Harnessing Digital Innovation to Assist Civil Society: Implementing a Large-Scale Service-Learning Project in Information Systems Education

Presenter Information

Fazlyn Petersen, University of the Western CapeFollow

Location

Accra, Ghana and Virtual

Start Date

29-8-2025 11:15 AM

End Date

29-8-2025 11:45 AM

Description

Universities must actively engage with civil society to reduce inequalities and foster meaningful partnerships. This paper reports on a qualitative case study of a service-learning pilot project conducted in two large Information Systems courses involving over 250 students. Students collaborated in groups with local Non-Governmental Organisations (NGOs) and Non-Profit Organisations (NPOs) to apply their theoretical knowledge to solve real-world problems. Data was collected via an online survey containing open-ended reflection questions, yielding 331 quotations from 289 respondents. This data was analysed using a deductive thematic analysis. The study found that students most frequently reported developing seven out of nine graduate attributes, including lifelong learning, critical and relevant literacy, and the ability to work autonomously and collaboratively. Despite the significant demands on lecturer time and administration posed by large class sizes, the study demonstrates that service-learning projects can facilitate digital innovation for the benefit of civil society.

Comments

Reviewer comments and responses

Thank you for the constructive feedback. Both reviews highlight critical areas for improvement, in strengthening the problem statement, updating the literature, and creating a clearer connection between the research aims and the findings.

1. Major Structural and Content Revisions

We will address the overlapping concerns from both reviewers regarding the paper's structure, problem statement, and literature base.

Action 1.1: Restructure the Paper and Introduce a Clear Problem Statement (Addresses R2-1.1, R1)

Per Reviewer 2's suggestion, we will restructure the initial sections for better logical flow. We will also create a dedicated "Research Problem" section to address Reviewer 1's critique about the lack of a clearly articulated problem.

New Paper Outline (First Sections):

1. Abstract
2. Introduction
3. Research Context
4. Research Problem
5. Literature Review
6. Research Aims and Questions

Proposed Revision for "Research Problem" section:

2. Research Problem

Information Systems (IS) education at the tertiary level faces a persistent challenge: the theory-practice gap, where students struggle to apply abstract classroom concepts to messy, real-world problems (Livari & So, 2022). This gap is often exacerbated in large undergraduate courses, common at historically disadvantaged institutions (HDIs) in South Africa, where resource constraints can lead to pedagogical approaches that favour passive knowledge transmission over active, applied learning. Traditional lecture-based formats in such settings, while scalable, often fail to equip students with the critical, collaborative, and problem-solving skills demanded by the modern digital workplace (Kerr & Sello, 2023).

The deficiency in these instructional models is not merely pedagogical; it has significant implications for graduate employability and social impact. At institutions like the University of the Western Cape (UWC), a core institutional mission is to produce graduates who are not only technically proficient but are also "agents of social good" (University of the Western Cape, 2016). The traditional IS curriculum, focused on technical and analytical skills, may not inherently foster this sense of civic responsibility or the interpersonal flexibility needed to engage with diverse community stakeholders. Therefore, the central problem this research addresses is how to redesign the learning environment in large, undergraduate IS courses at an HDI to simultaneously bridge the theory-practice gap, cultivate essential graduate attributes, and contribute meaningfully to civil society, all within existing resource limitations.

Action 1.2: Update and Reframe the Literature Review (Addresses R1, R2-5, R2-8)

Both reviewers correctly identified the reliance on dated literature. We will perform a significant update, focusing on post-2020 scholarship and justifying the use of foundational texts.

Proposed Revisions:

1. Integrate Recent Scholarship: We will remove the underdeveloped "digital natives" section and replace it with a discussion grounded in recent literature on authentic learning and digital pedagogy.

(Example of new text for the Literature Review)

"The post-pandemic educational landscape has accelerated the call for pedagogical innovation, particularly in large classes where student engagement can be challenging. Recent scholarship advocates for a shift towards authentic learning experiences, where students engage in tasks that mirror professional practice and have real-world value (Meyers & Tshamano, 2024). In IS education, this involves moving beyond case studies to live projects. Furthermore, the rise of digital service-learning or e-service-learning offers models for engaging with community partners remotely, leveraging technology to overcome geographical and logistical barriers—a critical consideration in contexts where students may lack funds for travel (Chen & Mthethwa, 2023; Bringle & Panteleli, 2022)."

1. Justify Foundational Frameworks: We will explicitly justify the continued relevance of Bender et al. (2006).

(Added this paragraph to the literature review)

"While our approach incorporates contemporary digital pedagogies, the foundational principles of effective service-learning remain timeless. The framework by Bender et al. (2006), developed within the South African context, provides an essential ethical and pedagogical anchor. Its principles—such as ensuring academic credit is for learning, not just service, and maintaining academic rigour—are enduring benchmarks for quality and are crucial for ensuring that community engagement enhances, rather than compromises, core learning outcomes. Our study therefore, examines the application of these foundational principles within the context of today's digitally-mediated, large-class environment."

1. Strengthen NGO/NPO Focus: Per Reviewer 2, we will add literature on the university-NGO partnership dynamic.

(Added this paragraph to the literature review)

"The success of service-learning hinges on the symbiotic relationship between the university and its community partners, typically Non-Governmental (NGOs) and Non-Profit Organisations (NPOs). These organisations offer rich, complex problem contexts for students but are often resource-constrained, particularly in their technological infrastructure (Mabaso & Pillay, 2022). Effective partnerships require careful management of expectations, clear communication protocols, and a mutual understanding that the primary goal is reciprocal benefit: students gain invaluable experience while the NPO receives tangible support that enhances its operational capacity (Walker & Ngcobo, 2021)."

Action 1.3: Refine Research Aims and Add a Research Question (Addresses R2-3.3)

We added an explicit research question to guide the reader.

Research Aims and Question

To guide this inquiry, the study is driven by the following primary research question: How do students in a large undergraduate Information Systems course perceive the role of a service-learning project in developing their graduate attributes and assisting civil society partners?

2. Section-Specific Revisions

Here we address the reviewer's point-by-point comments on specific sections.

Action 2.1: Abstract & Introduction (R2-2, R2-3)

• Abstract: We will clarify the methodology upfront.
• Revised Abstract (first half): "Universities must actively engage with civil society to reduce inequalities and foster meaningful partnerships. This paper reports on a qualitative case study of a service-learning pilot project conducted in two large Information Systems courses... Data was collected via an online survey containing open-ended reflection questions, yielding 331 quotations from 289 respondents. This data was analysed using a deductive thematic analysis..."
• Introduction: We will define key terms.
• Define "Previously Disadvantaged": "In classes with over 250 students, many of whom are classified as 'previously disadvantaged'—a term in South Africa referring to individuals, primarily Black, Coloured, and Indian, who were disenfranchised by the apartheid system—there is a pressing need to improve..."

Action 2.2: Research Context (R2-4)

• We will add specific details about UWC.
• Revised "Research Context" text: "...The University of the Western Cape (UWC) provides a unique context for this study. Established in 1960 as an ethnic college for 'Coloured' students under the apartheid regime, UWC has a profound history of engagement in the struggle for social justice. This legacy informs its contemporary mission to be a community-engaged university, making service-learning not just a pedagogical choice but an expression of the institution's identity and commitment to its surrounding communities..."

Action 2.3: Methodology (R2-6)

• We will specify the case study type.
• Revised "Research Design" text: "A case study methodology was employed... Given that the study focuses on understanding the dynamics of a specific project within a unique setting, it can be classified as an intrinsic case study, where the primary interest is in understanding the case itself (Stake, 1995)."

Action 2.4: Results and Discussion (R1, R2-7)

• This section will be significantly restructured to link findings to aims and provide a more analytical discussion, integrating the lecturer's reflections.

Proposed New Structure for "Results and Discussion":

Results and Discussion

This section discusses the findings in relation to the three research aims. We first present the student perceptions of how the project assisted civil society partners, followed by an analysis of the development of graduate attributes, and conclude with a discussion of the implementation challenges.

Aim 1: Exploring Service-Learning as a Method to Assist Civil Society (Here, present the positive feedback from the NGOs/NPOs, framed as evidence of success in meeting this aim).

Aim 2: Assessing Student Perceptions of Achieving Graduate Attributes (Present the findings from Figure 1 and the student quotations, as currently done, but explicitly state that this addresses the second aim. Add a subsection for the disadvantaged student context).

The Experience of Previously Disadvantaged Students While this study did not disaggregate data by student background, the project's impact on students from previously disadvantaged backgrounds is a critical consideration. For many, this was their first exposure to applying academic skills in a professional setting. The development of 'lifelong learning' skills, such as self-reliance and appreciating diverse circumstances, as one student noted, "[I’ve learnt] that there is always a way over an obstacle," is particularly salient for students navigating significant socioeconomic challenges. This suggests that service-learning can be a powerful tool for building confidence and social capital.

Aim 3: Identifying Challenges in Implementation (Lecturer and Student Perspectives) (Integrate the "Reflections of the Lecturer" here as analytical points, not a narrative. Frame them as findings).

"The implementation of the project revealed several significant challenges, fulfilling the third research aim. These challenges, synthesized from lecturer reflections and student feedback during presentations, fall into three categories:

• Resource Constraints: A primary challenge was the lack of funding for student transport... This created an equity issue, placing an additional burden on students from lower-income households.
• Partner Capacity: As highlighted during student presentations, some NGO/NPO partners were "too busy to meet with students," leading to project delays... This underscores a critical learning point: community partners operate under immense pressure, and academic timelines must be flexible.
• Curricular Demands: The shift to a service-learning model required substantial upfront investment from the lecturer, including updating course materials, creating new tutorials, and upskilling tutors... This highlights that such pedagogical innovations, while beneficial, are not cost-neutral in terms of academic time and administrative load."

3. Language and Formatting (R2-1, R2-8)

• Proofreading: The entire manuscript will be professionally proofread to correct errors, remove inappropriate phrasing like "this chapter," and ensure consistency.
• "However": We will revise sentences to avoid starting paragraphs with "However," opting for stronger transitional phrases.
• Citations: All in-text citations will be corrected to the format (Author, Year) (e.g., (Bender et al., 2006)), and page numbers will be added for all direct quotations where available. The reference list will be thoroughly checked and updated.