A report by Eyler et al. summarized the findings of servicelearning research in higher education over the years [1993-2000]. The report documents both personal and social effects on students. Personal outcomes reported include positive effects on student personal development in areas such as personal efficacy, personal identity, spiritual growth, and moral development. Also reported are positive effects on interpersonal development skills, the ability to work well with others, leadership and communication skills. The summary also states that servicelearning contributes to career development. Social outcomes reported include reducing stereotypes and facilitating cultural and racial understanding. Service-learning was also found to enhance social responsibility, citizenship skills and commitment to service. Furthermore, researchers found service-learning to have a positive impact on students' academic learning. Not only does servicelearning improve students' ability to apply what they have learned in “the real world”, it also has an impact on academic outcomes such as demonstrated complexity of understanding, problem analysis, critical thinking, and cognitive development. Students engaged in service-learning report stronger faculty relationships than those who are not involved in service-learning. They also have higher chances of graduation. When becoming involved in service-learning, student satisfaction with college is improved.

By involving students in real projects, the students are empowered with a sense that they can make a difference. Furthermore, by involving them in community service students are empowered with a sense that they can improve the society and get a sense of civic duty that will last a lifetime. The Eyler report also states that research found communities to report satisfaction with student participation in service-learning activities, as it was found beneficial to communities through the useful services students provide. Moreover, communities report enhanced university relations through service-learning programs. For faculty members, overseeing real world collaborations provides them with a valuable tool that enables students to connect what they are learning in the classroom to actual experiences working in the community. In addition, faculty members overseeing such projects are able to stay current in their fields and to forge closer ties with the industry, which in turn helps improve the understanding of the job market, thereby increasing the relevancy of the topic taught to the real world demands.

For the educational institutes, such collaboration will produce more and better internships for students and jobs for graduates, a need that continues to increase in importance. In several model institutes of good practices in service-learning, collaborating faculty members receive stipends from the hiring agencies to encourage their active participation in the program. Furthermore, tangible benefits to the institutes are increased visibility and positive publicity that leads to more funding and better jobs for graduates.

For clients, receiving services from students provides fresh current insights on new methods and practices. Furthermore, clients will benefit from having a say on what talents and skills are needed in new graduates as they will influence curriculum to better meet their current demands. Moreover, clients will receive high quality services as service-learning will be graded by faculty and supervised by high quality expertise for low costs.