Virtual Adoption of Service-Learning Through Controlled Discourse

 In this chapter, the author presents a qualitative case study that examines the change process undertaken by a major urban research university in centralizing service-learning. The purpose of this case study was to compare actual findings of how the centralization process was managed within a university setting with theoretical propositions about change theory as it applies to higher education and service-learning. Her findings confirm that having a strategic plan, open communications, faculty leadership, and agreement on goals and motivations are four elements that cannot be overlooked when undertaking an organizational change initiative involving the centralization of service-learning. Implications therefore question whether the presence of all seemingly requisite elements for the successful development of a service-learning program is necessary when the process of centralizing service-learning can still be impeded unknowingly by the contemporary student engagement discourse within higher education.