Institutionalization of service learning in higher education

Why this paper matters

Examines institutionalization using the CAPSL framework.

Evidence reviewed

Design: Institutional survey and framework application
Full-text status: Indexed PDF/full text reviewed

Principal finding

Shows that durable service-learning requires alignment across institutional constituencies rather than isolated courses.

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

Preliminary, self-reported institutional evidence.

Scoring rationale

• EntrSL relevance: 5/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 4/5. 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 (2000). “Institutionalization of service learning in higher education.” The Journal of Higher Education. https://doi.org/10.1080/00221546.2000.11780823