Start Date
6-6-2013 3:10 PM
End Date
6-6-2013 4:40 PM
Description
Given the expanding development of service-learning in Asia, especially in Hong Kong, there is a need for research to understand how this US pedagogy is being adapted and adapted in Asian settings. The qualitative study explored the indigenous elements of service-learning pedagogy in Lingnan University in Hong Kong whose Office of Service-Learning (OSL) is the largest and most widely recognized service-learning program in Asia. The research questions were: How do Chinese Students, Coordinators and Faculty doing service learning view it? Are there any Chinese values embedded in the service-learning programs in Hong Kong? Data gathering was through 15 semi structured interviews with University members who had participated in service-learning in their respective roles, namely 7 faculty members, 3 service-learning staff coordinators, and 5 senior students. The interviews lasted about 45 minutes each and focused on how participants had heard of service-learning, why they participated in it, what they thought about its fit in a Hong Kong University and with Chinese values and traditions. Initial coding of the data shows mixed results with some viewing it as more western and others viewing it as more indigenous. This seems to reflect the history of Hong Kong with both western and eastern traditions and history. Future research will explore these questions in Universities with more exclusive Chinese traditions. In addition to informing the growing global service-learning movement, this research contributes to the inquiries in learning sciences about geographically and historically influenced styles of cognitive behaviors in doing service-learning.
Recommended Citation
Ma, H. K. C., & Giles, D. (2013, June). Exploring indigenous elements of service-learning in a Hong Kong university. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Exploring indigenous elements of service-learning in a Hong Kong university
Given the expanding development of service-learning in Asia, especially in Hong Kong, there is a need for research to understand how this US pedagogy is being adapted and adapted in Asian settings. The qualitative study explored the indigenous elements of service-learning pedagogy in Lingnan University in Hong Kong whose Office of Service-Learning (OSL) is the largest and most widely recognized service-learning program in Asia. The research questions were: How do Chinese Students, Coordinators and Faculty doing service learning view it? Are there any Chinese values embedded in the service-learning programs in Hong Kong? Data gathering was through 15 semi structured interviews with University members who had participated in service-learning in their respective roles, namely 7 faculty members, 3 service-learning staff coordinators, and 5 senior students. The interviews lasted about 45 minutes each and focused on how participants had heard of service-learning, why they participated in it, what they thought about its fit in a Hong Kong University and with Chinese values and traditions. Initial coding of the data shows mixed results with some viewing it as more western and others viewing it as more indigenous. This seems to reflect the history of Hong Kong with both western and eastern traditions and history. Future research will explore these questions in Universities with more exclusive Chinese traditions. In addition to informing the growing global service-learning movement, this research contributes to the inquiries in learning sciences about geographically and historically influenced styles of cognitive behaviors in doing service-learning.