Uniservitate: Net of Networks for Systemic Change in Higher Education

Abstract

This article explores how service-learning networks contribute to the institutionalisation of this pedagogy in higher education in general and Catholic higher education in particular. It describes the case of the Global Uniservitate Programme and its Theory of Change and identifies lessons learned from the first phase of its implementation (2020-2022). Quantitative and qualitative information from two complementary evaluation processes carried out by the programme (internal and external) are analysed, exploring the micro-institutional, intermediate and global levels. Methods, techniques and sources are triangulated to situate the analysis and identify achievements and challenges in the creation of networks and their contribution to the institutionalisation of service-learning. The results show that service-learning networks, at their different levels, are a relevant factor in the theory of change, both as a specific objective and in order to achieve the other two objectives of the programme: knowledge building and institutionalisation of service-learning. In this way, service-learning contributes to the systemic transformation of Catholic higher education institutions. This evidence, in turn, informs other levels of educational systems and policies about the role of service-learning networks in the institutionalisation and dissemination of the education we dream of.