Academic institutions that adopt service-learning seek to integrate students’ experiential learning with community service, yet the community impacts of service-learning have not been systematically studied. The scarcity of such studies may reflect the lack of a conceptual model for impact assessment and failure to investigate the end-beneficiary’s perspective. This study proposes a conceptual framework, in which the community impact of service-learning is analysed from three perspectives: that of the community partner, the end-beneficiary, and the service-learning intervention itself. We identify three impact domains salient for the community partner: the level of capacity for service provision; goals achieved and values furthered; and new knowledge and insights gained. For impact domains salient for the end-beneficiary, we present a needs fulfilment matrix, integrated with the concept of quality of life. The conceptual framework can accommodate community impacts generated for the community partner, the end-beneficiary, and the interactions between them. Examples of how to measure particular components are also provided. Challenges in applying the framework to assess the impact of service-learning projects are also discussed.
|Title of host publication||Service-Learning Capacity Enhancement in Hong Kong Higher Education|
|Editors||Grace NGAI, Daniel T.L. SHEK|
|Number of pages||21|
|Publication status||Published - 27 Sept 2022|
|Name||Quality of Life in Asia|
Bibliographical noteFunding Information:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Community impacts
- The community partner
- The end-beneficiary
- Needs fulfillment
- Needs fulfilment