Research on community impacts from service-learning has been scarce, yet this area is worth exploring in order to understand how and why service-learning can make a difference. The current research sought to validate a conceptual framework (Lau & Snell, 2020), which categorizes the impacts of service-learning on community partner organizations (CPOs) and on end-beneficiaries. Under the framework, impacts on end-beneficiaries can arise directly from service-learning interventions, but can also arise indirectly as a result of impacts on CPOs. For the research, semi-structured, one-to-one or focus group interviews were conducted with 13 CPO representatives, seeking their perceptions of positive and negative impacts of service-learning. Most described impacts were positive, including, for CPOs: achieving project goals to further the CPO’s mission; augmenting resources of the CPO; and gaining knowledge, insights, ideas and techniques. These positive impacts for CPOs appear to reflect three factors: alignment between service-learning project goals and the CPO’s mission; mutual recognition of students’ potential for transferring knowledge from universities to CPOs; and mutual understanding of students’ status as semi-outsiders, free to challenge existing practices or systems. Further studies can explore impacts from the end-beneficiary's perspective, and adopt longitudinal and action research approaches.

This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2023) with empirical evidence. The study employed a qualitative approach by interviewing partner organization representatives (PORs) from 11 local and two international community partner organizations (CPOs), which had a history of collaboration in various service-learning projects with four universities based in Hong Kong. Our analysis identified five key factors that were perceived to be conducive to the success of service-learning projects. These positive factors were: student ownership and initiative, positive roles for PORs and their staff; an established collaborative relationship between the CPO and university; university unit-provided support and preparation for students; and instructor commitment. These factors confirmed several variables in the Snell and Lau (2023) typology, and relationships among these factors were identified. Interviewees identified factors impeding effective service, including the absence of some success factors, failure to align community/CPO needs and instructor requirements, and insufficient time parameters for the service. In our discussion of the findings, we infer some possible causal relationships among the positive factors. Limitations of the present study are discussed, and directions for further research are suggested.