No abstract

Background: Educators have divided and often strongly held views on whether service-learning should be required of all students. However, studies examining students’ view on mandatory service-learning are limited in the literature. Purpose: This article contrasts and examines students’ views toward a service-learning requirement at a Hong Kong university before and after attending a mandatory service-learning course, and any resulting changes. Methodology/Approach: This is a retrospective qualitative study using semistructured interviews. Participants were 49 students who completed a service-learning course in the 2013–2014 academic year. They were selected according to the nature of their performance in their completed course. Findings/Conclusions: Results show that students’ perspectives toward service-learning are not static but rather change dramatically as a result of their experiences. Most students, even those who recalled being initially negative or resigned, reported positive views toward service-learning after completing the course. Implications: Students’ initial resistance alone is not a reason for making service-learning optional. Some students have a negative view due to a lack of information or misinformation. Making it compulsory gives these students an opportunity to decide for themselves based on true experience, which, if implemented effectively, has the potential of nurturing initially hostile or inert students into more civic-minded citizens.

No abstract

Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries. Purpose: We investigate service-learning experience in developed, urban settings focusing on dissonances and civic outcomes, key areas of service-learning pedagogy. Methodology/Approach: This an instrumental case study based on a small group sample of 12 Asian student participants of a service-learning exchange to partner universities in the USA. Findings/Conclusions: Findings suggest that developed cities can be fertile grounds for impactful dissonances and civic learning. “First-world expectations” increased or intensified dissonances students experienced. Confronting urban poverty and other social issues in cities similar to their own led students to see domestic problems with fresh eyes. Implications: Service-learning exchange in developed cities can facilitate understanding social problems particularly in the way these occur in developed countries and promises transferability of learning. However, students need prompting to connect experiences overseas to home contexts and draw practical consequences. Faculty or staff assistance is necessary to help students constructively cope with powerful dissonances.