Transformative learning in international service-learning

Abstract

International service-learning (ISL) has been growing in popularity in Hong Kong due to its tremendous potential to develop many desirable learning outcomes. Yet, there is a scarcity in the literature of empirical studies of its impact in non-western contexts. This longitudinal qualitative study examined students’ transformative learning in ISL at a Hong Kong university, specifically its nature and the factors that foster it. The study also explored whether the Transformational Service-Learning Process Model developed by Kiely (2005) is applicable in Hong Kong. After being selected through a purposive sampling method, 26 undergraduate students from nine credit-bearing ISL projects in the 2016/17 and 2017/18 academic years participated in this study. The data were collected from two semi-structured personal interviews with the students. The first interview was conducted several months after the ISL experience, and the second about one year later. The students’ reflective assignments were also examined as a means of triangulating the data. A content analysis method was used to code, categorise, and analyse the data. The results showed that 11 students experienced one or multiple forms of transformative learning in ISL, although most did not experience all of the aspects of transformation as defined by Mezirow (1991). Kiely’s model outlines how transformative learning happens in ISL settings to some extent. This study refined the model based on the evidence obtained in this study. The study provides empirical evidence of transformative learning in ISL, its process and contributing factors. The findings contribute to the development of a practical, cross-discipline and theory-based ISL model for Hong Kong. Because of Hong Kong’s geographical and cultural proximity with other Asian regions, the study also informs our neighbouring counterparts’ practices to some degree.