sample of 366 undergraduate students of business from Croatia and Bosnia & Herzegovina. The obtained results support the hypothesized influence of the service-learning development level on the sustainability commitment in higher education. We also consider the indirect effects within the model. They show that service-learning mediates the relationships between students’ idealism and sustainability commitment, as well as between students’ social trust and sustainability commitment. Implications of obtained empirical results for theory and higher education practice are discussed. The potential for generalizing results for other sustainability interventions is assessed.

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“…The service-learning components 'learning to serve' and 'serving to learn' taking place within community and classroom are supplemented with 'a social change orientation', 'working to redistribute power' and 'developing authentic relationships' (Mitchell, 2008). Moreover, critical service-learning may be employed seeking to address the ways in which civic engagement can become repositioned and revitalised (Preradović & Mažeikienė, 2019). The re-positioning of service learning as an educational technique and continuous innovation is one of the concerns connected to the assumed missions of higher education institutions operating in the broader social context.…”

Section: Knowledge and Innovation For The Social Changementioning

confidence: 99%

Service-Learning in Social Work Education to Develop Social Work Competencies in University Students

Gruslytė

2021

EID

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The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts.

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Service learning in post-communist countries

Cited by 5 publications

References 1 publication

Student Volunteering as a Solution for Undergraduate Health Professions Education: Lessons From the COVID-19 Pandemic

Student Volunteering as a Solution for Undergraduate Health Professions Education: Lessons From the COVID-19 Pandemic

Contribution of Service-Learning and Supporting Factors to the Environmental Sustainability Commitment of Higher Education Institutions

Service-Learning in Social Work Education to Develop Social Work Competencies in University Students

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