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dc.contributor.authorO’Brien, Frances
dc.date.accessioned2019-06-14T12:36:45Z
dc.date.available2019-06-14T12:36:45Z
dc.date.issued2005
dc.identifier.citationO'Brien, F. (2005). Grounding service learning in South Africa. Acta Academica, (Supplementum 3), 64-98.en_ZA
dc.identifier.issn0587 - 2405 (print)
dc.identifier.issn2415 - 0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/9803
dc.description.abstractEnglish: In response to the multiple and often contradictory demands on higher education, increased attention is being given to service learning (SL) in South Africa. This article reviews the debate regarding the desirability of theory for SL and considers the need for locally-grounded theory. Grounded theory is advocated as a research method which appears well-suited to the diversity which characterises SL. Based upon a constructivist paradigm of knowledge creation and employing primarily qualitative methodologies, grounded theory comprises concepts, categories and propositions which emerge from, and are verified through the experiences of the multiple stakeholders in SL. Although analysis is not structured by existing theoretical frameworks, a preliminary literature review is recommended to locate potentially relevant literature and to sensitise the researcher to themes which may surface in the study. The article concludes with such a review of the sources and nature of the literature and research, particularly that emanating from the South African higher education sector.en_ZA
dc.description.abstractAfrikaans: In antwoord op die veelvuldige en dikwels teenstrydige eise wat aan hoër onderwys gestel word, neem die aandag toe wat aan diensleer in Suid-Afrika verleen word. Die artikel neem die debat rakende die gewenstheid van teorie vir diensleer in oënskou en ondersoek die behoefte aan ’n teorie wat in die plaaslike werklikheid gefundeer is. “Gefundeerde teorie” word in hierdie verband aanbeveel as ’n navorsingsmetode wat op die oog af gepas is vir die diversiteit wat diensleer kenmerk. Hierdie teorie is ge- baseer op ’n konstruktivistiese paradigma vir die skep van kennis en maak hoofsaaklik gebruik van kwalitatiewe metodologieë; dit bestaan dus uit konsepte, kategorieë en stellings wat voortspruit uit en geverifieer word deur die ervaringe van die veelvuldige belanghebbendes in diensleer. Alhoewel die analise nie deur bestaande teoretiese raam- werke gestruktureer word nie, word ’n voorlopige literatuuroorsig aanbeveel om poten- sieel relevante literatuur op te spoor en die navorser bedag te maak op temas wat in die studie na vore mag kom. Die artikel word afgesluit met sodanige oorsig van die bronne en aard van literatuur en navorsing, spesifiek dié afkomstig uit die Suid-Afrikaanse hoëronderwyssektor.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectService learningen_ZA
dc.subjectHigher educationen_ZA
dc.titleGrounding service learning in South Africaen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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