CHAPTER 4: Virtual Adoption of Service-Learning Through Controlled Discourse

Framing service-learning as a philosophy, a pedagogy, and as a program is integral to the principles of higher education (Kendall, 1990). The extent of its influence on campuses across the nation varies as much as the campuses themselves. However, when an institution decides to mainstream service-learning on its campus from a general mission statement to an integral component of educational practice, there needs to be an understanding of the change process as well as all the factors that have an impact on the process. The purpose of this qualitative case study was to investigate the centralization process undertaken by a major urban university to move a service-learning program operating on the margins to a more central position within academic affairs and why the process proved unsuccessful.