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dc.contributor.authorMitchell, Carol
dc.contributor.authorTrotter, Kirsty
dc.contributor.authorGelmon, Sherril
dc.date.accessioned2019-06-14T12:44:52Z
dc.date.available2019-06-14T12:44:52Z
dc.date.issued2005
dc.identifier.citationMitchell, C., Trotter, K., & Gelmon, S. (2005). A case study of a higher education institutional assessment on service learning. Acta Academica, (Supplementum 3), 151-177.en_ZA
dc.identifier.issn0587 - 2405 (print)
dc.identifier.issn2415 - 0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/9806
dc.description.abstractEnglish: This article focuses on the various processes undergone by the University of Natal, Pietermaritzburg campus (now part of the University of KwaZulu-Natal) to research the institutionalisation of service learning. The application of three different processes and tools for assessment is discussed and located within the international context of institutional assessment trends. The relative utility of each of these assessment tools is discussed with particular emphasis placed on the narrative produced by using the Furco Rubric, as this highlights the role of contextual issues in the institutionalisation process. It is hoped that the reflections on these assessment processes will provide insight into the factors affecting the establishment of service learning as a sanctioned part of higher education’s academic and social agenda.en_ZA
dc.description.abstractAfrikaans: Hierdie artikel ondersoek die verskillende prosesse wat die Universiteit van Natal, Pietermaritzburg-kampus (nou deel van die Universiteit van KwaZulu-Natal) deur- loop het om navorsing te doen oor die institusionalisering van diensleer. Die toepas- sing van drie verskillende prosesse en instrumente vir assessering word bespreek en binne die internasionale konteks van institusionele assesseringstendense geplaas. Die relatiewe bruikbaarheid van elk van hierdie assesseringsinstrumente word bespreek met spesifieke klem op die narratief wat voortspruit uit die gebruik van die Furco- rubriek, aangesien dit die rol van kontekstuele kwessies in die institusionaliserings- proses uitlig. Nadenke oor hierdie assesseringsprosesse mag insig verskaf oor faktore wat die vestiging van diensleer as ’n aanvaarde deel van hoër onderwys se akademiese en sosiale agenda beïnvloed.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectHigher educationen_ZA
dc.subjectUniversity of KwaZulu-Natalen_ZA
dc.subjectInstitutionalisation of service learningen_ZA
dc.subjectSouth Africaen_ZA
dc.titleA case study of a higher education institutional assessment on service learningen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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