Service-learning in Indonesia: The benefits of developing students’ characters in higher education

• Κύριοι συγγραφείς: Handoyo, Luisa Diana, Suparno, Paidi, Suparno, Paulus
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2020
• Θέματα: Educational Sciences; Educational Sciences, Teacher Education, University, Students.; Διδακτορικές σπουδές; EUA-CDE; Ε.Χ.Α.Ε.; Αρχές του Σάλτσμπουργκ; Doctoral studies, EUA-CDE, EHEA, Salzburg Principles; Πολιτικές Επιστήμες; Τέχνη; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; Moscow State University of International Relations (MGIMO), the Greek Language Section, teaching of the Greek language, diplomat, future employment; University; European education policies; quality assurance; accreditation; policy transfer; Πανεπιστήμιο; Ευρωπαϊκές Εκπαιδευτικές Πολιτικές; Διασφάλιση Ποιότητας; Πιστοποίηση; Μεταφορά Πολιτικής; Educational Sciences,; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Higher Education, Democracy, Citizenship; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Έρευνα, Ερμηνεία; Ομάδα; Εκπαιδευτική Πολιτική; Research; Hermeneutics; Research Team; Educational Policy; Recherche; Herméneutique; Groupe de recherche; Politique de l’Éducation; Academics of 19th century, memoirs, university of 19th century, Ragkavis, Pilikas, Saripolos; Επιστήμες της Εκπαίδευσης; Φοιτητική συμμετοχή, Φοιτητικές εκλογές, Αποστολή δημόσιου πανεπιστημίου, Πανεπιστήμιο.; Student engagement, Student participation, Public mission, University; social inequalities, higher education; University Governance; Democracy; Efficiency; Participation, Students; education; Université; Gouvernance Universitaire; Démocratie; Efficacité; Participation; Étudiants; Modern Greek studies, Byzantine studies, Greek as a foreign language, linguodidactics, linguistic continuity.; Educational Sciences, Sociology, Political Sciences, History,; Teacher Training; Training System; Didactics; Pedagogy; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Lifelong Learning, Greek Higher Education Institutions, Non-formal learning; Deliberative democracy, deliberation, civic education; pedagogy; Educational Sciences, Medicine; University, Degree, History; Greece, University, Selection Process, Europeanisation, Access Policy; ανεπιστήμιο, Ευρωπαϊκές Εκπαιδευτικές Πολιτικές, Διασφάλιση Ποιότητας, Πιστοποίηση, Μεταφορά Πολιτικής; Distance learning, educator, academic staff, academic, communication, support; Quality, culture, quality culture, quality assurance, educational principles; Information and Communication Technologies (ICT), Health, Students, University, Health Education and health promotion; Relationship with knowledge; case study; university students; Upbringing University, Higher Education, Foster Program, Quality Assurance System; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Study choice, Social mobility, Inequalities in Education, Higher Education, Educational capital; Impact, university teaching, creativity, students, city of Kinshasa.; Vocational Education and Training (VET); Skills; Centers of Vocational Excellence; Innovation; VET School Networks; Public-Private Partnerships; History of Higher Education; Contrastive analysis; learner autonomy; autonomous language learning; accountability; practical pedagogical approaches; Citizenship, higher education, post-truth democracy, trust, communicative action.; Service-learning, character, social care, communicative, responsibility; Brazil Higher Education; Students’ academic performance, statistics teaching, online education; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Staff Development, Teaching and Learning, Higher Education Institutions, Teachers, Perceptions; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Educational sciences research – teacher training – effective practices – partnership – research place; Eπικύρωση; αναγνώριση; μη-τυπική μάθηση; άτυπη μάθηση; μάθηση μέσω της εργασιακής εμπειρίας; Validation; recognition; non-formal learning; informal learning; work-based learning; First-year students, relation with the knowledge, university system; Virtual reality (VR), VR usage, Learning performance, Indirect effect, Moderated mediator; Greek language, Lomonosov Moscow University, Byzantine and Modern Greek Philology; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; Unemployment among graduates of universities, Academic Qualification, The fourth industrial revolution, Knowledge economy, Entrepreneurship and innovation; Higher education in Brazil; Universities; Policies of democratization; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; John Henry Newman,“Idea of a University”, liberal education, science; Academics; Διεθνοποίηση; ανώτατη εκπαίδευση; πρόγραμμα σπουδών; παγκόσμια πολιτειότητα; Ιnternationalisation, higher education, curriculum, global citizenship; Attachment, institutes, institutional elements, researchers, Vietnam higher education institutions; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Academic Performance, Predictor, Rating, Regression Model, Unified State Exam; Democratic indicators, university, Text Network analysis; Modern Greek studies, Greek language teaching, Literature teaching; Tertiary in distance education; teachers' professional development; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie; Vocational education and training (VET), Skills, Lifelong learning, Education and training policy, future of VET, Competence, National qualifications framework; Citizenship, higher education, Welfare State, philanthropy, democracy; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Educational Sciences, Sociology; Teachers, profession, schools; Higher education, Access, Governance, Gender, Guidance Policy; Social Dimension, Higher Education, Bologna Process; Higher education, "Idea of the University", pedagogical role, Multiuniversity, general education system; Relationship to knowledge. Historical foundations. Epistemological status; Agenda 2030, European Union, Professionals, Right to Education and Training; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; university, society, market, democratic reformation; Εκπαίδευση; Στρατηγική Διοίκηση; Ελληνικά Πανεπιστήμια; Καινοτόμες Αλλαγές; Strategic Management; Higher Education; Management of Change; Higher education, tertiary education, graduate tax, skills, student fees, students loans; Political Sciences; Epistemology; Electronic Search Skills, postgraduate Students, University of Hail.; Students, Department of Primary Education, student needs, educational support, psychological support, vocational orientation support, social dimension, EHEA.; Research; University; Research Organization; Innovation; Model.; Higher Military Educational Institutions (ASEI) - ASEI Law- National Defence University- ASEI’s Evaluation.; “Rapport au savoir”, identity, future teacher education; Higher Education; Student Loans; Incentives; Information Asymmetry; Tax Optimization; Interdisciplinarity, Higher Education Policy, Master Programmes, European Union; Διεπιστημονικότητα, Πολιτική Ανώτατης Εκπαίδευσης, Μεταπτυχιακά Προγράμματα Σπουδών, Ευρωπαϊκή Ένωση; Teacher education, reflective writing, professional development, professional knowledge; Στρατηγικός σχεδιασμός; ανώτατη εκπαίδευση; εθνική στρατηγική; στρατηγική ιδρύματος; στρατηγική προγράμματος σπουδών; Strategic planning; higher education; national strategy; strategy at institutional level; strategic planning of the curriculum; Editorial; Council of Europe, Roma minority, Higher Education, University; Modern Greek studies, Strasbourg, Education. Research; Adolescence; Higher Education; Biographical Identity; Transition Narratives; Εφηβεία; Ανώτατη Εκπαίδευση; Βιογραφική Ταυτότητα; Αφηγήσεις Μετάβασης; Postgraduate education, country attractiveness, AHP; Education; Higher Education; University. Brazil

This study provides an overview of the application of service-learning for the development of students’ character. There are three aspects to be analyzed in this research, i.e. procedures to apply service-learning, procedures to select service-learning participants, and benefits of service-learning to the development students’ character.  A qualitative approach is used to review journal articles regarding the implementation of service-learning in Indonesia. In the current study, 15 research studies were found to meet the particular criteria. Results suggest that a service-learning program in higher education in Indonesia involves the procedures of implementation, procedures to select participants, and benefits to the development of students’ character. Service-learning was generally integrated into lectures with non-live-in procedures (60%), while the remainder (40%) applied live-in procedures. The majority of the service-learning participants (86.67%) were selected to participate because they attended the course that implemented service learning. In relation to the benefits of service-learning, it can be concluded that service-learning can develop students’ social care, communication skills, responsibility, creativity, hard work, discipline, and tolerance.