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Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

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  • D. T. L. Shek

    (The Hong Kong Polytechnic University)

  • C. M. S. Ma

    (The Hong Kong Polytechnic University)

  • Z. Yang

    (The Hong Kong Polytechnic University)

Abstract

As service-learning is still at its infancy in Hong Kong, there is a need to systematically evaluate the effectiveness of service-learning projects and bring important implications to the curriculum. In this study, we evaluated the effectiveness of a service-learning initiative that involved a corporate-community-university partnership (Project WeCan). In total, 138 university students (service providers) were included. We evaluated the project through three mechanisms. First, pretest and posttest data showed that students changed in the positive direction in terms of the intended learning outcomes in the civic engagement, cognitive and academic domains. Second, students showed positive changes in terms of psychosocial competencies and self-leadership. Finally, qualitative analyses of the reflective journals showed that students demonstrated positive changes in the areas of social responsibility, interpersonal competence, and intrapersonal skills. The findings underscore the utility of service-learning as an effective pedagogy to promote holistic development of university students.

Suggested Citation

  • D. T. L. Shek & C. M. S. Ma & Z. Yang, 2020. "Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 15(5), pages 1375-1393, November.
    • Handle: RePEc:spr:ariqol:v:15:y:2020:i:5:d:10.1007_s11482-019-09738-9
    DOI: 10.1007/s11482-019-09738-9
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    References listed on IDEAS

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    1. Robert G. Bringle & Julie A. Hatcher, 1996. "Implementing Service Learning in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(2), pages 221-239, March.
    2. Daniel Shek, 2010. "Using Students’ Weekly Diaries to Evaluate Positive Youth Development Programs: Are Findings Based on Multiple Studies Consistent?," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 95(3), pages 475-487, February.
    3. Chung, Saras & McBride, Amanda Moore, 2015. "Social and emotional learning in middle school curricula: A service learning model based on positive youth development," Children and Youth Services Review, Elsevier, vol. 53(C), pages 192-200.
    4. Daniel Shek & Cecilia Ma, 2010. "Dimensionality of the Chinese Positive Youth Development Scale: Confirmatory Factor Analyses," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 98(1), pages 41-59, August.
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    Cited by:

    1. Li Lin & Daniel T. L. Shek, 2021. "Serving Children and Adolescents in Need during the COVID-19 Pandemic: Evaluation of Service-Learning Subjects with and without Face-to-Face Interaction," IJERPH, MDPI, vol. 18(4), pages 1-16, February.
    2. Li Lin & Daniel T. L. Shek & Xiang Li, 2023. "Who benefits and appreciates more? An evaluation of Online Service-Learning Projects in Mainland China during the COVID-19 pandemic," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 18(2), pages 625-646, April.
    3. Daniel T. L. Shek & Xiang Li & Lu Yu & Li Lin & Yikang Chen, 2022. "Evaluation of Electronic Service-Learning (e-Service-Learning) Projects in Mainland China under COVID-19," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 3175-3198, October.

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