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The study highlights hybrid logics as the most plausible strategy for effecting change.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/institutional-logics-and-community-service-learning-in-higher-education/596709/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/institutional-logics-and-community-service-learning-in-higher-education/596709.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the central focus of the paper?","Question",{"text":63,"@type":64},"The paper focuses on how CSL participants negotiate competing institutional logics in Canadian higher education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which theoretical perspectives does the study draw on?",{"text":68,"@type":64},"It draws theoretically on new institutionalism and research on institutional logics to interpret how CSL is discussed and developed in universities.",{"name":70,"@type":61,"acceptedAnswer":71},"How do participants respond to competing logics?",{"text":72,"@type":64},"Participants’ responses to community, professional, and market logics vary depending on their positions within the field.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596709,1792190739,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 47, No. 1, 2017, pages 137-152  \nInstitutional Logics and Community Service-Learning in Higher Education  \nAlison Taylor  \nUniversity of British Columbia  \nRenate Kahlke  \nUniversity of Alberta  \nAbstract  \nThis paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate communityengaged learning as the strategy most likely to effect change in the field.  \nRésumé  \nCet article s’intéresse aux façons dont les participants à une démarched’apprentissage par le service communautaire (ASC) s’accommodent des différents courants institutionnels présents dans les institutions d’enseignement postsecondaire au Canada. À partir des théories du nouvel institutionnalisme et des divers courants de pensée sur l’institutionnalisme, nous retraçons l’évolution du concept d’ASC au sein des universitéscanadiennes, toutendiscutant des façons dont les participants à cette recherche comparent l’ASC à d’autres approches sur l’institutionnalisme en vigueur en milieu universitaire. Selon notre analyse, les réactions des participants aux approches communautaires, professionnelleset commerciales des institutions concurrentes varient selon les rôles et postes qu’ils occupent dans le milieu universitaire. Les participants adoptent une approche hybride pour valider l’ASC comme étant une stratégie porteuse de changements.  \nCJHE / RCES Volume 47, No. 1, 2017  \nInstitutional Logics and Community Service-Learning / A. Taylor & R. Kahlke 138  \nIntroduction  \nCommunity service-learning (CSL) programs have been a common feature in US higher education (HE) for decades and have proliferated in Canadian universities since the early 1990s. Reflecting their quest for legitimacy, the topic of “institutionalizing” service learning within HE is a key theme in the US literature (e.g., Bringle & Hatcher, 2000; Furco, 2002) . However, our empirical study of Canadian CSL participants suggests that the institutionalization aspiration is complicated because of tensions within HE. This paper looks at how actors engaging with CSL in Canada respond to these tensions, which reflect competing institutional logics in the HE field. Our analysis suggests participants’responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate communityengaged learning as the strategy most likely to effect change in the field.  \nLiterature Review  \nCSL integrates student placements or projects in the community with intentional learning activities in university classrooms. Although community-based learning is not new, the establishment of CSL units in Canadian HE institutions is a recent trend. The extensive literature on service learning in the United States reflects its longer history there (Taylor et al., 2015).1 Lounsbury and Pollack (2001) discussed the involvement of the US federal government in service learning in the 1970s through program funding allocated to promote student engagement in community-based anti-poverty work. The authors traced a shift in policy, beginning in the 1980s, toward constructing service learning as pedagogy and suggested that such a shift served to maintain legitimacy in a more conservative climate. Part of legitimizing service learning (and community engagement more broadly) involves advocating for its institutionalization within HE (Bringle & Hatcher,","cbCaiphSQAs6c0u0","https://ap.wps.com/l/cbCaiphSQAs6c0u0","pdf",219919,16,"English","# Introduction\n# Literature Review\n## Institutionalizing service learning in higher education\n## Stages and barriers to institutionalization","[{\"question\":\"What is the central focus of the paper?\",\"answer\":\"The paper focuses on how CSL participants negotiate competing institutional logics in Canadian higher education.\"},{\"question\":\"Which theoretical perspectives does the study draw on?\",\"answer\":\"It draws theoretically on new institutionalism and research on institutional logics to interpret how CSL is discussed and developed in universities.\"},{\"question\":\"How do participants respond to competing logics?\",\"answer\":\"Participants’ responses to community, professional, and market logics vary depending on their positions within the field.\"}]","Institutional Logics and Community Service-Learning in Higher Education | PDF",1792083571]