Implementing service learning in higher education

This analysis is limited to abstract and metadata. Full-text scholarly review remains required.

Why this paper matters

Introduces an institutional framework for implementing service-learning in higher education.

Evidence reviewed

Design: Foundational conceptual article
Full-text status: Abstract and metadata only; full text required

Principal finding

Positions coordinated institutional structures, faculty support, curriculum, students, and community as linked implementation components.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Conceptual and metadata/abstract-only in this audit; not an outcome test.

Scoring rationale

• EntrSL relevance: 5/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 3/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Robert G. Bringle; Julie A. Hatcher (1996). “Implementing service learning in higher education.” The Journal of Higher Education. https://doi.org/10.1080/00221546.1996.11780257