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Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and understanding of cultural and social issue. Moreover, higher education research suggests that the use of technology, e-learning and online course can provide a powerful learning experience for students (Volman, 2005). Thus, e-service-learning (E-SL), “…an electronic form of experiential education and incorporates electronically supported service learning” (Malvey, Hamby, & Fottler, 2006, p. 187) could be a teaching and learning methodology to reach these goals. Indeed:

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

Starting from a theoretical analysis of the evolution of E-SL, this chapter describes a case study of the use of E-SL in English Language Teaching (ELT) education and reveals the effects that it produces on the development of digital skills, teaching abilities and professional identity of pre-service teachers.

This chapter provides higher education faculty with a model that promotes equity and inclusion by engaging students in developing critical consciousness about their country’s social problems. This model has been developed and refined through research and practice at a private liberal arts university in Quito, Ecuador since 2011. It is a service-learning program where students work directly, for 80 hours, with a vulnerable human group while taking a course where the academic content includes topics, such as poverty, education, health, gender, and discrimination. With this experiential learning model, students have gone through a transformational process that has allowed them to question their mental schemes. This transformation has been documented with qualitative data. The impact of this model has been researched using both quantitative and qualitative measures of students’ civic attitudes and skills using a scale called the Civic Attitudes and Skills Questionnaire, which includes six factors: Civic Action, Interpersonal and Problem-Solving Skills, Political Awareness, Leadership Skills, Social Justice, and Diversity Attitudes. A significant impact of the course on students’ skills has been found on almost all factors in two studies conducted in recent years. This chapter describes the service-learning program in detail mentioning the research done.

Organizational change is endemic and can be disruptive for leaders' emotions and subsequent behaviors. While many studies focus on employees' reactions to change, there are few that focus on leader responses to change. The focus of our study is on leaders. In this chapter, we outline a qualitative study examining a leader's emotion regulation during organizational change. The aim of our research is to better understand the emotions leaders experience during organizational change and what emotion regulation strategies they enact to support positive outcomes.

Data were collected through interviews with 25 middle and senior management who were involved in organizational change at the time of interviews. The day reconstruction method was used to evoke and more accurately capture leaders' memories of an emerging or actual change event, the emotions they experienced, and the emotional regulation strategies utilized. Conceptualizing the change as a disruptive affective event, we asked participants to recall scenarios related to the change that triggered an emotional response and drew on the process model of emotion regulation (Gross, 1998a) to interpret these data. To round off the interviews, we captured the leader's personal outcomes from the emotion regulation strategies enacted.

Based on the data, leaders managing organizational change processes described the experience as a series of disruptive affective events that were more often associated with experiences of negatively valanced emotions (compared to positive emotions). Further, leaders were most likely to respond to these affective disruptions with the specific emotion regulation strategy of suppression (i.e., masking negative feelings with neutral or positive affective displays). A major reason leaders report responding with suppression is to maintain their professionalism, even if this undermines their health and well-being.

Qualitative research seeking to understand a leader's emotion experiences during organizational change is rare. These findings provide a more nuanced understanding of the affective nature of leaders' experiences and responses when managing the disruptive processes of change. This knowledge can assist organizations to develop processes and tools to support leaders dealing with the emotional realities of change to enable better outcomes for themselves and their followers.

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant stakeholders to identify and solve community problems and issues. This chapter will describe the need for academic and community partnerships, how academic institutions can develop priorities, governance and financial structures that facilitate stronger, more effective community relationships and make contributions to the resolution of social ills. The current literature on community engagement, community-based participatory research, community action research, community-engaged scholarship and service-learning are reviewed. The principles and tenets of engaged scholarship are reviewed, barriers to implementation are discussed and examples provided. Academic institutions can play an important role in social change if they are willing to embrace community engagement. A key to success is building trust, sharing power, fostering co-learning, enhancing strengths and resources, building capacity, and addressing community-identified needs. Academic participation requires institutional and faculty commitment to engagement principles, flexible and inclusive governance structures and strategies to educate community members. The development of the relationships and structures required for successful community engagement can be inhibited by imbalances in power and knowledge that often exist among practitioners, researchers, and community members. This review may assist academic institutions to examine implementation of tenure and promotion policies, oversight strategies and structures that assure community development and benefit, as well as opportunities for faculty, staff and student training on principles and best practices of community-engaged research.

This study evaluates participation in the Volunteer Income Tax Assistance (VITA) program, a service-learning activity, to determine if participating students develop confidence in the skills needed for success in the accounting profession. An analysis of data from students at eight U.S. universities shows that VITA students were significantly more confident in their practical skills, citizenship skills, and personal responsibility skills after their VITA experience than a control group of students who did not participate in VITA, measured over a similar period of time. The VITA participants also reported a stronger sense of school pride and moderately more confidence in their interpersonal skills. However, the VITA students reported less confidence in their problem-solving skills, perhaps due to being faced with complex decision-making situations. While this finding was initially unexpected, it actually demonstrates the value of experiential learning for students.

This chapter starts by defining authenticity and then addressing the role that the concept has played in political communication research. It then examines authenticity as an issue in conventional politics before discussing more recent engagements with the concept, notably with regard to campaigns, populism and voting preferences.

Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear.

This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students including, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples’ knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all students.