Service-Learning Development in Higher Education in Hong Kong

Carol, Hok Ka

doi:10.1142/9789813223554_0004

Cited by 12 publications

(6 citation statements)

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“…As mentioned above, the tertiary education institutions in Hong Kong did not begin to incorporate service-learning within their curricula until the 21st century. The development of service-learning in Hong Kong (see Ma, 2018) cannot be fully understood without taking local education policy reforms and associated institutional ideologies into account.…”

Section: Local Adaptation Of Service-learning To Hong Kongmentioning

confidence: 99%

“…In conjunction with the 2012 reforms, many Hong Kong universities launched service-learning programs, reflecting their own needs and circumstances (Ma, 2018). The Hong Kong Polytechnic University, for example, seized on the introduction of an extra year in the undergraduate program to stipulate the incorporation of a service-learning component in their graduation requirement (Chan & Ngai, 2014;Shek et al 2015).…”

Section: Local Adaptation Of Service-learning To Hong Kongmentioning

confidence: 99%

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The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Snell

Lau

2020

MUJ

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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.

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Section: Local Adaptation Of Service-learning To Hong Kongmentioning

confidence: 99%

Section: Local Adaptation Of Service-learning To Hong Kongmentioning

confidence: 99%

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Snell

Lau

2020

MUJ

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“…LU introduced what we would recognize today as service-learning in 2004 and established Hong Kong's first Office of Service-Learning in 2006. Other local universities subsequently followed suit (Ma, 2018b), such that all eight government universities in Hong Kong and at least one of the three private universities (i.e., The Hang Seng University of Hong Kong) (HSUHK) now adopt service-learning. Among them, LU and HKPU have made completion of credit-bearing service-learning-based courses a graduation requirement for undergraduates (Lau & Snell, 2020b;Shek et al, 2015).…”

Section: Service-learning In Hong Kong and Singaporementioning

confidence: 99%

Validation of S-LOMS and Comparison Between Hong Kong and Singapore of Student Developmental Outcomes After Service-Learning Experience

Lau¹

2021

Michigan Journal of Community Service Learning

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“…Service-learning, as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development" (Jacoby, 1996, p. 5), has been widely adopted in higher education across the globe (Ma, 2018;Shumer, Stanton & Giles, 2017). Many higher education institutions adopting service-learning are urban and metropolitan universities (such as those in Hong Kong), following the tradition of emphasizing the use of knowledge for the betterment of society and educating students into becoming civic leaders with a sense of social responsibility (Bringle & Hatcher, 1996;Kellogg, 1999).…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of the Community Impacts of Service-Learning

Lau

Chan

Yeung

et al. 2021

MUJ

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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.

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Service-Learning Development in Higher Education in Hong Kong

Cited by 12 publications

References 0 publications

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Validation of S-LOMS and Comparison Between Hong Kong and Singapore of Student Developmental Outcomes After Service-Learning Experience

An Exploratory Study of the Community Impacts of Service-Learning

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