Baden-Wuerttemberg Cooperative State University (Duale Hochschule Baden-Württemberg – DHBW) with its main seat in Stuttgart is the first higher education institution in Germany to integrate academic studies with workplace training within the curriculum. This means that students regularly switch, every three months, from their academic studies at the university to practical training at their partner company. The nine main locations and four branch campuses with its more than 780 professors build Germany’s first state university system. With more than 34,000 enrolled students, more than 9,000 partner companies and more than 141,000 graduates, DHBW is the largest university in the South of Germany. The university has implemented an award-winning digital strategy in its innovative teaching and learning model. Apart from international and European research integration it is also undertaking very innovative partnerships with local companies in order to realize cooperative research projects. All degree programs are both nationally and internationally accredited, count as intensive study programs and are worth 210 ECTS credits. In addition, DHBW offers career-integrated postgraduate study programs at its Center for Advanced Studies.
DHBW has broad experience in researching on and implementing innovative ways of teaching and learning in order to enhance students’ Future Skills through innovative course contents and learning designs for building competences. The research group NextEducation (https://next-education.org/) builds on vast experience of involvement in many European and international projects throughout the past decade and has developed a specific strand of student-centered research, having developed the first and award-winning student-centered quality model for e-learning in Europe in 2004. The team has been involved in different EU projects concerning skills building and assessment, inclusive student engagement, use of Open Educational Resources and qualification recognition procedures in vocational and professional higher education contexts. The team has developed and piloted many resources for students’ Future Skills development and reflection within the institution, drawing on students’ practical experiences. Due to its profile, DHBW has strong ties and regular exchange with professional organizations and companies in the region, exchanging ideas about the demands on future graduates. With innovative approaches and digital teaching strategies, DHBW tries to approach non-traditional learners.
Our team will coordinate the project in cooperation with KIC and contribute to all parts of the project with its expertise in international educational research initiatives and research in Professional Higher Education. It will lead the research on Future Skills in student civic engagement with its experience in designing competence frameworks and suitable reflection materials for students. The reflection materials will be about defining the different roles, profiles and activities and the related competences in student civic engagement as well as fostering them by volunteering.
Ulf-Daniel Ehlers, Professor for Educational Management and Lifelong Learning
Ulf is an internationally recognized researcher and innovator in the area of E-Learning. He has extensive experience in helping individuals achieving superior learning performances and has run lighthouse initiatives in the field of e-learning and knowledge management as well as e-business, including knowledge-technology consulting for small and medium sized enterprises.
Jörn Allmang, Researcher
Jörn Allmang is a researcher at DHBW. With a background in educational science, specialising in media education and adult education, he has worked in various areas of the e-learning industry, from conceptual work in an e-learning agency to the implementation of media didactic trainings in a university medical centre.
Laura Eigbrecht, Researcher
Laura Eigbrecht is a researcher at DHBW and doing her PhD in the field of higher education and transformative Future Skills. After completing her Bachelor’s Degree in European Media and Culture and her Master’s degree in Kids and Youth Media, she worked with media, migration, language and education.
To ensure that service-learning projects have a positive and lasting impact on all stakeholders: the community, the higher education institution, and the student, they should be evaluated regularly and thoughtfully. Ongoing evaluation helps identify what’s working well, what can be improved, and how the experience is contributing to shared goals. To support this process, we’ve provided a selection of tools and frameworks to help you plan and conduct evaluations. Please note that even though some resources refer to e-Service-Learning, they are also applicable in the face-to-face context
DESCRIPTION OF THE RESOURCE: Introduction and guidelines for the evaluation of Service-Learning community impact
DESCRIPTION OF THE RESOURCE: A Service-Learning impact measurement tool
DESCRIPTION OF THE RESOURCE: A Service-Learning projects quality assessment tool
Service-learning projects should be designed to respond to the real needs of the community. To ensure their relevance and impact, higher education institutions must actively collaborate with community partners, such as NGOs, local organisations and institutions that are directly engaged with the community’s most pressing challenges. Building and sustaining these partnerships requires mutual trust, clear communication, and shared goals. To support you in establishing collaborations with community partners, co-designing projects, and implementing them effectively, here is a a useful resource (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: Manual for community partners involved or planning to be involved in the e-Service-Learning. However, this manual is also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Capacity building is the first step to supporting the effective implementation of service-learning across the higher education institution. When teaching staff are equipped with the right knowledge, tools, and pedagogical strategies, they are better prepared to design relevant service-learning experiences and guide students through the process. Here is a helpful handbook (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: A train-the-traniner set of guidelines for introducing e-Service-Learning. However, these guidelines are also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Institutionalising service-learning is essential for its successful and sustainable implementation, moving beyond isolated efforts driven solely by individual enthusiasm. When support is provided at the institutional level, it becomes much easier to embed service-learning systematically into the curricula. However, this process must also take into account some contextual factors, such as the characteristics of the national higher education system and existing institutional policies and frameworks. To help you navigate these complexities, here are guidelines that can support institutional adoption and long-term implementation.
DESCRIPTION OF THE RESOURCE: Guidelines for institutionalisation of service-learning based on research
More resources can be found in our Resource Library.
Assessment is a key element of service-learning, particularly because, according to the EASLHE definition, the learning achieved through this methodology must be formally recognised through ECTS credits. However, this stage can be particularly sensitive, as traditional assessment methods often do not fully capture students’ learning in a service-learning context. To support you in developing fair assessment strategies, here is a set of tools and examples to help you plan and implement appropriate assessment methods.
DESCRIPTION OF THE RESOURCE: Guidelines for trainers and universities for adopting the methodology and tools
More resources can be found in our Resource Library.
Reflection is a crucial component of the service-learning process, as it enables students to connect their community service experiences with the learning outcomes of the course. Reflection can take many forms: written, oral, creative, or digital, depending on the goals of the service-learning project, the way it has been integrated into the curriculum and your students’ needs. To support the design of meaningful reflection activities, here is a useful template that can help structure this important part of the Service-Learning experience.
DESCRIPTION OF THE RESOURCE: A Service-Learning project reflection template
More tools and templates can be found in our Resource Library.
Once everything is planned and the service-learning elements are integrated into your curriculum, students should be thoroughly informed about each step of the process and the expectations they are expected to meet. After addressing any questions or concerns, it’s time for the community partners to take an active role in the implementation. At this stage, clear and consistent communication is essential, along with careful documentation of the students’ activities, progress, and contributions. To find inspiration check out the projects and practices showcased by the European Association for Service Learning in Higher Education (EASLHE):
DESCRIPTION OF THE RESOURCES: An overview of EASLHE’s (European Association for Service Learning in Higher Education) projects, with a map-based visualisation tool.
More resources, such as such as journalling tool is available to help students regularly reflect on their experiences and learning while the community service is in progress can be found in our Resource Library.
If you want to implement the service-learning methodology in your teaching practice, it’s important to consider your institutional context, the learning outcomes outlined in your curriculum, your students’ aspirations, and the needs of your community. To support you in this process, here is a useful resource that will help you understand the basic principles of service-learning, identify key stakeholders, and design meaningful, impactful experiences for both students and the community.
DESCRIPTION OF THE RESOURCE: A guide for embedding Service-Learning elements into the curriculum and recommendations for higher education institutions
More resources, such as such as guidelines, handbooks, and templates can be found in our Resource Library
