The evolution of the service-learning methodology as a university social responsibility strategy that generates shared value: a Latin American experience

Abstract

Purpose The study analyzed how the service-learning (SL) methodology can become a university social responsibility (USR) strategy that generates shared value for the university and its stakeholders. Design/methodology/approach This qualitative and exploratory–descriptive research had a nonexperimental field and cross-sectional design that used field techniques such as focus groups and in-depth interviews with the participants of the USR program “MIPyME vs COVID-19” in two Latin American countries. Findings This study revealed the perceptions of students who participated in the USR program on how a virtual service-learning (vSL) strategy related to the use of technology generates a positive impact on the development of shared learning between students and micro-entrepreneurs from a global and Latin American perspective, as well as for the internationalization of their study plans. Research limitations/implications The field study was conducted in only two Latin American countries; however, the USR program has been implemented in eight universities from eight Latin American countries with very similar social, political and health contexts. Originality/value It is one of the first studies on SL used in a strategic and articulated way in universities with a USR approach. It analyzed traditional evaluations of this methodology, incorporating others such as virtuality (produced by the effects of the COVID-19), which led the authors to generate methodological innovations based on new ways of connecting, linking and generating shared learning and value for all.