NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116496
Record Type: Journal
Publication Date: 2016-Nov
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1028-3153
EISSN: N/A
The Role of International Service-Learning in Facilitating Undergraduate Students' Self-Exploration
Yang, Min; Luk, Lillian Yun Yung; Webster, Beverley Joyce; Chau, Albert Wai-lap; Ma, Carol Hok Ka
Journal of Studies in International Education, v20 n5 p416-436 Nov 2016
This article examines the role of international service-learning (ISL) in facilitating undergraduates' exploration of their conceptions of self (i.e., self-exploration). Conception of self refers to the use of values to define one's role in a social/cultural group or organization and in society, and to determine current actions and future commitments. ISL is intentionally structured activities involving students in social services in overseas settings. Existing research underscores the importance of inducting students to other-oriented (showing care and empathy for others) values in facilitating their self-exploration through ISL. Interviews with 48 students in Hong Kong who participated in ISL revealed qualitative differences in students' conceptions of self related to moral, cultural, and leadership values. The findings highlight the need to guide students to critically self-reflect on their values and actions, and build reciprocal relationships with others. Implications for international educators and service-learning practitioners to support students' self-exploration in ISL are proposed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A