Social involvement and development as a response to the campus student culture

Abstract

Given the widely accepted notion of whole person education in Confucian societies such as Hong Kong, Mainland China and Singapore, it is surprising that research literature originated in these societies pays little attention to how students learn and develop through out-ofclass experiences at university. There is little research evidence on how the prevailing culture among student social communities (residential halls and student societies/ clubs) influences students' social involvement and development. This paper examines 42 Chinese students' social experiences and development during their freshman year at a Hong Kong university. The majority of them were intensively involved in out-of-class activities. Their active social involvement was both a response to the culture of student communities and a conscious choice about social experiences at university. As a result, the students attained development in four dimensions: (1) the social competences of interpersonal and collaboration skills and new friendships; (2) the practical competences of time management, organisation, negotiation, decision making and leadership; (3) the intellectual competences of openmindedness and independent judgment; and (4) the personal competences of self-responsibility and self-confidence. Educational implications are discussed towards the end of the paper on supporting and advising students regarding social involvement, particularly during the first year of university.

Factors Affecting Social Learning in Nearby Pockets on Tropical Campus Grounds: Towards a Sustainable Campus

“…Mos versities utilise nearby public spaces for social activity and formal and info Hecke et al [13] and Mertens et al [14] highlighted the role of space design factors and parameters in users' experience of these spaces. According to Salih et al [6] and Yang and Chau [37], informal learning spaces and their design tools in natural environments offer opportunities to enhance personal, social, and academic growth. Salih et al [6] confirmed that appropriate characteristics of these spaces contributed to the development of awareness, social improvement, and environmental benefits.…”

Pocket Settings for Promoting On-campus Social Learning: FGD

“…Everyday learning activities typically take place in informal learning settings, also provide an emerging learning mode and contribute to the social learning experience (Rea, 2009). Yang and Chau (2011) argued that social learning settings outside of classrooms, such as student socialisation places and oncampus pocket spaces, can enhance the learning experience by offering social learning activities. Learning occurs when students interact with one another in a social context on campus (Rea, 2009;Yang and Chau, 2011); depending on the place attributes (Perkins and Will, 2014), some non-classroom contexts can provide social learning settings that promote formal and informal learning.…”

“…Yang and Chau (2011) argued that social learning settings outside of classrooms, such as student socialisation places and oncampus pocket spaces, can enhance the learning experience by offering social learning activities. Learning occurs when students interact with one another in a social context on campus (Rea, 2009;Yang and Chau, 2011); depending on the place attributes (Perkins and Will, 2014), some non-classroom contexts can provide social learning settings that promote formal and informal learning. Social learning activities could enhance students' academic skills by giving flexible spaces for learning (Yang and Chau, 2011).…”

“…Learning occurs when students interact with one another in a social context on campus (Rea, 2009;Yang and Chau, 2011); depending on the place attributes (Perkins and Will, 2014), some non-classroom contexts can provide social learning settings that promote formal and informal learning. Social learning activities could enhance students' academic skills by giving flexible spaces for learning (Yang and Chau, 2011). On the other hand, nearby social learning spaces that differ in size and are defined by the landscape or building boundary are one of the on-campus settings.…”

“…Informal learning environments feature adaptability, informality, and accessibility. Instead of the classroom's structured environment, these spaces promote self-directed and selfmotivated learning (Yang and Chau, 2011). Informal learning embraces the belief that knowledge acquisition occurs organically through exploration, experimentation, and direct interaction with the world.…”