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Conference Agenda

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Daily Overview

Session

IV. Session 3 · Track B: Institutionalisation in Global and Conflict Contexts
Location: F21/02.41

Presentation 3

CCP (e.g. Service Learning) at Higher Education Institutions in Germany - Results from a study

Anna Benning¹, Holger Backhaus-Maul², Karl-Heinz Gerholz¹

1: Uni Bamberg, Germany; 2: MLU Halle-Wittenberg, Germany

Higher education institutions (HEI) are seen as playing a central role in addressing social challenges and transformation (Meyer-Guckel, 2016) and cooperation forms between HEI and civil society are being discussed - also on basis of the term Campus Community Partnerships (CCP). At the level of university teaching, formats like service learning (subject-specific learning + engagement) are being considered (Bringle & Clayton, 2012; Slepcevic-Zach et al., 2023). For an implementation of CCP (e.g. Service Learning) change processes (organizational and personal development) are needed. In German language countries it is observed, that CCP at HEI is work in progress. This was the starting point for the study ‘Strategies and organizational structures for CCP at HEI in Germany’, which is funded by the FGZ (Transferfonds). A mixed-method design was chosen encompassing a questionnaire survey deployed among boards and staff separately as well as content analysis of transfer mission statements and interviews. This contribution mainly focusses on results from the questionnaire surveys regarding the institutionalization and therefore addresses Track B. A total of n=101 board members and n=70 lecturers from all federal states participated (2023).
Findings reveal that 58,9% of the board members agreed or tended to agree that CCP is an important form of knowledge transfer. In contrast only a fourth (24, 7%) of the board members agreed/tended to agree on the statement, that the institutionalization of CCP is advanced. Regarding aspects of institutionalizing CCP l only 10,9% of the board members reported coordination positions, and approximately a third (30,6 & 38,6 %) announced giving incentives to lecturers and students. Crosstabs revealed relationships between incentives to students and HEI type (Fisher-Freeman-Halton, n=70, p =.011) and research orientation (Fisher-Freeman-Halton, n=67, p =.028) as well as between incentives for lecturers and student numbers (Fisher-Freeman-Halton, n=72, p =.038). Correlation analysis also showed statistically significant relationsships between the perceived degree of institutionalization and the use of external funding (Spearmans ρ = .483, p < .001) as well as the use of internal ressources (Spearmans ρ = .635, p < .001). In addition lecturers report, that CCP is mainly initiated by themselves. We could deduce that the potential of support structures has not fully been realised and that interventions to foster CCP may be the expansion of funding initiatives and a stronger control of the activity structure by the government. But the reasonableness should be discussed with regard to the autonomy of HEI (Rameder et al., 2023).