Service Learning and Sustainable Transformation of Universities

We understand sustainability in the sense of the Sustainable Development Goals (SDG). The 17 general goals and 169 more specific ones aim towards ecological, social and economic sustainability, peace and international partnerships. Sustainable development in this comprehensive sense requires efforts by society as a whole. In this process, higher education institutions bear responsibility in several areas: research, education of students, transfer of knowledge and technology between academia and society, and the institution’s governance.

Service Learning refers to courses that are based on the combination of academic learning and the acquisition of skills on the one hand and providing a service to society on the other. In the seminar context, groups of students carry out projects with and for partner institutions. A central aspect of service learning are the dialog with practice partners and the mutual integration of practical knowledge and academic knowledge.

The whole institution approach takes into account all processes within the higher education institution and their sustainability or non-sustainability. In Senatra, we pursue the transformation of the entire institution, that is, structural changes towards the sustainability of the university itself. In practical terms, this means that students work on their projects, e.g. with practice partners in the administration or with student sustainability initiatives on campus.

Service learning („learning through engagement“) stimulates active, socially relevant and collaborative learning processes. It is characterised by equally focusing on the service aspect for practice partners as well as the learning aspect, the development of competencies. Service learning has gained relevance at German universities since the early 2000s. In recent years, it is increasingly recognized and practiced as a method for education for sustainable development (ESD).
However, the potential contributions of service learning to the sustainable transformation of universities as a whole institution (Whole Institution Approach, WIA) have hardly been investigated to date. In Senatra, we address the overarching research question: „To what extent can service learning in university education contribute to the sustainable transformation of universities as a whole institution?“

In order to address this research question, various service learning formats are being tested and scientifically evaluated at the participating universities as part of a multiple transdisciplinary case study. On the one hand, service learning projects will be implemented right at the university campus, applying the whole institution approach to sustainable transformation. This way, the universities themselves can become living laboratories for sustainable development. On the other hand, service learning projects with external partners are intended to promote the transfer of knowledge to the regions. Overall, this can stimulate networking between a wide range of stakeholders. Furthermore, Senatra will examine the relationship between learning objectives and outcomes and the respective scientific state of the art and the mutual integration between practical know-how and academic knowledge. Last but not least, peer learning formats will support teachers and university staff in successfully implementing service learning projects. Netzwerk n contributes by strengthening the student perspective and participation, e.g. by providing workshops for students and networking activities.

Involving student networks and stakeholders in the conception and implementation of the service learning approach and the research project strengthen the participatory and transformative effect on the universities. Furthermore, by developing sustainability skills, Senatra wants to empower students as current and future change agents. The service learning projects intend to stimulate learning processes in all participating institutions and groups and thus contribute to a cultural change regarding sustainability. Senatra thus turns university campuses into real-world laboratories for sustainable development in the sense of the WIA. The student-led service learning projects promote ecological, social and economic sustainability in the region and at campus and raise awareness among all stakeholders involved.

The project focuses on the following overarching research question: „To what extent can service learning in university education contribute to the sustainable transformation of universities as a whole institution?“

This is linked to the following subquestions:

1. What are the possibilities and limitations of service learning for education for sustainable development (ESD) in higher education?
2. To what extent can service learning projects within the university contribute to a sustainable transformation of the university as an institution?
3. To what extent can service learning projects with non-university partners contribute to the transfer of sustainability and thus to the sustainable transformation of the region?
4. To what extent can teaching, research and transfer be more closely linked through service learning in the sense of the whole institution approach?
5. To what extent can service learning projects and peer learning formats contribute to a transformation of university teaching towards an integrative, sustainability-oriented university?
6. To what extent does service learning contribute to the students‘ empowerment and motivation to tackle sustainability-related challenges at their university and beyond?
7. To what extent do service learning projects strengthen the role of students in the sustainable transformation of the university as an institution?
8. How can we reflect the practical experience in service learning formats against the background of scientific goals and the respective state of the art? And how can we successfully integrate them into the science-based learning process?

WP 1: Service Learning for the region

WP 2: Service Learning on campus

WP 3: Peer learning for lecturers

WP 4: Networking and empowerment of students

WP 5: Integration processes between academic and practice partners in service learning