This study examined how service-learning faculty's perceptions are influenced by their experience with service learning, and how service learning affects faculty's personal and professional perceptions and job satisfaction. Data were collected from 130 participants at higher education institutions throughout the U. S. via an electronic survey. The data were used to create seven composite variables to represent each service-learning faculty perception area (Personal Growth, Teaching Advancement, Institutional Context, Community, Scholarship, Personal Values, and Institutional Emphasis). It was hypothesized that faculty who perceive having a highly supportive institutional culture of service learning will have higher levels of personal and professional satisfaction in relation to their service-learning experience than faculty who perceive their institutional cultural as less supportive of their service-learning efforts. Teaching advancement, scholarship, institutional context, community, and institutional emphasis will predict personal growth and these same five variables will also predict personal values. The data were analyzed with SPSS, primarily using multiple regression and all seven composite variables yielded acceptable Cronbach's alpha scores, indicating good reliability. The bivariate correlations among the seven composite variables were computed and all but two of the correlations were significant. Highly significant relationships were found between scholarship and personal growth, personal values, and teaching advancement. Regression results indicated that the teaching advancement variable has the strongest effect on personal growth, and that the community variable is a key predictor of personal values. The findings were largely supportive of the hypotheses, suggesting strong connections between service-learning faculty's professional growth, personal values, and job satisfaction.
","abstract_html":"<p>This study examined how service-learning faculty's perceptions are influenced by their experience with service learning, and how service learning affects faculty's personal and professional perceptions and job satisfaction. Data were collected from 130 participants at higher education institutions throughout the U. S. via an electronic survey. The data were used to create seven composite variables to represent each service-learning faculty perception area (Personal Growth, Teaching Advancement, Institutional Context, Community, Scholarship, Personal Values, and Institutional Emphasis). It was hypothesized that faculty who perceive having a highly supportive institutional culture of service learning will have higher levels of personal and professional satisfaction in relation to their service-learning experience than faculty who perceive their institutional cultural as less supportive of their service-learning efforts. Teaching advancement, scholarship, institutional context, community, and institutional emphasis will predict personal growth and these same five variables will also predict personal values. The data were analyzed with SPSS, primarily using multiple regression and all seven composite variables yielded acceptable Cronbach's alpha scores, indicating good reliability. The bivariate correlations among the seven composite variables were computed and all but two of the correlations were significant. Highly significant relationships were found between scholarship and personal growth, personal values, and teaching advancement. Regression results indicated that the teaching advancement variable has the strongest effect on personal growth, and that the community variable is a key predictor of personal values. The findings were largely supportive of the hypotheses, suggesting strong connections between service-learning faculty's professional growth, personal values, and job satisfaction. </p>","abstract_has_math":false,"creators":["Adkins, Karrie Faye"],"institution":"Eastern Kentucky University","degree_name":"Master of Science (MS)","degree_level":"Master's","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["faculty","growth","perceptions","satisfaction","scholarship","service learning","Higher Education and Teaching"],"languages":[],"rights":["Copyright 2017 Karrie Faye Adkins"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/501","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Adkins, Karrie Faye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["faculty","growth","perceptions","satisfaction","scholarship","service learning","Higher Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Karrie Faye Adkins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/501"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined how service-learning faculty's perceptions are influenced by their experience with service learning, and how service learning affects faculty's personal and professional perceptions and job satisfaction. Data were collected from 130 participants at higher education institutions throughout the U. S. via an electronic survey. The data were used to create seven composite variables to represent each service-learning faculty perception area (Personal Growth, Teaching Advancement, Institutional Context, Community, Scholarship, Personal Values, and Institutional Emphasis). It was hypothesized that faculty who perceive having a highly supportive institutional culture of service learning will have higher levels of personal and professional satisfaction in relation to their service-learning experience than faculty who perceive their institutional cultural as less supportive of their service-learning efforts. Teaching advancement, scholarship, institutional context, community, and institutional emphasis will predict personal growth and these same five variables will also predict personal values. The data were analyzed with SPSS, primarily using multiple regression and all seven composite variables yielded acceptable Cronbach's alpha scores, indicating good reliability. The bivariate correlations among the seven composite variables were computed and all but two of the correlations were significant. Highly significant relationships were found between scholarship and personal growth, personal values, and teaching advancement. Regression results indicated that the teaching advancement variable has the strongest effect on personal growth, and that the community variable is a key predictor of personal values. The findings were largely supportive of the hypotheses, suggesting strong connections between service-learning faculty's professional growth, personal values, and job satisfaction.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Service-Learning Faculty Perceptions"]}]}],"canonical_facts":{"dc:creator":["Adkins, Karrie Faye"],"dc:description.abstract":["This study examined how service-learning faculty's perceptions are influenced by their experience with service learning, and how service learning affects faculty's personal and professional perceptions and job satisfaction. Data were collected from 130 participants at higher education institutions throughout the U. S. via an electronic survey. The data were used to create seven composite variables to represent each service-learning faculty perception area (Personal Growth, Teaching Advancement, Institutional Context, Community, Scholarship, Personal Values, and Institutional Emphasis). It was hypothesized that faculty who perceive having a highly supportive institutional culture of service learning will have higher levels of personal and professional satisfaction in relation to their service-learning experience than faculty who perceive their institutional cultural as less supportive of their service-learning efforts. Teaching advancement, scholarship, institutional context, community, and institutional emphasis will predict personal growth and these same five variables will also predict personal values. The data were analyzed with SPSS, primarily using multiple regression and all seven composite variables yielded acceptable Cronbach's alpha scores, indicating good reliability. The bivariate correlations among the seven composite variables were computed and all but two of the correlations were significant. Highly significant relationships were found between scholarship and personal growth, personal values, and teaching advancement. Regression results indicated that the teaching advancement variable has the strongest effect on personal growth, and that the community variable is a key predictor of personal values. The findings were largely supportive of the hypotheses, suggesting strong connections between service-learning faculty's professional growth, personal values, and job satisfaction.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/501"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2017 Karrie Faye Adkins"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["faculty","growth","perceptions","satisfaction","scholarship","service learning","Higher Education and Teaching"],"dc:title":["Service-Learning Faculty Perceptions"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Science (MS)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}