Service-learning as a transformative pedagogy has been adopted within Hong Kong's tertiary education sector for over a decade; however, the lack of a standardized and validated measurement instrument to assess its student learning outcomes has been an obstacle to its further development. The current research study, collaboratively conducted by Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong, therefore aims to develop such a measurement instrument named the "Service-Learning Outcomes Measurement Scale (S-LOMS)," taking consideration of the unique features of service-learning in Hong Kong. The scale development and validation work, with exploratory factor analysis and reliability test, has thus far demonstrated that the student-perceived learning outcomes after service-learning can be measured and assessed through 56 items. These items cover 11 domains under four major categories, namely: a) knowledge application; b) personal and professional skills, including relationship and team skills, creative problem solving skills, self-reflection skills, and critical thinking skills, c) civic orientation and engagement, including sense of social responsibility, community commitment and understanding, and caring and respect, and d) self-awareness, including self-efficacy, self-understanding, and commitment to self-improvement. Several additional insights arising from the validation results are discussed.

PurposeCOVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.Design/methodology/approachA qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.FindingsThe interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.Originality/valueThe study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.

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Service-learning integrates experiential learning with community service, yet its community impacts have not been systematically studied. This may reflect the lack of a conceptual model for impact assessment, and failure to investigate the end-beneficiary's perspective. This study proposes a tripartite model, in which the community impact of service-learning is analyzed from three perspectives: that of the community partner, the end-beneficiary, and the service-learning intervention itself. The model identifies three impact domains salient for the community partner: the level of capacity for service; goals and value achieved; and new knowledge and insights gained. For impact domains salient for the end-beneficiary, the model utilises the needs fulfilment matrix developed by Max-Neef (1991), along with the concept of quality of life. It is argued that the model can accommodate the community impact generated from the community partner, the end-beneficiary and their interactions.

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