Service learning as scholarship: why theory-based research is critical to service learning

Abstract

Service learning provides an opportunity to improve instruction for students and contribute to the quality of life in communities. This article explores the ways in which service learning also presents opportunities to conduct research and scholarly work that can improve teaching and learning, contribute to the knowledge base of disciplines and professions, enhance the public purposes of higher education, and inform communities in ways that empower them to take action. Research will be most informative when the information that is gained through data collection, whether qualitative or quantitative, is based on a solid theoretical rationale and the results are relevant to refining theoretical propositions that can guide future programme design and implementation.