How Ready Is Higher Education Faculty for Engaged Student Learning? Applying Transtheoretical Model to Measure Service-Learning Beliefs and Adoption

Su-I Hou and Shannon Wilder

SAGE Open, 2015, vol. 5, issue 1, 2158244015572282

Abstract: This study examined service-learning (SL) beliefs and participation among faculty in different stages of involvement to develop tailored resources and support. A representative sample of 1,200 faculty members at a major public university in Southeast United States was recruited. The study used the transtheoretical model (TTM) as an innovative way to group SL involvement into five stages: unaware (U), pre-contemplation (PC), contemplation (C), preparation (Prep), and action and maintenance (A/M). Perceived benefits and barriers at different levels were assessed. The distribution among faculty who completed the online survey ( n = 450, 60% males) across stages was 20% (U), 31% (PC), 16% (C), 10% (Prep), and 23% (A/M). Analyses showed significant differences on the 4 SL beliefs, F (3, 358) ranged from 7.05 to 78.31, all p

Keywords: the transtheoretical model (TTM); service-learning; perceived benefits; perceived barriers; willingness to participate (WTP); resource utilization likelihood (RUL) (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:1:p:2158244015572282

DOI: 10.1177/2158244015572282

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