‘Service learning’ as part of the Lifelong Learning University (LLLU). The Leuphana Model

1. ‘Service learning’ as part of the Lifelong Learning University (LLLU). The Leuphana Model Sonja Moissidis PresentationattheVALUE projectconference 8-9 June 2011 in Ankara

2. Agenda • Background: societaldemands • Barrierstovolunteering • Volunteeringandhighereducation • The VALUE project • The Leuphana model • Discussion

3. Backgroundsocietaldemands I ET 2020: Strategic objective 1: Making lifelong learning and mobility a reality (EC, 2009, p.2) Societaldemands: • The challenges posed by demographic change and the regular need to update and develop skills • changing economic and social circumstances • lifelong approach to learning needed • education and training systems which are more responsive to change and more open to the wider world Implementing LLL: • further progress with ongoing initiatives is still required, especially in implementing coherent and comprehensive lifelong learning strategies • the establishment of more flexible learning pathways — including better transitions between the various education and training sectors, greater openness towards non-formal and informal learning, and increased transparency and recognition of learning outcomes • Further efforts to promote adult learning, to increase the quality of guidance systems, • to make learning more attractive in general — including through the development of new forms of learning and the use of new teaching and learning technologies Service learningaspartofthe LLLU

4. Backgroundsocietaldemands II • In the European Union, almost 100 million citizens of all ages invest their time, talents and money to make a positive contribution to their community by volunteering in civil society organisations, youth clubs, hospitals, schools, in sport clubs, etc. • For the Commission, volunteering is an active expression of civic participation which strengthens common European values such as solidarity and social cohesion. Volunteering also provides important learning opportunities, because involvement in voluntary activities can provide people with new skills and competences that can even improve their employability. (…) • Goal: The Commission expects that the European Year of Volunteering will lead to an increase in volunteering and to greater awareness of its added value, and that it will highlight the link between voluntary engagement at local level and its significance in the wider European context. (European Year ofVolunteering 2011 website) Service learningaspartofthe LLLU

5. BarrierstoVolunteeringempiricalfindings • levels of participation vary strongly in Europe (Plagnol & Huppert, 2009) • between countries • geographical regions • depend on age, social status and gender • main barriers to volunteering are (Sundeen et al, 2007): • lack of time and other resources • lack of interest • not being asked • age • did not know how to get involved, lack of opportunities • those interested in volunteering said the main incentives for taking up voluntary engagement would be (ibid.) • “being asked” • a match of skills and tasks (+possibility to receive a qualification) • information about opportunities • involvement of family or friends Service learningaspartofthe LLLU

6. VolunteeringandhighereducationWhatcan HE institutions do? • Providevolunteeringopportunitiesincluded in thecurriculum • for all learners, independentoftheircourse/programme, age, gender etc. • making time in thecurriculum • friends will jointogether • avoidingtheproblemof „beingasked“, • creatinginterestwiththose not yetinterested • … Service learningaspartofthe LLLU

7. VolunteeringandhighereducationWhyat HEIs? • Higher education institutions (HEIs) are in particular responsible : • HEIs are training tomorrow’s leaders : university graduates have to be educated to handle the complexity of today’s society • requires fostering lifelong learning and acknowledging learning from all settings (formal, informal, non-formal) • HEIs must adapt to create spaces and “powerful learning environments” (Dochy et al, 2003) • HEIs need to partner with communities and integrate voluntary engagement into the curriculum  But how can this be achieved? Service learningaspartofthe LLLU

8. VALUE Grundtvig Network 2008-2011 Volunteering and Lifelong Learning in Universities In Europe http://www.valuenetwork.org.uk Service learningaspartofthe LLLU

9. Aboutthe VALUE project Framework: • funded by the European Commission • running from 2008-2011 • Final dissemination conference in Ankara , 8-9 June, 2011 Partners: • Lead by Liverpool University, UK • comprising 20 partners from 13 countries Goals: • facilitating cooperation between the two sectors for the delivery of University Lifelong Learning (ULLL) • identification of good-practice models and the sharing of innovative approaches Service learningaspartofthe LLLU

10. EUA Charter for Lifelong Learning(2008) So what characterises a Lifelong Learning University (LLLU)? • Embedding concepts of widening access and lifelong learning into each university’s institutional strategy • Providing education and learning to a diversified student population • Adapting study programmes to ensure that they are designed to widen participation and attract returning adult learners • Providing appropriate guidance and counselling services • Recognising prior learning • Embracing lifelong learning in quality culture • Strengthening the relationship between research, teaching and innovation in a perspective of LLL • Consolidating reforms to promote a flexible and creative learning environment for all students • Developing partnerships at local, regional, national and international level to provide attractive and relevant programmes • Acting as role models of lifelong learning institutions Service learningaspartofthe LLLU

11. Volunteeringandhighereducation “Service learning“ Volunteering in a higher education context is called “Service learning” • combining academic seminar content (learning) with voluntary involvement (service) (Reinmuth, Saß & Lauble, 2007) • providing opportunities for learners to become actively involved in social, economic or cultural development projects within their community or region while reflecting on their learning and receiving credit for their studies • Service learning has been acclaimed as a way to add context to coursework and build concrete skills  Service learning is one integral part of the curriculum at Leuphana University of Lüneburg and should be a characteristic of a LLLU. Service learningaspartofthe LLLU

12. Effectsofvolunteeringandservicelearningempiricalfindings I Reported positive effects (Wilson et al, 2008 andLeyba, 2010): • positive developmental effects, especially for youth • Benefits include enjoyment, self-esteem, increased belongingness, skill development and building a sense of community • participants developed more protective and promotive factors such as self-esteem, friendships, confidence, positive relationships • participants begin to view virtuous or altruistic behaviour as an important source of their self-worth • can improve educational attitudes and performance • Longitudinal studies have found that volunteering is beneficial to many aspects of well-being, social responsibility and identity development Service learningaspartofthe LLLU

13. Effectsofvolunteeringandservicelearningempiricalfindings II Helps to avoid negative effects (Wilson et al, 2008 andLeyba, 2010): • lower incidence of arrest substance use • decrease in risk-taking behavior  The actual fact that students participate, not how long, has positive effects on ego development Service learningaspartofthe LLLU

14. Leuphana UniversityAn Institution forLifelong Learning 1946 1946 founding year 6.700 6.700 students in 2010 820 820 employees in 2010 471 471 thereoffaculty Overview 152 152 thereofprofessors approx. 72 Mio. Euro approx. 72 Mio. Euro total budget in 2010 numberoffaculties 4 14

15. Leuphana UniversityThe university model Holistic, trans-disciplinaryconceptofundergraduateeducation, Offers a unifiedfirstacademicdegreeto all undergraduates Aimstostrengthenpersonalityandendowindividualswithabilitiesofautonomouslearningandskillstosucceed in professional environments Balancingmethodologicalrigorandpracticalrelevance College ResearchCenter UNIVERSITY MODEL Facilitatesknowledgeandtechnologytransfers Interfaces withexternalpartnersforcooperationandcontinuingstudiesfortheeducationalneedsofpublic/private organizations, NPOs/NGOs ConsecutiveMaster‘sdegreeandPhDprograms High practicalrelevanceandinterdisciplinaryfield-orientation GraduateSchool ProfessionalSchool Service learningaspartofthe LLLU

16. Volunteering in thecurriculumCore ConceptoftheLeuphana Bachelor Specialized Knowledge «Learning about» Personality Development «Learning to be» Service learningaspartofthe LLLU

17. Leuphana CollegeVolunteeringas an integral partofuniversitystudies (I) Sem. 30 CP 90 CP 30 CP 6 5 4 3 2 1 Complementary Studies Major Minor Leuphana Semester 30 CP LEUPHANA BACHELOR Service learningaspartofthe LLLU CP = Credit Points

18. Leuphana CollegeVolunteeringas an integral partofuniversitystudies (I) Sem. 30 CP 90 CP 30 CP Familiaritywith an interdisciplinaryperspectiveand multiple disciplines; Foreignlanguageacquisition; Participiation in a practical (social) project 6 5 4 3 2 1 Complementary Studies Major Minor Leuphana Semester Work ethicsandmethodologyforbothteam-orientedandautonomoussettings 30 CP LEUPHANA BACHELOR CP = Credit Points Service learningaspartofthe LLLU

19. Leuphana Graduate SchoolVolunteeringas an integral partofuniversitystudies (II) 6 Sem. doctoral studies 30 CP Self-directedresearch work/ dissertation & disputation 60 CP 5 4 Leuphana Promotion 3 2 1 complementarystudies 15 CP Master‘s programme 105 CP 4 Fast Track 3 Leuphana Master 2 1 LEUPHANA GRADUATE SCHOOL Service learningaspartofthe LLLU

20. Service learningatLeuphanaincluded in the „complementarystudies“ • minimum requirement: three of six perspectives • visible, close ties to community and region through focus on practical application • social learning as a fundamental component • each perspective requires the academic mastering of a subject, a topic or a problem “Project & Practice”entrepreneurial “Understanding & Change”humanities, social and cultural sciences “Technology & Environment”natural and technical sciences “Art & Aesthetics”creative, reflexive, discursive “Language & Culture”socio-linguistic, intercultural “Methods & Measuring”interdisciplinary, application-oriented COMPLEMENTARY STUDIES LEUPHANA BACHELOR LEUPHANA BACHELOR Service learningaspartofthe LLLU

21. Service learningatLeuphanarecentprojects in complementarystudies • "Linie 1" Young Musical –Project seminar • cooperation between Theater Lüneburg and the initiative Haute Culture e.V. • Studentsandtheatreexpertsexploretopicslikemarketing, drama, organisation, finances • 2. Summer academy • Advisory support and work by students for lower secondary school pupils • Studentslearnaboutcognitive, socialcare, psychological, communicationaspectsandcanchooseschoolsubjectmodules • Tutoringofschoolkidstakesplaceduringsummeracademyandcounsellingduringoneyear • 3. Volunteeringandcriticalscience • a seminarcoversthetheoreticalbackground, politicalframeworkandpracticalrelevanceofvolunteeringandactivecitizenship • 4. MBA SustainabilityManagement • Cooperationwith blind people‘smuseum „Dialogue in thedark“ • 5. Lunatic Festival • Studentsorganise a musicfestical in Lüneburg everyyear, experiencesarereflected in seminars Service learningaspartofthe LLLU

22. Discussion • How can volunteering embedded in HE studies foster the personality, skills and competencies development of students of all ages? • How can HEIs and decision makers establish the right incentives to ensure real commitment and learning through volunteering if credit is awarded? • How can service learning be implemented as part of a holistic LLL strategy? Service learningaspartofthe LLLU

23. References • European Commission (2009). ET 2020 at http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF • European Commission (2010). European Year of Volunteering 2011 at http://ec.europa.eu/citizenship/focus/focus840_en.htm (last accessed 28 February 2011) • European University Association (EUA) (2008). European Universities’ Charter on Lifelong Learning. Brussels: EUA. • Euler, D. (2005). ForschendesLernen. In: S. Spoun & W. Wunderlich (eds.). StudienzielPersönlichkeit. BeiträgezumBildungsauftragderUniversitätheute. Frankfurt: Campus Verlag, 253-271. • Leyba, E. (2010). How Social Workers Integrate Service Opportunities into Multiple Elements of Practice. Children and Schools, 32(1), 27-49. • Plagnol & Huppert (2009). Happy tohelp? ExploringfactorsassociatedwithVariations in Rates ofVolunteeringAcross Europe. • Reinmuth, S., Saß, C. H. & Lauble S. (2007). Die Idee des Service Learning. In: A. M. Baltes, M. Hofer & A. Sliwka (eds.) StudierendeübernehmenVerantwortung - Service Learning an deutschenUniversitäten. Weinheim: Beltz, 13-28. • Sundeen, R. A., Raskoff, S. A. & Garcia, M. C. (2007). Differences in Perceived Barriers to Volunteering to Formal Organizations: Lack of Time Versus Lack of Interest. Nonprofit management & Leadership, 17(3), 279-300 • Thommen, J.-P. & Peterhoff, D. (2005). InstrumentederPersönlichkeitsentwicklung. In: S. Spoun & W. Wunderlich (eds.). StudienzielPersönlichkeit. BeiträgezumBildungsauftragderUniversitätheute. Frankfurt: Campus Verlag, 315-334. • Wilson, A. E., Allen, J. W., Strahan, E. J. & Ethier, N. (2008). Getting involved: Testing the Effectiveness of a Volunteering Intervention on Young Adolescents’ Future Interventions. Journal of Community & Applied Social Psychology, 18(6), 630-637. Service learningaspartofthe LLLU

24. Thank you very much for your attention. Leuphana University of Lüneburg Institute for Performance Management Wilschenbrucher Weg 84 · D - 21335 Lüneburg Phone +49.4131.677-7771 · Fax +49.4131.677-7982 sonja.moissidis@uni.leuphana.de www.leuphana.de/ipm