Community partners' experiences of higher education service-learning in a community engagement module

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

Why this paper matters

Examines partners as co-educators in a community-engagement module.

Evidence reviewed

Design: Qualitative study of 36 community partners
Full-text status: Abstract and metadata only; full text required

Principal finding

Reciprocity depended on communication, role clarity, and recognizing community expertise.

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

Abstract/metadata-only in this audit; one institutional context.

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

Martina Jordaan; Nita Mennega (2022). “Community partners’ experiences of higher education service-learning in a community engagement module.” Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-09-2020-0327