Understanding the Influence of Service-Learning Experiences in Relation to Students' Transformational Leadership

Abstract

Current trend in higher education today involves transformational teaching and learning strategies (e.g., cultural immersion study abroad, mainstreaming, experiential teaching – such as project-based learning, inquiry-based learning, service-learning, etc.). This current pedagogical trend is evolving from the traditional individualized lecture method to more experientially engaging and participatory methodologies such as service learning, and other transformational approaches inclusive of diversity and cultural awareness such as cross-cultural learning (Lopes-Murphy & Murphy, 2016), active learning, cooperative learning, dramaturgy (Barbuto, 2006), and intercultural/multicultural learning (Ippolito, 2007). These transformational approaches demonstrate practical active involvement, participation, and engagement of students both in domestic and global institutions and settings in higher education. In this perspective, this reflection seeks to highlight the influence of service-learning experiences on students' transformational leadership enhancement/or development in higher education. In doing this, I define and explain service learning and volunteerism; define and explain transformational leadership, review recent pertinent literature on transformation leadership; and finally, draw my conclusion.