Service-Learning in Higher Education: Andragogy in Argentina, Mexico, and the United States

Autor/inn/en	Benavides, Abraham David; Keyes, Laura M.; Linares-Hernández, Ivonne; Martinez-Miranda, Veronica; Romanazzi, Pablo G.
Titel	Service-Learning in Higher Education: Andragogy in Argentina, Mexico, and the United States
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 4, S.275-304 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Service Learning; Higher Education; Andragogy; Foreign Countries; Instructional Effectiveness; Comparative Education; Adult Education; Governance; Skill Development; Educational Change; Public Policy; Argentina; Mexico; Texas + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Andragogics; Andragogik; Ausland; Unterrichtserfolg; Vergleichende Erziehungswissenschaft; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsreform; Öffentliche Ordnung; Argentinien; Mexiko
Abstract	This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01