Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

The Shopfront Community Program: A Blueprint

for Work-Integrated Learning and Engaged
Scholarship in Higher Education
Dr. Zozan Balci
Faculty of Arts and Social Sciences
Centre for Social Justice and Inclusion
University of Technology Sydney

Abstract:- It has been widely accepted that higher I. INTRODUCTION

education can and must play a role in developing civic-
minded professionals who can respond to complex Work-Integrated Learning (WIL) has been identified as
societal challenges (Dey et al., 2009). This suggests that an effective pedagogical strategy to develop skills and
educational institutions should not only focus on the employability among students while encouraging industry
intellectual development of their students, but play a partners to contribute to this type of professional learning
much more critical role in providing the necessary skills (Doolan et al, 2019). Universities in particular are
and experiences to develop “civic-minded graduates” increasingly implementing WIL as a way to develop more
(Dey et al. 2009; Steinberg & Bringle 2011). work-ready graduates (Brown, 2010).
As argued by Holzman et al (2017), in addition to
In line with this, the University of Technology acquiring practical knowledge related to their academic
Sydney (UTS), Australia, launched the Shopfront discipline, it is equally important for graduates to possess
community program which has been in operation for 25 soft skills including communication and teamwork skills,
years. Housed within the Centre for Social Justice and ethical reasoning and critical thinking. This can be achieved
Inclusion, the program is the longest-standing through community-engaged-learning, which establishes
curriculum-based community engaged learning reciprocal relationships between community and
initiative, that acts as a gateway between faculties and coursework, responding to community challenges and
small- to medium not-for-profit organizations. simultaneously acting as a “pedagogical intervention that
can promote the civic growth of students,” (Steinberg &
Quantitative and qualitative data collected since its Bringle, 2011, p. 428).
inception, as well as case studies from 2020 and 2021,
provide the evidence-base for the ongoing use of Holzman et al (2017) provide ample evidence that
Shopfront as a blueprint for successful work-integrated students participating in such community-oriented activities
learning in higher education globally. The findings have improved “cultural knowledge, awareness, and
indicate that by matching suitable community projects competence as well as increased ability to address social
with undergraduate and postgraduate coursework justice issues related to equality, race, and empathy,” (p.3).
programs, faculties are able to enhance their level of
engaged scholarship and support the work of non-profit Indeed, it has been argued that universities must make
organizations whilst developing civic-minded students. an effort in developing civic-minded professionals who
can respond to complex societal challenges (Dey et al.,
Further, the findings provide an indication of the 2009). This suggests that educational institutions should not
vital ingredients necessary to develop a long-standing only focus on the intellectual development of their students
reciprocal relationship between students, faculties and but play a much more critical role in providing the necessary
community organizations. The case studies presented skills and experiences to develop “civic-minded graduates”
provide evidence that students benefit from community- (CMG) (Dey et al, 2009; Steinberg & Bringle, 2011).
engaged learning, academics receive support in
establishing networks to embed work-integrated Shopfront is a community engagement program at the
learning, and community partners receive resources they University of Technology Sydney (UTS) that aims to do just
would normally not have access to. that. Its goals are to create robust, collaborative partnerships
between university and community to provide capacity
Keywords: work-integrated learning; engaged scholarship; development to community-based organizations, produce
civic-mindedness; higher education; social impact; community-engaged scholarship and facilitate students in
community engagement. developing their skills to become civic-minded leaders.

It is a program that provides services free of charge to

the community. The program is funded by the university and
has been partnering with community-based organizations
since 1996, and to date has completed over 1000community
projects and worked with over 15,000 students, 60 staff and
15 subjects across five faculties. It aims to build strong and

IJISRT22MAR345 www.ijisrt.com 184

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
sustainable communities through practice-based learning assets and needs, and connecting with other pathways or
and by doing so, encourages students to become agents of programs, where necessary, to deliver the best outcomes.
change within their communities.
To ensure the program stays true to its vision, the
The case studies presented in this paper provide outcomes of UTS Shopfront are continuously weighed
evidence that this type of WIL program has successfully against its Theory of Change, a methodology for the
established a mutually beneficial relationship between planning and evaluation to promote social change. The
students, community organizations and academics. Both Theory of Change defines long-term goals for all three
quantitative as well as qualitative data presented provides stakeholders of the program, and then works backwards to
fresh evidence that WIL enhances civic-mindedness among identify and execute the necessary preconditions. One
graduates, builds capacity for not-for-profit organizations, crucial aspect of the UTS Shopfront Theory of Change is
and supports engaged scholarship efforts, leading to social increased civic-mindedness among graduates, which will
impact. enable them to have increased agency to enact personal and
social responsibility. The following sections will focus on
At the beginning of the program cycle, UTS Shopfront this particular aspect.
receives proposals for academically rigorous projects
initiated by the community. These projects are then assessed II. CIVIC-MINDED GRADUATES
against curriculum requirements and if suitable, connected
to relevant faculties within the university. The work for the The concept “civic mindedness” refers to an
project is undertaken by students through coursework individual’s awareness of community issues combined with
subjects supervised by academics. Projects can range from a strong commitment to addressing them through one’s own
large, multi-disciplinary undertakings involving several skills and capacities (Steinberg,2011).
subjects over a number of semesters, to small projects and
internship-style placements that might involve one or two It is suggested that curricular and co-curricular
students. activities which involve community-engaged learning,
service-learning programs, internships, fieldwork, voluntary
The duration of the project cycle is typically one service and political involvement can help develop civic-
semester (12 weeks) and UTS Shopfront staff facilitate mindedness among students (Bringle & Steinberg, 2010).
communication between organizations, students and By engaging in such programs, graduates do not only leave
academic partners before, during and after the project university with academic qualifications and work
period. Depending on the subject, students have multiple experience, but also a sense of how they can contribute to
opportunities to engage with the organization directly, make and support the communities they are involved in (Bringle
suggestions and get feedback. Their work is guided and & Steinberg, 2010).
graded by experienced academic staff in the relevant field.
At the end of the cycle, the organizations receive high- In their CMG model, Steinberg (2011) argues that the
quality deliver able sand maintain ongoing relationships attributes of a civic-minded graduate develop at the
with UTS Shopfront. intersection of three dimensions – identity, educational
experience and civic experience (p. 20). Specifically, the
A key component to its long-standing success is the intersection takes into consideration the graduate’s personal
program’s ability to build and enhance mutually beneficial values and self-knowledge (identity), their academic
partnerships for its three stakeholders – students, academics knowledge (educational experience) as well as participation
and community organizations. The intentional creation of in community (civic experience). It is at the heart of these
reciprocal relationships, in which both community partners three dimensions that student achieve their highest potential
and universities identify mutually beneficial outcomes, must as civic-minded graduates. The combination of these
be a key component of community engaged programs elements is particularly powerful because the student gains
(Holzman et al, 2017). Shopfront delivers this through motivation in the fact that their skills and knowledge can
beginning with deep listening appreciative methods which make a difference in society.
are sensitive and inclusive of diverse cultural and social

IJISRT22MAR345 www.ijisrt.com 185

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165

Fig. 1: IUPUI Civic-Minded Graduate Model

While universities are well-equipped to provide of their expertise (e.g.business consulting, media, visual
curricular programs in pursuit of academic knowledge, the communication etc.). Research provides evidence that
civic experience in particular can be difficult to achieve in a students who engaged in WIL combined with community
higher education setting as it requires students to engage service as part of their coursework performed better in
with community in various ways and academics do not examinations and achieved higher overall course grades than
necessarily have the capacity to build and maintain a those students who were not offered community engagement
network of community partners. It is thus part of the opportunities (Steinberg & Bringle, 2011).
responsibilities of UTS Shopfront staff to enable academics
to tap into these networks and collaborate in such a way that B. Knowledge of volunteer opportunities and non-profit
outcomes are mutually beneficial while also speaking to a organizations
robust Theory of Change. By being offered a WIL opportunity with a community
organization, UTS Shopfront students gain exposure to the
Scholarly work suggests a number of core elements important work of not-for-profit organizations, including
that encompass civic-minded graduates characteristics. UTS their operations, the beneficiaries of their services and some
Shopfront is based on the conceptual framework for the of the ways in which social problems are addressed. As
construct of civic-minded graduates developed by Steinberg explained by Steinberg and Bringle (2011), a key attribute of
and Bringle (2011) which identifies seven elements as a civic-minded graduate, regardless of their chosen career
central components to be manifested in a civic-minded path, is awareness ofsuch opportunities, especially on how
graduate, and which can be fostered through higher graduates can use their skills and knowledge for community
education that includes WIL and specifically, community- service and in support of the not-for-profit sector.
engaged learning. The seven elements are:
Shopfront in itself offers students a volunteering
 Academic knowledge and technical skills opportunity while valuing their contributions thought course
 Knowledge of volunteer opportunities and non-profit credit. Students are also provided ongoing volunteering
organizations opportunities outside their curriculum through its extra-
 Knowledge of contemporary social issues curricular sister program, SOUL Award, where students are
encouraged to continue their learning journey and skill up
 Listening and communication skills
through volunteer placements in community organizations.
 Diversity skills
 Self-efficacy C. Knowledge of contemporary social issues
 Behavioral intentions ->civic behavior As put aptly by Steinberg & Bringle (2011, p.433), “one
of the key dimensions of citizenship is knowledge of what
The authors further suggest that all these attributes can one should do and why”, as well as the ability to make
be fostered during curricular and co-curricular activities. informed decisions on what needs to be done to address
UTS Shopfront operates in the curricular domain and social issues.
addresses the seven elements in the following ways.
Embedding community engagement in higher
A. Academic knowledge and technical skills education pedagogy helps students gain a greater
Students who participate in a UTS Shopfront project understanding of the problems faced by the community,
must familiarize themselves with a particular community nation and world. This is further supported by UTS
problem posed by the organization they are matched with, Shopfront’s regular evaluations which will be elaborated on
understand the causes and collaborate to develop solutions in more detail in the next section; important here is the
and strategies for change. Depending on their chosen finding that of the 152 students surveyed in 2021, 84 per
discipline, they must find ways to do so within the context cent indicated increased knowledge of community

IJISRT22MAR345 www.ijisrt.com 186

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
organizations and volunteer opportunities as a result of community (as indicated in the surveys) actually translate
working on the community-engaged coursework project. into actions after graduation.
Additionally, 78 per cent agreed that they have increased
awareness of a number of community issues as a result of While follow-up evaluation efforts have been in place
this engagement. for many years to measure ongoing impact among
participating community organizations, recent student post-
D. Listening and communication skills graduation evaluations have been impeded by COVID-19
The framework suggests that civic-minded professionals lockdowns and stay-at-home orders which caused a
must possess the ability to communicate wellwith others, disconnect after graduation. Evaluation will resume in 2022
respond with empathy and listen to divergent points of view. and UTS Shopfront will check in with students six months
after completion of their degree to analyze the rate at which
Because most UTS Shopfront projects require students students’ intentions translated into civic behavior.
to work in teams to find solutions and conduct themselves
professionally when working on projects concerning III. EVALUATION AT UTS SHOPFRONT: CIVIC-
vulnerable groups, the program has been very successful in MINDEDNESSAND CAPACITY BUILDING IN
enhancing their ability to empathize and communicate COMMUNITY
effectively. The student survey found that 86 per cent
consider themselves better listeners after completing the UTS Shopfront employs a number of evaluation strategies
project, even when people’s opinions differed from their and tools borrowed from the conceptual framework outlined
own. Similarly, 78 per cent indicated they were better able by Steinberg et al (2011) for the CMG. To measure the
to respond to others with empathy after being involved in impacts of the program, Steinberg recommends three
the project. measurement procedures: the CMG Scale, the CMG
Narrative Prompt and the CMG Interview Protocol.
E. Diversity skills
The CMG scale is a useful tool, especially in the form
Community-Engaged Learning, as a form of WIL, has of pre- and post-activity surveys to determine the students’
been found to increase students’ ability to work with diverse growth as a result of the activity. It is a self-report measure
groups, reduce the application of stereotypes, and overall with a 6-point response format(strongly agree to strongly
increase their sensitivity to diverse people and cultures disagree), yielding a quantitative set of data. Shopfront
(Steinberg & Bringle, 2011). employs this measure by asking enrolled students to fill in a
pre-semester survey before commencing the project, and a
To ensure students are adequately exposed to diverse post-semester survey after its completion. The data is used
groups and a complexity of issues, UTS Shopfront projects to evaluate the impact of the project on various graduate
are selected in such a way that they offer students exposure attributes, including civic-mindedness.
to communities and environments in which they interact
with persons who are different from themselves. For The CMG Narrative Prompt is a tool which can be
example, in 2021, students participated in projects where used as an alternative approach to self-report measures
they were able to learn about diversity in mental and (Steinberg et al, 2011) and asks students to read a statement,
physical health, different cultural groups (domestically and rate the extent to which they agree with the statement, and
internationally), gender and LGBTQ+ issues, socio- then write a response to elaborate on it. Such CMG
economic disadvantage and homelessness, as well as Narrative Prompts are also embedded in the UTS Shopfront
environmental issues and the impacts of climate change. student surveys.

F. Self-efficacy The CMG Interview Protocol complements these two

The term self-efficacy captures the individual’s tendency tools to “collect in-depth information from students about
“to be inclined to take action, to expect that the action will their involvement in community activities, what motivated
produce the desired result and learning from actions byself their involvement, and how they perceived their college
and other” (Steinberg & Bringle, 2011, p. 435). Specifically, education in terms of preparing them for active citizenship.”
UTS Shopfront aims to increase the student’s confidence in (Steinberg et al, 2011, p. 25). These interviews provide
their own ability to have an impact in the community further assistance in interpreting the CMG scale
through service. answers.UTS Shopfront reaches out to students throughout
the year, but especially at the end of each project cycle, to
After completing a UTS Shopfront project, 74 per cent conduct qualitative interviews which are used for reflection,
of students indicated that they would like to dedicate their analysis and review of the program.
career to improving society, while 63 per cent reported
feeling motivated to participate in advocacy and political The same set of tools is used to measure capacity
action groups as a result of their WIL experience. building among the industry partners who work with the
students, and to measure engaged scholarship among the
G. Behavioral intentions –> civic behavior academics who embed the program into their curriculum.
This part of the framework aims to understand the This is to provide a more holistic view of the social impact
relationship between behavioral intentions and actual not only for the students, but also more broadly for the
behaviors, i.e. whether the students’ intentions of serving the communities and academics involved. The evaluation efforts
seek to provide an evidence base that demonstrates the

IJISRT22MAR345 www.ijisrt.com 187

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
wide-ranging and diverse positive impacts of developing a The survey data mirrored Jenny’s sense of increased
more civic-minded, socially responsive student cohort. civic-mindedness, which 83.87 per cent of students either
agreeing or strongly agreeing that working on the project
The following sections present predominantly the has increased their awareness of a number of community
qualitative data gained from the interviews to demonstrate issues.
the benefits of increased civic-mindedness through WIL and
the effects this has on communities as well as the students’ The exact same proportion of students agreed or
own development as agents for social change. strongly agreed with the statement that they now have a
desire to be of service to others, and 87.09 per cent of
A. Case Study 1: Becoming a Socially Responsive Designer surveyed design students agreed or strongly agreed with the
The Grove is a community of practice which strives for a statement “I would like to dedicate my career to improving
more regenerative economy and culture by welcoming society”.
people through dojos, annual retreats and consulting
services. In 2021, The Grove approached UTS Shopfront in In line with the CMG Narrative Prompts, students were
need of a clearly communicated brand and website design. given the opportunity to elaborate on their responses by
They were paired with students at the Faculty of Design, typing an answer. The following statements demonstrate that
Architecture and Building who worked on a re-brand and students have gained a good understanding of their own
design solution that clearly represents The Grove’s journey, agency to use the skills and knowledge learned at university
messages and values. to make a positive difference in their communities.

One person working on the project was final year One student explained that the highlight of the project
Bachelor of Design student, Jenny Lee.Using the CMG was
Interview Protocol, Jenny was interviewed post-semester to
reflect on what it was like to learn new design skills by “The chance to learn about a cause I was so unaware
working with a not-for-profit client. As expected from of and act on this using my skills”.
successful WIL experiences, Jenny mentioned the fact that Another student was able to verbalize the feeling of
working with a real-world client required everyone in the accomplishment gained from being of service to others:
team to conduct themselves professionally, improve
communication skills to explain design briefs to a non- “The client was so lovely and a joy to work with. She
expert audience and improve teamwork skills in pursuit of was so passionate about her job and it made me feel
delivering the outputs on time. accomplished being able to help out.”
In her interview, Jenny also eloquently spoke about her A similar sentiment was expressed by another student
own realization that she could use her skills in a way that who has evidently gained a greater sense of empathy. In
benefits others. commenting about what made the project meaningful, they
commented:
“It is very rewarding, especially because it was for the
not-for-profit sector. They are driven by passion for doing “Hearing the personal stories of the people that
good for the world. It allowed us to be really passionate worked at the organization - understanding their motivation
about it as well and put our passion into the design and dedication to their work and being able to find design
making.” solutions that convey the heart of what they do with the
general public”
Her impressions gained from working with a
community organization speak volumes about the program’s This provides direct evidence that the program was
ability to help students develop a sense of social able to influence the student’s personal values and self-
responsibility and realize their own agency and knowledge (identity), enhance their academic knowledge by
responsibilities as emerging professionals. offering a practical application (educational experience) and
enable them to meaningfully contribute to the community
“We kind of realized, wow, these people are willing to (civic experience). As laid out by Steinberg et al (2011), this
volunteer and give up their time to put good and positive is precisely the intersection needed to increase civic-
change into the world. I think that made a really good mindedness.
impact on us. To think about thatas designers, we kind of
are the future so we can use our skills todo good for the B. Case Study2:Building Capacity in Sunset Strip Village
world like they did as well.” Increased civic-mindedness among graduates is not only
important for the students’ individual development, but it is
In addition to this interview, UTS Shopfront used also a vital aspect to achieve positive social impact in
narrative prompts to survey 31 students in Jenny’s cohort, communities of the future. This is exemplified in the case of
who were also final year students enrolled in the subject the Sunset Strip Progress Association Inc. (SSPAI), a locally
Socially Responsive Design offered by the Faculty of run, not-for-profit group of volunteers in the region of
Design, Architecture and Building, and engaged in WIL Menindee Lakes, NSW, who have tackled drought-related
with not-for-profit organizations. challenges in the community since 2012. In2020, UTS
Shopfront partnered with SSPAI after being contacted by the
association secretary who has been involved with the Sunset

IJISRT22MAR345 www.ijisrt.com 188

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Strip Village for 28 years. He reported that the village has “We all crowded around the computer and talked to
experienced severe drought cycles for close to a decade, the students, and we were instantly positive about this
turning the area into a brown, desolate and depressing community. It lifted our spirits to see that the students cared
landscape due to insufficient water supply for the about us, and we really enjoyed sharing our experience,
Community Centre Precinct lawns as well as Land care stories, and history with them. The real key is the prestige of
Nursery and land restoration sites. UTS and how they were interested in a small village – that
has really stayed with us. For someone to be interested in us
The impacts have not only been environmental, but and help us, I think that is really significant to our
also psychological and economic. The long-lasting drought community and lifted everyone's spirits.”
has led to painful shortfalls for the community with at least
28 families in the agricultural industry abandoning the area, The significance of educating a more civic-minded
and weekend tourism declining sharply. The demoralized generation of professionals cannot be overstated, especially
community soon saw a third of the houses in the area going if they have a willingness to be of service and an increased
up for sale. capacity to empathize with individuals and communities
who have different experiences to them.
UTS Shopfront reached out to its long-standing
partners in the UTS Business School as well as the Faculty Further evidence of this is provided through follow-ups
of Design, Architecture and Building to assist Sunset Strip UTS Shopfront conducts with students and organizations.
Village while turning it into a WIL opportunity for final- Fowler was contacted in December 2021 (18 months after
year undergraduate students. commencing the project) and asked to provide an update on
how the students’ work had been implemented, and the
The project was first embedded in the Tourism impact it has had.
Management subject, where final-year undergraduate
students were given the opportunity to immerse themselves He reported that the tourism strategy was in full swing.
in the community and work with Barry to better understand The 2km walking trail which the students suggested is
the situation on the ground. Working closely with SSPAI, commencing construction soon and will feature the
the tourism management students researched the area and ‘welcome to village’ sign as well as the steel cut outs which
developed recommendations for strategic tourism. SSAI were designed by the students and have already been
have used the strategic tourism plan to apply for funding manufactures and delivered to Sunset Strip Village.
from Destination NSW in the hopes of implementing the
recommendations. The organization believes that The walking trail will also feature ten local public art
implementation will have ongoing positive effects for the installations (films) and the actors of these films will get
area and re-activate the community, develop infrastructure, bronze stars along the Village’s boulevard to mimic the
increase volunteers, and offer more entertainment options. Hollywood Boulevard – another suggestion laid out in the
tourism strategy. Fowler reported that these bronze stars
While the business students developed these tourism have already been delivered and were contracted to be
strategies, UTS Shopfront once again partnered with the installed. The opening stone of the walking trail features an
subject Socially Responsive Design to develop acknowledgement of the contributions made by the UTS
communication collateral that would support the tourism students.
strategy. In this subject, students designed steel-cut signs
and posters to attract visitors to the village, as well as a The village information booklet designed by the
village information booklet for tourists. students is now being used by real estate agents to show to
prospective buyers, issued to new residents via email, and
During the evaluation process, UTS Shopfront sent to partners for funding submissions.
conducted a one-on-one interview to get feedback from the
SSAI secretary. Other aspects of the tourism plan have also been
submitted for government funding through Destination
In speaking of the students, he particularly valued the NSW in collaboration with the local Council and Menindee
connections that were established for the community: Tourism.

“The students got us to think about things in a different The secretary summarized these developments with the
way. There was a lot of new technology that the students statement:
introduced to us to change our thinking. They got us
connected with influencers and other media contacts which “This is such a large impact – the students don't
we would have never thought of. Really, the students gave us realize how much they've helped our community for years to
a different perspective of how to attract people to the come.”
community and lift the residents’ spirits.”

The element of civic-mindedness also emerged during

the interview, in which he drew attention to the fact that
urban young people at a prestigious university in the heart of
Sydney were dedicating themselves to a small, remote
community over 1000km away.

IJISRT22MAR345 www.ijisrt.com 189

Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
IV. CONCLUSION

In conclusion, quantitative and qualitative data

collected since its inception, as well as case studies from
2020 and 2021, provide the evidence-base for the ongoing
use of Shopfront as a blueprint for successful WIL in higher
education globally

The findings indicate that by matching suitable

community projects with undergraduate and postgraduate
coursework programs, faculties enhance their level of
engaged scholarship and support the work of non-profit
organizations whilst developing civic-minded students. The
findings also stress the importance of a Theory of Change to
develop clear goals and long-standing reciprocal
relationships between students, faculties and community
organizations.

The case studies presented provide evidence that

students benefit from community-engaged learning,
academics receive support in establishing networks to
embed WIL, and community partners receive resources they
would normally not have access to.

ACKNOWLEDGEMENTS

I would like to acknowledge the important contributions of

Maddy Langabeer and Josefina Delas of the UTS Centre for
Social Justice and Inclusion in gathering data for the case
studies presented in this paper.

REFERENCES

[1.]Brown, N. (2010). WIL[ling] to share: an institutional

conversation to guide policy and practice in
work‐integrated learning. Higher Education Research &
Development, 29(5), 507–518.
https://doi.org/10.1080/07294360.2010.502219
[2.]Bringle, R. G., & Steinberg, K. (2010). Educating for
Informed Community Involvement. American Journal of
Community Psychology, 46(3–4), 428–441.
https://doi.org/10.1007/s10464-010-9340-y
[3.]Dey, E. L., Barnhardt, C. L., Antonaros, M., Ott, M. C.,
& Holsapple, M. A. (2009). Civic Responsibility: What
Is the Campus Climate for Learning? Assn of Amer
Colleges.
[4.]Doolan, M., Piggott, B., Chapman, S., & Rycroft, P.
(2019). The Benefits and Challenges of Embedding
Work Integrated Learning: A Case Study in a University
Education Degree Program. Australian Journal of
Teacher Education, 44(6), 91–108.
https://doi.org/10.14221/ajte.2018v44n6.6
[5.]Holzman, S. N. S. M. A., Horst, S. J., & Ghant, W. A.
(2017). Developing college students’ civic-mindedness
through service-learning experiences: A mixed-methods
study. Journal of Student Affairs Inquiry, 3(1), 1622.
[6.]Steinberg, K. S. (2011). Assessing Civic Mindedness.
Diversity and Democracy, 14(3), 12–14.
[7.]Steinberg, K. S., Hatcher, J. A., & Bringle, R. G. (2011).
Civic-Minded Graduate: A North Star. Michigan Journal
of Community Service Learning, 18(1), 19–33.

IJISRT22MAR345 www.ijisrt.com 190