Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

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Abstract

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in
terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.
Original languageEnglish
Title of host publication6th International Conference on Higher Education Advances (HEAd’20)
Place of PublicationSpain
PublisherUniversitat Politècnica de València
Pages53-61
Number of pages9
DOIs
Publication statusPublished - Jun 2020
Event6th International Conference on Higher Education Advances - Valencia, Spain
Duration: 2 Jun 20205 Jun 2020
http://headconf.org/

Conference

Conference6th International Conference on Higher Education Advances
Abbreviated titleHEAd'20
CountrySpain
CityValencia
Period2/06/205/06/20
Internet address

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Keywords

  • Service-learning
  • process variables
  • assessment
  • outcome
  • multistakeholder approach

Cite this

SNELL, R. S., & LAU, K. H. C. (2020). Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience. In 6th International Conference on Higher Education Advances (HEAd’20) (pp. 53-61). Universitat Politècnica de València. https://doi.org/10.4995/HEAd20.2020.10976