235114 Perceived Pros and Cons towards Service-Learning, Willingness to Participate (WTP), and Resource Utilization Likelihood (RUL) among faculty at a major public research institution The influences of age, gender, career track, and rank

Tuesday, November 1, 2011: 12:56 PM

Su-I. Hou, DrPH, CPH, MCHES, RN , Department of Health Promotion and Behavior, College of Public Health, University of Georgia, Athens, GA
Purpose: This study examines the influence of age, gender, career track and rank on faculty perceived pros and cons towards service-learning (SL), service-learning participation (SL_Participate), willingness to participate (WTP), and resource utilization likelihood (RUL). Methods: A representative sample of 1200 faculty members from a major research institution in Southeast U.S. was recruited. The study compared 4 service-learning related beliefs (20-item scale) including perceived benefits at classroom (PROS_CLS) and community levels (PROS_COM), perceived barriers at classroom (CONS_CLS) and institutional levels (CONS_INST); and SL_Participate (3-item), WTP (5-item), and RUL (8-item) among faculty in different age, gender, career track, and rank groups. Results: A total of 450 faculty members (60% males) participated in the online survey. Results showed gender, career track, and rank all had significant influences on SL related beliefs, except the CONS_INST; and SL_WTP and SL_RUL were differed by rank and gender. Female faculty perceived higher SL benefits and lower barriers (t (360) = -3.53~3.60; p<.01), and also higher on SL_WTP and SL_RUL (t (447) =2.83~3.85; p<.01). Tenure(d) track faculty perceive lower SL benefits and higher barriers (t (360) = -5.23~ 4.17; p<.01). Full / senior faculty perceived lowest SL benefits (F (3,358) ranged among 3.89~5.20; p<.01), and lowest on SL_WTP and SL_RUL (F (3,445) =4.60 ~ 6.40; p<.01). There were, however, no significant differences on these variables across age groups. Conclusions: Findings provides valuable insight on the influence of age, gender, track, and rank. Results have implication on providing institutional supports and targeted programs for faculty in different demographic groups.

Learning Areas:
Administration, management, leadership
Assessment of individual and community needs for health education
Other professions or practice related to public health
Public health or related education

Learning Objectives:
Describe how age, gender, career track, and rank influence faculty perceived SL beliefs, willingness to participate (WTP), and resource utilization likelihood (SL_RUL) at a major public research institution. Describe sample items to measure perceived SL beliefs, WTP, and SL-RUL. Discuss lessons learned and implication for developing tailored resources and infrastructure to support faculty in different demographic groups for SL adoption.

Keywords: Service Learning, Professional Development

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am an associate professor of public health and OSL service-learning senior scholar at the University of Georgia, and the PI of this research project.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.