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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Daily Overview

Session

II. Session 4 · Track B/C: Advancing Democratic Higher Education through Service-Learning
Location: F21/02.55

Presentation 3

Toward a Committed University: Institutionalizing Service Learning at Universidad San Jorge (2015–2025)

Raquel Lafuente-Ureta, Arantzazu Martínez-Odria, Carolina Jiménez-Sánchez, María Pilar Ribate-Molina, Loreto Sáez-Benito, Adrián Serrano-Sanz, Víctor Manuel Pérez-Martínez, Marta Uriel-Gallego, Lourdes Diego-Barrado, Carlota Gómez-Rincón

Universidad San Jorge, Spain

Description of the topic/focus of the work and link to the conference theme

Service-Learning (SL) integrates academic learning with socially relevant action, enhancing both educational quality and community engagement. Since 2015, Universidad San Jorge (USJ) has developed multiple SL initiatives across its degree programs. However, these experiences have not been systematically analyzed as a whole, limiting understanding of their evolution, overall impact, and alignment with institutional priorities.

This study responds to the need to move from isolated and dispersed SL experiences towards a more structured, coordinated and sustained institutional approach. It examines how SL has developed at USJ over the past ten-year period and explores the conditions that support its consolidation within university structures and practices. Within the Uniservitate framework, the project seeks to strengthen SL as a strategic pillar for educational innovation and meaningful social engagement.

Methodology

A sequential exploratory mixed-methods evaluative design is applied.

Phase 1 consists of a retrospective review of funded SL projects (2015–2025), analyzing variables such as degree program, academic year, social needs addressed, type of intervention, learning outcomes, service activities, collaborating entities, and participant and beneficiary profiles.

Phase 2 involves a qualitative narrative study based on focus groups with students, faculty members, technical staff, and community partners. This phase explores stakeholders’ perceptions of the strengths, limitations, and key factors influencing the development and consolidation of SL initiatives.

The integration of both phases allows for a comprehensive understanding of SL at USJ, combining descriptive scope with in-depth insights into stakeholder experiences and institutional dynamics.

Results and their impact

Although data collection and analysis are currently ongoing, expected results include: (1) a comprehensive institutional mapping of SL experiences using standardized and comparable indicators; (2) identification of common patterns, persistent gaps, and emerging strategic opportunities; (3) recognition of key facilitators and barriers to SL institutionalization across different stakeholder groups; and (4) development of practical recommendations to enhance the quality, coherence, and long-term sustainability of SL initiatives.

The findings are expected to inform the design of an institutional strategy that supports the meaningful curricular integration of SL, strengthens faculty engagement, improves evaluation mechanisms, and fosters sustainable long-term collaboration with community partners. Ultimately, the study aims to consolidate a coherent and institutionally embedded SL model that reinforces both educational processes and the university’s social mission and commitment.