Unpacking service-learning: An Ipsedixitism according to the lenses of students and lecturers

Unpacking service-learning: An Ipsedixitism according to the lenses of students and lecturers

Jabu Harward Mphurpi , Patricia Namayammu Mokgosi & Ernest Khalabai Mashaba

Issue: Vol. 7 No.3 2026 Article 13 pp.816 – 831
DOI: https://doi.org/10.38159/ehass.20267313| Published online 23rd April 2026

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ABSTRACT

Studies show that Service Learning (SL) has a positive influence on student learning outcomes regardless of how learning is or was measured. However, literature makes it clear that, as a pedagogy, SL lacks a common definition and therefore has been described in various ways by different authors. This paper explored the knowledge and understanding of SL by third-year students and their lecturers in the Faculties of Engineering and Built Environment, Information and Communications Technology, and Humanities at a University of Technology in South Africa. Following a qualitative research design, three focus groups were held with ten students per group, and the qualitative questionnaire was administered to eight lecturers. Thematic analysis was used to analyse data. The study found that SL is not well known to both lecturers and students, even those who attempted to impart their knowledge and understanding. Both lecturers and students likened SL to other programmes such as experiential learning, Work-integrated Learning (WiL), and in-service training. The study highlights the critical disconnect amid the multifaceted academic discourse on SL and the definite, practical understanding of the concept among lecturers and students by providing clear, practical recommendations that contribute to the effective implementation of SL. Institutions can benefit from SL by implementing awareness and training programs to build a foundational understanding among all stakeholders. This shifts the scholarly focus from simply defining SL to the prerequisite step of educating the academic community about its core principles, distinguishing it from other pedagogies.

Keywords: Service-Learning, Students, Lecturers, Ipsedixitism, Pedagogy

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ABOUT AUTHOR(S)

Dr. Jabu H. Mphurpi is the Head of Facilities Management at Tshwane University of Technology’s Ga-Rankuwa Campus. An accomplished academic and leader, he recently earned his Doctor of Education, marking his transition from candidate to an expert in the field. His diverse academic portfolio includes a Master’s in Public Management, an Honors degree in Education, and a Postgraduate Diploma in Vocational Teacher Education from Haaga-Helia University of Applied Sciences in Finland. Dr. Mphurpi brings over ten years of experience as a Student Development and Support Practitioner, a background that informs his holistic approach to campus leadership. An emerging author and researcher, he has contributed to academic discourse, bridging the gap between high-level facilities management and educational excellence.

Dr. Patricia Namayammu Mokgosi is a Senior Lecturer at Tshwane University of Technology. With a PhD in Education, she expertly designs and teaches pedagogy, assessment, inclusive education, and research, while also supervising postgraduate students.

Dr. Ernest Khalabai Mashaba, a Senior Lecturer at Tshwane University of Technology, holds a Ph.D. in Educational Management, supervising Master’s and Doctoral students. He passionately publishes research and presents at conferences, earning institutional awards.

TO CITE ARTICLE

Mphurpi, Jabu Harward, Patricia Namayammu Mokgosi & Ernest Khalabai Mashaba. “Unpacking Service-Learning: An Ipsedixitism According to the Lenses of Students and Lecturers. ”E-Journal of Humanities, Arts and Social Sciences 7, no.3 (2026): 816 – 831. https://doi.org/10.38159/ehass.20267313