Outcomes and factors of international service-learning from student perspective : a qualitative study in Hong Kong

Abstract

Purpose: Academic programs that combine experiential learning with international education and community engagement are widely practiced in higher education. International (or global) service learning is an example. The study explores student outcomes and factors of international service-learning programs, drawing from students’ perspectives. Design/Approach/Methods: This qualitative study is based on in-depth interviews with undergraduate students (N = 18) who participated in international service-learning programs involving multiple disciplines and project locations in a public university in Hong Kong SAR, China. Findings: Four types of student outcomes are discussed: interpersonal, personal, civic, and academic. Interaction with host communities, intersubjective reflection, and meaningful service were identified as key factors in international service-learning's impact on students. Teamwork with peers and teachers’ influence are matters less discussed in literature, which emerged in the study as important factors for students. Originality/Value: The results of the study corroborate other studies and help shed light on gray areas. The study not only investigates outcomes but also factors that influence outcomes. Implications of the study and student suggestions for more effective international service-learning programs are set forth.