Does service-learning add value? Examining the perspectives of multiple stakeholders

Why this paper matters

Compares value perceptions among students, recruiters, and project supervisors.

Evidence reviewed

Design: Multi-stakeholder survey and structural analyses
Full-text status: Indexed PDF/full text reviewed

Principal finding

All stakeholder groups perceived value, but valued different outcomes, supporting multi-party design and assessment.

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

Cross-sectional perceptions and one mandated 30-hour setting.

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

Scott W. Lester; Chuck Tomkovick; Theresa Wells; Lanette Flunker; Jill Kickul (2005). “Does service-learning add value? Examining the perspectives of multiple stakeholders.” Academy of Management Learning & Education. https://doi.org/10.5465/amle.2005.18122418