Impact of international service-learning on students’ learning and development

Full text

Project Manuscript No. 1:
Stephen Chan, Jessie Ho-Yin Yau, Sabrina K.P. Tong,
Cindy Lam, and K.P. Kwan
Office of Service-Learning
The Hong Kong Polytechnic University
September 2018
“Accentuang the Posive Outcomes of
Global Service-Learning through
Collaborave Acon Research” Project
Impact of International
Service-Learning on Students’
Learning and Development

© 2018 Office of Service-Learning, The Hong Kong Polytechnic University
All rights reserved. No part of this publication may be reproduced or transmitted, in any
form or by any means, electronic or mechanical, including photocopying, recording or
by any information storage and retrieval system, without permission in writing from the
publisher.
First published 2018

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Project Team
Project Leader:
Stephen CHAN, OSL
Project Members:
Helena AU, GYLI
Chi Wai DO, SO
Anna HO, ELC
Ellen KU, SN
Raymond KWONG, SHTM
Grace NGAI, COMP & OSL
Phyllis PANG, SN
Timothy SIM, APSS
Cynthia WU, SN
Lu YU, APSS
Project Staff:
K.P. KWAN, OSL
Jessie YAU, OSL
Sabrina TONG, OSL
Acknowledgements
The project was conducted with funding support from the University Grants Committee
of Hong Kong and The Hong Kong Polytechnic University. We would also like to thank
the staff and students who participated in the evaluation and shared with us their views
about their non-local service-learning experiences during the Project.

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Table of Contents
Project Team ..................................................................................................... 1
Acknowledgements ........................................................................................... 1
Table of Contents .............................................................................................. 2
1 Introduction ............................................................................................ 5
1.1 Background ............................................................................................. 5
1.2 Study objectives ...................................................................................... 7
2 Literature Review .................................................................................... 8
2.1 What is International Service-Learning? ................................................... 8
2.2 Potential benefits of ISL to students......................................................... 9
2.3 Global citizenship .................................................................................... 9
2.4 Intercultural competence ...................................................................... 10
2.5 Previous studies on the impacts of ISL ................................................... 11
2.6 Significance of the study ........................................................................ 13
3 Methods ................................................................................................ 15
3.1 Research setting .................................................................................... 15
3.2 Research design ..................................................................................... 16
3.3 The quantitative component ................................................................. 16
Instruments ........................................................................................... 16
Participants and response rate .............................................................. 18
Administration ...................................................................................... 20
Data analysis ......................................................................................... 20
3.4 The qualitative component .................................................................... 21

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The interview protocol .......................................................................... 21
Participants ........................................................................................... 22
Interview administration ....................................................................... 22
Analysis of interview data ...................................................................... 22
4 Results .................................................................................................. 24
4.1 Students’ self-perceived gains from ISL .................................................. 24
4.2 Attainment of common SL intended learning outcomes ......................... 24
4.3 Intercultural competence and global citizenship development ............... 25
4.4 Intention for continual engagement in community services ................... 26
4.5 Differences in impact of ISL across projects ............................................ 26
4.6 Differences in impact across other student and course factors ............... 28
4.7 Qualitative findings ............................................................................... 34
Transformed value and beliefs ............................................................... 34
 Cherished more what they have ........................................................... 34
 Broadened definiton of satisfaction and happiness .............................. 36
Enhanced personal competencies .......................................................... 37
 Deepened academic knowledge through application ........................... 37
 Promoted self-confidence ..................................................................... 39
 Improved problem-solving skills ............................................................ 40
 Consolidated teamwork abilities ........................................................... 41
 Strengthened communication skills ...................................................... 43
 Reinforced empathy .............................................................................. 43
Improved intercultural competencies .................................................... 44
 Developed intercultural communication skills ...................................... 45
 Increased intercultural awareness and understanding ......................... 46
 Challenged own stereotypes ................................................................. 48
Increased commitment to engage responsibly in the world .................... 49
 Recognized how own professions could contribute to the society ...... 49
 Inspired to greater involvement to serve different communities ........ 50
 Discovered future service goals and career paths ................................ 52
5 Discussion and conclusions .................................................................... 54

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Appendices ..................................................................................................... 59
References ...................................................................................................... 67

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1 Introduction
1.1 Background
The Hong Kong Polytechnic University (PolyU), in its Strategic Plan 2012/13-
2017/18, vowed to nurture our students into “responsible global citizens who make
meaningful contributions to their profession and the community” (p.14). International
Service-Learning (ISL), which combines service-learning (SL) with overseas study and
international education, is widely recognised as a powerful pedagogy to achieve this goal
(Bringle & Hatcher, 2011; Kiely, 2005; Tonkin, 2004) as a result of the culturally
immersive nature, and the degree of dissonance and openness to transformational
learning that it can offer to students (Hartman & Kiely, 2014). The potential benefits of
this pedagogy for students include: improved global awareness and intercultural
competence; increased sense of global citizenship; development of leadership,
communication, and teamwork skills; and personal development in the areas of
adaptability, maturity, examination of values and beliefs, and civic responsibilities
(Brown, 2007; Chamberlin, 2016; Nickols, Rothenberg, Moshi, & Tetloff 2013).
While ISL has been increasingly explored and integrated into the curriculum of
tertiary education (Nickols et al., 2013; Stearns, 2009), research on the impact of ISL on
students and the community is still relatively scant (Crabtree, 2008). Moreover,
researchers have established that international experience alone is not a determinative
factor in intercultural competence development (Berg, Paige, & Lou, 2012), and that
intentional personal, cultural, and group preparation are imperative to maximise the
impact of ISL on both the students and the host community (Galiardi & Koehn, 2011;
Nickols et al., 2013). Tonkin (2011, p. 215) therefore stresses that:
[M]ore needs to be known about whether present [ISL] practices are achieving their
objectives, or indeed achieving any objectives at all. Not only are […] practitioners
and researchers accountable to funders, institutions, and students, they are also
accountable to their hosts and the public good. Thus, research [in ISL] is more than
an academic exercise: it is an ethical imperative.
A review of the literature shows that most of the research to date is qualitative in
nature; in the form of descriptive case studies of particular courses and programmes
with relatively small sample sizes (Jones & Steinberg, 2011; Kiely & Hartman, 2011). As
Rubin and Matthews (2013) have pointed out, many aspects of ISL “have not been
rigorously assessed to date” (p. 71). Bringle, Hatcher, and Williams (2011) thus conclude
that there is a need for additional, high quality research on the impact of ISL on student
and community outcomes, particularly studies that are more quantitative in nature and
look into the impact across multiple subjects or programmes.

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Cognisant of the potential benefits of ISL, PolyU has, since the 2012/13 academic
year, offered a wide range of academic service-learning subjects with service projects
conducted outside Hong Kong. The number of ISL subjects
1
has steadily increased over
the years, from 6 in 2012/13 to 24 in 2016/17. Over the same period, the number of
participating students has increased from 124 to 965. In addition, a new initiative was
undertaken in 2016/17 to set up an International Summer School whereby PolyU
students can spend one month studying a Leadership & Intrapersonal
Development/Cluster Area Requirement subject and an SL subject based in Cambodia,
with a planned intake of ~130. However, while there has been anecdotal evidence to
suggest that students found the ISL experience very rewarding, no systematic evaluation
has been conducted to assess their impact on students’ learning outcomes, especially
their intercultural competence and global citizenship development.
To examine and further enhance the impact of ISL projects on students’ learning
and development at PolyU, a Teaching Development Grant (TDG) Project entitled
“Accentuating the Positive Outcomes of Global Service-Learning through Collaborative
Action Research” was approved for funding by the University’s Learning & Teaching
Committee in 2017, with the following objectives:
a. Evaluate, using a combination of quantitative and qualitative methods, the
impacts of the existing ISL subjects and initiatives on students’ learning
outcomes at PolyU – particularly their global competence and citizenship
development to establish the baseline measure of students’ learning,
b. Identify the programme and subject elements as well as teachers’ pedagogical
practices that are linked to effective achievement of different desired
outcomes of ISL,
c. Design and implement evidence-based improvements to enhance PolyU
students’ learning from ISL based on (a) and (b), and
d. Evaluate the impact on students’ learning as a result of the curricular and/or
pedagogical changes identified in (c).
This manuscript reports the major findings on the impact of ISL on students’
learning and development, based on the data collected in the first cycle of evaluation of
the Project. It will start with a critical review of the existing literature on the concept of
ISL and its impact on student learning, followed by a description of the study method. It
1
In the context of PolyU and for the purpose of this Project, ISL subjects refer to subjects with cross-
border service projects that take place outside Hong Kong, including those conducted in the Chinese
mainland and Taiwan.

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will then present the major overall findings, and discuss the implications for practice and
future research. Limitations of the study will also be identified.
To enable individual course instructors to plan and implement evidence-based
improvements, subject- and project-based reports were compiled and returned to the
respective teachers for information and action. Consequently, those results will not be
reported or discussed in detail in this manuscript.
1.2 Study objectives
The aim of the first cycle of evaluation of the Project is to collect baseline data
regarding the effectiveness and impact of the ISL subjects and projects on students’
learning and development, and identify good practices as well as areas for improvement
for each of the ISL subject taking part in the Project. The specific research questions are:
a. To what extent did the ISL experience impact students’ learning and, in
particular, their intercultural effectiveness and global citizenship
development?
b. What were the most salient curricular and pedagogical factors that
facilitated students’ achievement of the key ISL outcomes, from the
students’ perspective?
c. What were the students’ views on how the ISL subjects or projects could
be improved to improve learning?
This manuscript addresses mainly the first research question above. Findings
regarding the latter two research questions will be reported and discussed in
subsequent manuscripts of the Project.

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2 Literature Review
2.1 What is International Service-Learning?
International Service-Learning (ISL) is an experiential learning pedagogy that
“combines academic instruction and community-based service in an international
context” (Crabtree, 2008, p. 18). It “combines aspects of conventional study abroad with
aspects of conventional SL with an exceptional degree of integration into a target culture
and an intensive experience of community service” (Tonkin & Quiroga, 2004, p. 131).
Bringle and Hatcher (2011) conceptualise ISL as the “triple intersection” between
service-learning, study abroad, and international education, and define it as:
A structured academic experience in another country in which students
(a) participate in an organized service activity that addresses identified community
needs; (b) learn from direct interaction and cross-cultural dialogue with others; and
(c) reflect on the experience in such a way as to gain further understanding of
global and intercultural issues, a broader appreciation of the host country and the
discipline, and an enhanced sense of their own responsibilities as citizens, locally
and globally.
ISL, being a particular form of SL, involves a purposive integration of meaningful
service with rigorous academic study and reflections on the service experience. It
emphasises reciprocity (Jacoby, 2015) as well as equal benefits to the students and the
community (Furco, 1996). It differs, however, from conventional SL in two important
ways. First, it involves the conducting of service activities beyond the national boundary,
often in developing countries or regions with a different culture. Second, it usually has
goals that are more international or global in nature including, for example, increased
intercultural awareness and sensitivity, enhanced intercultural competencies, improved
understanding of international or global issues, and/or global citizenship development.
There has recently been a call to reframe ISL as global service-learning, and to shift
the focus from the location of the service to the type and content of the learning and
services. Proponents (e.g., Longo & Saltmarsh, 2011; Whitehead, 2015) argue that it is
the attainment of the global learning outcomes, not the location of service that is
important. They contend that as the world is becoming more and more internationally
connected, SL guided by a global learning framework to achieve global learning
outcomes can take place in the local community or abroad, as long as they provide a
meaningful global learning experience for the students. Their view has been increasingly
accepted by educators in the field, as evidenced by the growing adoption of the term by
SL scholars and institutions.

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2.2 Potential benefits of ISL to students
The rapid globalisation of today’s world means that people in different parts of the
world are becoming more inter-connected and interdependent. People are no longer
confined to interacting with those who share the same values and beliefs as themselves
but rather, with people from various and varied cultural backgrounds. At the same time,
there is a growing sense of common destiny and commonality of problems that defy
national boundaries (Su, Bullivant, & Holt, 2013). Students, therefore, need to develop
a broader set of capacities and a mindset that enables them to function effectively
within a globalised community, to face and resolve global challenges, and to contribute
to a more peaceful, tolerant, inclusive, secure, and sustainable world (Banks, 2004;
UNESCO, 2015).
ISL has been increasingly practised in higher education across different disciplines
around the world (Crabtree, 2008; Nichols et al., 2013) to meet the challenge of the 21st
century. Advocates argue that because of its cultural immersive nature, ISL can expose
students to their own ethnocentric perspectives, provide ample opportunities for them
to interact with people in other countries from culturally diverse backgrounds, and equip
them with broader sets of intercultural capabilities and the mindset that they need in
order to function effectively in the global community (Banks, 2004; Plater, Jones, Bringle,
& Clayton, 2009). Through applying their disciplinary knowledge to deal with issues and
problems at an international service location, students can also acquire “a deeper
understanding of global and intercultural issues, a broader appreciation of the host
country and the discipline, and an enhanced sense of their own responsibilities as
citizens, locally and globally” (Bringle & Hatcher, 2011, p. 19). Indeed, Lough and Toms
(2018) contend that compared with other forms of international education, ISL is one of
the most powerful pedagogies to promote students’ global citizenship and intercultural
competence development.
2.3 Global citizenship
One of the most prominent goals of ISL is to enhance the global citizenship
development of the participants (Bringle & Hatcher, 2011). However, there is no single,
generally accepted definition of global citizenship within the literature (Larsen, 2014).
McGrew (2000) and Shultz (2007) distinguish three paradigms of global citizenship that
underpin the most prevalent definitions:
 the neoliberalist view stresses the necessary skills and knowledge needed
for an individual to successfully participate in the world;
 the radicalist view emphasises the recognition of global inequalities and a
commitment to challenge, and ultimately eliminate, unjustified problems
across countries; and

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 the transformationalist view highlights collaborative efforts to solve global
issues and make the world a better place for all.
Notwithstanding the differences among definitions, educators generally perceive
global citizenship as a multidimensional concept covering awareness, responsibility, and
engagement on a global scale (Schattle, 2009). On the basis of an extensive review of
the literature, Morais and Ogden (2011) proposed a multi-dimensional conceptual
model of global citizenship that has been acknowledged as “the most appropriate and
fitting framework to operationalize and analyse global citizenship education” (Van
Cleave, 2013, p. 23), and developed an instrument to measure it. Their model
encompasses three core dimensions, as follows.
 Social Responsibility: the perceived level of interdependence and social
concern towards others, towards society, and towards the environment;
 Global Competence: having an open mind while actively seeking to
understand others’ cultural norms and expectations and leveraging this
knowledge to interact, communicate, and work effectively outside one’s
environment; and
 Global Civic Engagement: the demonstration of actions and/or disposition
toward recognising local, state, national, and global community issues, and
responding through actions such as volunteerism, political activism, and
community participation (Morais & Ogden, 2011, pp. 447-8).
While it is argued that ISL is a powerful pedagogy to enhance students’ global
citizenship development (Brown, 2011; Plater et al., 2009), relatively few studies have
been conducted on the impact of ISL on students’ development as global citizens (Larsen,
2014; Tonkin, 2011). More studies should be conducted to fully investigate the impact
of ISL on students’ learning and development (Bringle & Hatcher, 2011).
2.4 Intercultural competence
Intercultural competence is a critical component of global citizenship, and requires
an understanding of the globalised world (Deardorff & Edwards, 2013). However, they
are different in foci. While global citizenship stresses more on civic actions and human
rights, intercultural competence focuses more on cultural differences. There has been
much debate and discussion on the concept of intercultural competence (Deardorff,
2009). In the broadest sense, intercultural competence can be defined as the set of
abilities for an individual to behave appropriately and effectively in situations interacting
with culturally diverse others (Fantini & Tirmizi, 2006; Sinicrope, Norris, & Watanabe,
2007). It comprises three main dimensions, namely, relevant cultural knowledge,

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receptive attitudes, and integrated skills to apply the knowledge and attitude for
intercultural interaction (Javidan & Teagarden, 2015).
ISL is potentially beneficial to students’ intercultural competence development
because of its opportunities for intercultural interaction and its immersive nature,
neither of which can be easily replicated in a classroom setting (Deardorff & Edwards,
2013). Through ISL, students can improve their intercultural awareness and intercultural
communication skills with service recipients who may have a different cultural
background to themselves (De Leon, 2014). There have been, however, scant studies on
the relationship between ISL and intercultural competence (Tonkin, 2011). More studies
are therefore required to investigate the effectiveness of ISL in enhancing students’
intercultural competence.
2.5 Previous studies on the impacts of ISL
A growing body of research has shown that ISL enhances a multitude of student
learning outcomes in higher education. A literature review of 41 studies on ISL by Brett
(2015) revealed significant positive outcomes and benefits for students from ISL,
including personal growth, ethical and moral development, professional development,
affirmed future career goals and choices, increased cultural awareness, cross-cultural
and international skill development, broadened worldview, improved foreign language
skills, increased awareness and understanding of vulnerable or marginalised groups or
social inequalities, and increased awareness of the importance of socially responsible
approaches to community engagement (Brett, 2015). Moreover, ISL has been found to
help develop in students a deeper understanding of the reasons behind the
underprivileged experiences of the service recipient group (King, 2014). It also enables
students to make personal connections with those commiunities, and develop a greater
sense of being immersed in the communities (Maher, 2003). In a qualitative study of
sixteen university participants enrolled in a ten-day STEM-based ISL course, Daniel and
Mishra (2017) found that ISL has a positive impact on students’ ABC (affective, behaviour,
and content) development as well as their civic awareness.
In addition, ISL has been found to enhance students’ personal insight and
intercultural competence, which could well have an enduring impact on their personal
and professional development. In a qualitative study of nine students from the
University of Georgia, participating in a four-week service-learning programme to
provide services to a women’s farm cooperative, an agro-forestry project, and a girls’
programme in Tanzania, narrative analysis of eight reflective journals and five focus
groups suggested that ISL allowed students to express their personal anxieties and
doubts, make observations about other participants and group dynamics, explore their
feelings about the relationship with local participants, and consider the development of
their intercultural competence and ability to cope (Nickols et al., 2013).

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ISL has also been demonstrated to be effective in facilitating students’ exploration
of their conceptions of self, which is important for them to establish and define their
role(s) in a social/cultural group or organisation, and in society more broadly. Yang, Luk,
Webster, Chau, and Ma (2016) conducted a study of full-time undergraduate students
in Hong Kong enrolled in ten ISL projects with destinations that included Thailand,
Indonesia, Mainland China, Ghana, and Denmark. Data were collected from a total of
forty-eight students via twelve individual interviews and ten group interviews. Results
show that ISL helped to develop students’ altruistic values, enhance their cross-cultural
awareness and sensitivity, and enable them to collaborate with peers and others in
working toward service goals. As such, it provided an opportunity for students to
incorporate cultural values into their conception of self.
Past research has also demonstrated the positive impacts of ISL programmes on
students’ cross-cultural sensitivity and tolerance, as well as their cross-cultural
competence and intercultural communication skills. A study of an ISL programme with
four civil and environmental engineering students who conducted their service in rural
Nicaragua found that students learnt the importance of effective communication with
service recipients despite linguistic, economic, and cultural barriers (Marsolek, Alcantara,
Quintero, Jackels, Cummings, Wayne, Vallejos, & Jackels, 2012). Using a mixed method
approach, Jones, Hof and Tillman (2016) investigated how ISL affects students’
intercultural competences based on the Developmental Model of Intercultural
Sensitivity. The model has six stages which are divided into two groups. The first three –
Denial, Defense, and Minimisation – are the Ethnocentric stages. The remaining three –
Acceptance, Adaptation, and Integration – are the Ethnorelative stages. Six University of
Nebraska at Kearney counselling students were self-selected to join a four-day service
of advocacy to a group of Oglala Lakota (Sioux) people. The quantitative data were
collected via the Intercultural Development Inventory on a pre-post basis and the
qualitative data were collected via student responses to guided journaling questions. It
was found that one student experienced the full stages of development after the ISL
experience while four students fell back in the stages (Jones et al., 2016). The result
suggested that participants could develop both positive and negative changes after the
ISL experience.
There is also evidence that ISL improves student’ cultural sensitivity and awareness,
and their global citizenship development. Green, Comer, Elliott, and Neubander (2011)
conducted a study with seven U.S. students participating in a ten-day ISL programme to
deliver medical services in Intibuca, Honduras. Students’ cultural competences were
assessed by pre-post Cultural Competence Assessment and interviews. They reported a
significant increase in students’ cultural competence after the ISL experience. Analysis
of the interview data further revealed that the ISL experience enabled students to
develop a higher level of cultural competence. The following themes were identified

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from the interviews: (a) stepping outside my world, (b) connecting with culturally
different people, (c) awe of community, and (d) learning innovation. Larsen (2014)
examined the impact of ISL on global citizenship development of eight Canadian
students participating in an ISL programme to provide services in East Africa. Pre-post
surveys, post interviews, and online blogs were used to collect the data. Results showed
a positive impact of ISL on students’ global awareness and participation in social justice
actions. In another study conducted with thirty-one student teachers participating in a
two-week ISL programme, Larsen and Searle (2017) reported that students had become
more culturally-aware global citizens after the ISL experience. Survey and interviews
conducted three to twelve months after the experience further revealed that the
students developed a clearer sense of self, a deeper understanding of and appreciation
of different perspectives, linguistic and cultural diversity, a sense of responsibility
toward others, and a broadening of their attitude and beliefs about global issues and
injustices.
Some studies have also investigated whether the learning gained from ISL
persisted over time. Tonkin and Quiroga (2004) studied the longer-term impact of ISL on
seventeen alumni who were engaged in different community services aboard via the
Internal Partnership for Service-Learning and Leadership (IPSL) programme from 1986-
2000. Results from interviews and focus groups indicated that ISL could bring long term
adaptive influences to participants by enabling them to witness the lack of formal
education and material resources of the underprivileged, which generated a significant
cultural distance. In another study involving seventy Ulysses
2
participants who
conducted their service in developing country (Pless, Maak and Stahl, 2011), participants
were interviewed twice (one before the induction session and the other after the
debriefing session) with a focus on learning outcomes. Their results showed that
students had improved in six areas, including (i) responsible mind-set, (ii) ethical literacy,
(iii) cultural intelligence, (iv) global mindset, (v) self-development, and (vi) community
building. Further, a survey conducted two years after their experience showed that
students reported significantly longer-term improvement as a result of the programme,
particularly in the areas of cultural intelligence, and intercultural competence
development.
2.6 Significance of the study
To conclude, while previous studies have identified some benefits of ISL on student
learning and development, the results are far from conclusive. Most of the research to
date has been qualitative in nature, in the form of descriptive case studies of particular
courses and programmes, with small sample sizes (Jones & Steinberg, 2011; Kiely &
2
Ulysses is a leadership development programme for partners at PricewaterhouseCoopers involving an
integrated service learning approach

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Hartman, 2011). More research on ISL outcomes across different programmes or
disciplines would be needed, particularly ones that adopt quantitative methods (Bringle
et al., 2011). Furthermore, most studies to date have been conducted in a North
American context; studies in the East Asian context are scant in the field.
This study attempts to bridge the research gap by examining the impact of ISL on
students’ learning outcomes across a wide range of courses in a university in Hong Kong.
Adopting a mixed-method approach, it collected both quantitative and qualitative data
from a large sample of students (n>400), and made use of two validated psychometric
instruments – the Intercultural Effectiveness Scale (Portalla & Chen, 2010) and a short
version of the Global Citizenship Scale (Morais & Ogden, 2011) – to measure students’
intercultural competence and global citizenship development respectively as a result of
their ISL experience.

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3 Methods
3.1 Research setting
Data for the study was obtained from the first evaluation cycle of the
“Accentuating the Positive Outcomes of Global Service-Learning through Collaborative
Action Research” Project. The study was conducted at PolyU, and involved eight subjects
and thirteen offshore projects from a broad spectrum of disciplines. The departments
and service locations included in the first cycle of evaluation are listed in Table 1 below.
Table 1 Participating subjects and students
Offering
department
Subject code & subject title
Service location
Number of
students
Optometry
(SO)
SO2S01 – Learning through Providing
Eye Care and Vision Health to the
Community &
SO4006 – Public Health Optometry
1. Qinghai, China
36
2. Kyrgyzstan
34
English
Language
(ELC)
ELC2S02 – Serving the Community
through Teaching English
3. Taiwan
13
4. Guangdong,
China
24
5. Cambodia
30
Nursing
(SN)
SN2S03/SN2S03S – Healthy Lifestyle
Challenges for Developing
Communities
6. Rwanda
16
7. Vietnam
16
8. Cambodia
31
Hotel and
Tourism
Management
SHTM)
HTM3S02/HTM3S02S – Hospitality
Management and Operations in
Developing Regions
9. Vietnam
28
Computing
(COMP)
COMP2S01/COMP2S01S –
Technology Beyond Borders: Service
Learning across Cultural, Ethnic and
Community Lines
10. Rwanda
13
11. Cambodia
38
Applied
Social
Sciences
(APSS)
APSS3S10 – Growing Resilience of
Children in Post-disaster Contexts
12. Sichuan, China
46
APSS2S05 – Promotion of Children
and Adolescent Development
13. Hangzhou, China
92
Total
417
All of the subjects carried three credits, and had a 40-hour service component that
was closely linked to the academic focus of the subject. Students’ reflection was
required, and their performance and learning were assessed according to a letter-grade
system. The nature of the service projects varied, including from English language
teaching, public health promotion, vision screening, and installation of small-scale solar
energy systems. Those projects also covered a diverse range of service beneficiaries,

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including primary school children, secondary school children, households in urban
deprived areas, and rural village dwellers.
3.2 Research design
The study adopted a mixed methods design, utilising both quantitative and
qualitative data to address the research questions. Similar methods have been adopted
in a number of studies on ISL to help develop a deeper analytical understanding of the
study area (e.g., Curtin, Martins, & Schwartz-Barcott, 2014; Jones, Hof, & Tillman, 2016;
Sauber, 2012). The major advantages of this approach are that it can:
a. combine quantitative and qualitative methods, making use of the
methodological strengths from one method to compensate for the
weaknesses of the other;
b. generate a richer set of data that enables a deeper understanding of the
research problem being studied than is possible with a single approach;
and
c. enhance the reliability and validity of the findings and conclusions through
triangulation of data from different sources (Creamer, 2016; Creswell &
Plano Clark, 2011; Greene, 2007).
Ethical approval was obtained from the University’s Human Subject Ethics Sub-
Committee for conducting the research.
3.3 The quantitative component
The quantitative part of the study adopted a one group pre-test post-test design,
using a questionnaire survey as the method of data collection.
Instruments
Data were collected via the Pre-service and the Post-service Experience
Questionnaire, a short scale version of the Global Citizenship Scale (GCS-SS), and the
Intercultural Effectiveness Scale (IES).
1. The Pre-service Student Experience Questionnaire
The Pre-service Student Experience Questionnaire consists of two main sections,
which purport to collect the following data from students before the service:

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a. Attainment of the four common intended learning outcomes (ILOs) of SL at
PolyU. Students were asked to indicate their level of agreement, on a seven-
point scale (1=strongly disagree; 4=neutral; 7=strongly agree), with fifteen
statements pertinent to the four common ILOs of SL at PolyU, namely, (a)
application of knowledge and skills; (b) understanding of the linkage between
SL and academic learning; (c) self-reflection on roles and responsibilities; and
(d) demonstration of empathy.
b. Demographic data. Students were also asked to indicate important
demographic information about themselves and the SL subject they were
enrolled in, including their Student ID, subject code and name, previous service
experience, etc.
2. Post-service Student Experience Questionnaire
The Post-service Student Experience Questionnaire consisted of five main sections,
including:
a. Attainment of the four common intended learning outcomes (ILOs) of SL
at PolyU.
b. Students’ perception of learning gains. Students were asked to indicate, on a
7-point scale (1=very little; 4 = a fair amount; 7 = very much), their perception
of learning gains with respect to their intellectual learning outcomes (4 items),
social learning outcomes (2 items), civic learning outcomes (4 items),
intercultural learning outcomes (4 items), personal learning outcome (1 item),
and overall learning outcome (1 item).
c. Intention for continual engagement in community service. Students were also
asked to indicate, on a 4-point scale (1=definitely not; 2=quite unlikely; 3=quite
likely; 4=definitely yes), their intention for continual participation in other
community service or civic engagement activities after completing the ISL
subject.
d. Demographic. Gender, age, location of the service site, the total number of
direct service/contact hours with clients were collected.
3. Short Scale version of the Global Citizenship Scale (GCS-SS)
Students’ global citizenship development before and after the ISL experience was
measured by the short scale version of the Global Citizenship Scale (GCS-SS). The GCS
was originally developed by Morais and Ogden (2011), and validated with 348
undergraduate students in the United States. The short scale version (GCS-SS) was
developed and validated with university students in Hong Kong; results showed that the
short version was reasonably reliable and valid (Lo, Kwan, Ngai, & Chan, 2014; Lo, Kwan,

18 | P a g e
Ngai, & Chan, 2019). It comprised a total of fifteen items: four on social responsibility,
five on global competence, and six on global civil engagement. Students were asked to
indicate, on a 5-point scale (1=strongly disagree; 3=neutral; 5=strongly agree), their
extent of agreement with each of the declarative statements describing various aspects
of global citizenship.
4. Intercultural Effectiveness Scale (IES)
The Intercultural Effectiveness Scale (IES) (Portalla & Chen, 2010) was used to
measure students’ level of intercultural competence prior to and after completing the
ISL project. The IES measures the respondents’ competencies in interacting effectively
with people from a different culture. It was validated with 246 students in the United
States. It comprises twenty items in total. Students were asked to indicate, on a 5-point
scale (1=strongly disagree; 3=neutral; 5=strongly agree), the extent to which they agreed
with each of the statements regarding their attitude and behaviours when interacting
with people from different cultures.
Participants and response rate
Target participants were 417 students enrolled in the eight SL subjects with an
offshore service component offered by the University in the 2016/17 academic year. The
numbers of valid returns to the Pre-service Student Experience Questionnaire, the pre-
service GCS-SS and the pre-service IES were 359, 340, and 334, with respective response
rates of 86.1%, 81.5%, and 80.0%. In the post-service surveys, a total of 378 (90.6%), 376
(90.2%), and 376 (90.2%) valid responses were received respectively for the Post-service
Student Experience Questionnaire, the post-service GCS-SS and the post-service IES. The
response rates across participating subjects/projects are shown in Table 2.

19 | P a g e
Table 2 Response rate across subjects/projects
Department and
service location
Response rate
Student Experience
Questionnaire
GCS-SS
IES
Pre
Post
Pre
Post
Pre
Post
1. SO Qinghai
64%
83%
86%
92%
86%
92%
2. SO Kyrgyzstan
53%
53%
71%
53%
53%
53%
3. ELC Taiwan
0%
100%
0%
100%
0%
100%
4. ELC Cambodia
97%
100%
90%
100%
90%
100%
5. ELC China
83%
67%
83%
67%
83%
67%
6. SHTM Vietnam
100%
100%
100%
100%
100%
100%
7. SN Rwanda
88%
100%
88%
100%
88%
100%
8. SN Vietnam
94%
94%
94%
94%
94%
94%
9. SN Cambodia
100%
100%
100%
100%
100%
100%
10. COMP Rwanda
100%
100%
100%
100%
100%
100%
11. COMP Cambodia
98%
95%
100%
87%
100%
87%
12. APSS Sichuan
100%
100%
91%
100%
91%
100%
13. APSS Hangzhou
90%
89%
60%
89%
60%
89%
Based on the information collected from the Post-service Student Experience
Questionnaire, 142 (38.1%) of the respondents were male and 231 (61.9%) were female.
The average age was 20.5 years (SD = 1.452). 211 (50.6%) participated in a Mainland
Chinese or Taiwanese SL project, and 206 (49.4%) participated in an international SL
project. 70 (20.1%) had previous service experience at the university level while 279
(79.9%) did not. 31 (7.4%) had home-stay during their SL project, while 386 (92.6%) did
not. 81 (19.6%) were involved in a hard-discipline subject and 333 (80.4%) were involved
in a soft-discipline subject. 64 (15.7%) served young people, 184 (45.1%) served primary
school students, 12 (2.9%) served teachers, and 148 (36.3%) served the local community
more broadly.

20 | P a g e
Administration
The Pre-service Student Experience Questionnaire was administered via the e-
Learning module on SL for students. Students were required to complete the form online
within the first 4 weeks of the semester. All other surveys were conducted in a pen-and-
paper format. The pre-service GCS-SS and IES were administered in class by the course
instructor or staff members from the Office of Service-Learning at the beginning of the
semester. The post-service Student Experience Questionnaire, the post-service GCS-SS
and IES were administered by the course instructor on or after the last day of the ISL
project. In all of the administrations, the purpose of the survey was clearly explained to
the students, with the assurance that their response would not affect their assessment
grades. Students were given fifteen to twenty minutes to complete the questionnaires.
They were asked to return it immediately afterwards. Email invitations were sent at least
twice to follow up with non-respondents to urge them to complete and return the
questionnaire via email.
Data analysis
Data were analysed using SPSS version 24 software. To examine the extent to
which the ISL experience had impacted students’ learning and, in particular, their
intercultural effectiveness and global citizenship development, we first conducted a
series of analyses of the whole group data, as follows:
1. Examined the means and percentage distributions of students’ scale scores
on their perception of learning gains from ISL with respect to intellectual
learning outcomes (INTELLECT), social learning outcomes (SOCIAL), civic
learning outcomes (CIVIC), personal learning outcomes (PERSONAL), and
intercultural learning outcomes (INTERCULTURAL);
2. Conducted a series of paired t-tests and Cohen’s effect size (Cohen’s d) to
detect if there were any statistically significant changes in students’ pre-test
and post-test scores on their attainment of the common ILOs of SL at PolyU,
IES, and GCS-SS. Cohen’s d was calculated by the difference between the two
means divided by the pooled standard deviations of the data [Cohen’s d =
(Mpost-Mpre) / SDpooled]; and
3. Examined the mean and percentage distribution of students’ rating on their
intention for continual engagement in community services.
We then conducted a series of (a) one-way ANOVA to investigate statistically
significant differences in students’ perceived learning gains, (b) one-way ANOVA on the
gain score to test significant changes in their attainment of the common ILOs of SL at

21 | P a g e
PolyU and their IES and GCS-SS across projects, and (c) chi-square test to investigate
significant associations between students’ intention for continual engagement in
community services and student or course factors, including:
 Gender (male vs. female)
 Previous service experience at university level (yes vs. no)
 Service location (Chinese Mainland and Taiwan vs. international)
 Home-stay during SL project (with vs. without)
 Subject and service nature (hard discipline vs. soft discipline)
 Types of service recipients (youth, primary students, teachers and wider
local community)
3.4 The qualitative component
The qualitative part of the study took the form of semi-structured interviews. The
main reason for including qualitative data in the study is that it is the most suitable for
interpretive research aimed at better understanding human behaviour and experience,
grasping the processes by which people construct meaning, and describing what those
meanings are (Bogdan & Biklen, 1998).
The interview protocol
The interview protocol was developed by the project team and is shown in
Appendix 1. It comprises four main sets of questions pertinent to the aims of the
research, including:
1. Students’ personal background. Students were asked to describe their study
or service-related experience before the ISL.
2. Project background. Students were asked to describe the background
information of the service project, including their main reasons and
motivations for enrolling in the subject, the number and type of service
recipients, total hours of service, and the frequency and type of reflective
activities in the ISL subject.
3. Impact on learning and development. Students were asked to explain how, if
at all, they had changed after participating in ISL, and what they had learned
from the experience.

22 | P a g e
4. Good practices and suggestions for improvements. Students were also asked
about the good aspects of the ISL subject or project that might have
contributed to their learning gains described above, and how the subjects
could be improved to help them better achieve the different learning
outcomes. Some subject teachers also made use of the chance to include
additional questions to collect subject- or project-specific feedback from
students in the interviews.
This report mainly addresses the results from the questions relating to the impact
of the ISL experience on students’ learning and development.
Participants
Students were categorised according to their response to the relevant item on the
post-experience survey (whether they felt that the experience of studying the SL subject
had transformed them) into two groups. The first group (Group A) consisted of students
giving a rating of five or below while the second group (Group B) consisted of students
giving a rating of six or above. For each of the thirteen projects, one to two students
were nominated from each group (Groups A and B) by the respective subject teachers
based on class size. Students were invited to attend an interview by email, and were
asked to reply within seven days. They were promised a $200-coupon upon completing
the interview. A total of 44 students finally accepted the invitation and attended the
interview.
Interview administration
The interviews were conducted by OSL staff in the language preferred by the
students (Cantonese, Mandarin, or English) according to the pre-set protocol. Prior to
the interview, participants were briefed on the purpose of the study. Voluntary
participation and confidentiality of data were emphasised. Written informed consent
was obtained from all participants. Each interview lasted about 1 to 1.5 hours; they were
audio-recorded with the permission of the interviewees to facilitate subsequent
transcription and data analysis.
Analysis of interview data
The interviews were first transcribed verbatim in the language in which they were
conducted. Data were then analysed independently by two members of the project
team to identify the categories and themes of the feedback obtained. Different opinions
and views between the two members about the categorisation were discussed until an

23 | P a g e
agreement was reached. Detailed coding was then done, major themes were identified,
and possible relationships between constructs were investigated by cross-tabulation.
Direct quotes from the participants were selected to support and illustrate the
categories and themes identified. The software NVivo was used to analyse the
qualitative data and to facilitate the cross-tabulation of the participants’ responses.

24 | P a g e
4 Results
4.1 Students’ self-perceived gains from ISL
As shown in Table 3, students generally perceived considerable learning gains in
their intellectual, social, civic, personal, as well as intercultural learning outcomes as a
result of studying the ISL subjects. The mean scale scores range from 5.68 to 5.96, with
84.7% to 92.6% of students scoring a mean of 5 or above for the five outcomes on a 7-
point scale. Social learning outcomes had the highest mean score, followed by personal
and intercultural outcomes. On the other hand, intellectual learning outcomes had
relatively lower mean score.
Table 3 Students’ self-perceived learning gains from ISL
Self-perceived learning
gains
Mean [SD]
Percentage distribution (%)
1-3.99
(Little)
4 -4.99
(A fair amount)
5-7
(Much)
Intellectual learning
outcomes (INTELLECT)
5.68 [0.83]
1.8%
13.5%
84.7%
Social learning outcomes
(SOCIAL)
5.96 [0.86]
1.3%
6.1%
92.6%
Civic learning outcomes
(CIVIC)
5.83 [0.82]
1.3%
10.1%
88.6%
Personal learning outcomes
(PERSONAL)
5.88 [0.85]
1.6%
5.8%
92.6%
Intercultural learning
outcomes (INTERCULTURAL)
5.86 [0.93]
1.3%
10.8%
87.9%
4.2 Attainment of common SL intended learning outcomes
Paired t-tests show small increases in students’ attainment of the four common
intended learning outcomes of SL at PolyU (see Table 4) after the ISL experience, but
only the change in Outcome B (reflection on roles and responsibilities as a professional
and a responsible citizen) is statistically significant at .05 level (pre-test=5.11; post-
test=5.23; t= -2.18; p=0.03). The effect sizes of the increases are very small, ranging
from 0.07 (Outcome C) to 0.13 (Outcome B).

25 | P a g e
Table 4 Changes in students’ mean scores on their attainment of common intended
learning outcomes of SL at PolyU
Common intended learning
outcomes of SL at PolyU
Pre-test
Mean [SD]
Post-test
Mean [SD]
t-value
p
Effect
size
A. Application of knowledge
and skills
5.46 [0.75]
5.54 [0.83]
-1.79
0.075
0.10
B. Reflect on roles and
responsibilities
5.11 [0.88]
5.23 [0.92]
-2.18
0.03*
0.13
C. Empathy and social
responsibility
5.40 [0.84]
5.46 [0.91]
-1.15
0.251
0.07
D. Linkage between SL and
academic content
5.38 [0.77]
5.45 [0.84]
-1.45
0.148
0.09
*Significant at the p=.05 level
The four common SL intended learning outcomes at PolyU are:
A – Application of knowledge and skills acquired to deal with complex issues in service setting
B – Reflect on their roles and responsibilities as a professional and a responsible citizen
C – Demonstrate empathy for people in need and strong sense of civic responsibility
D – Understanding of the linkage between service-learning and the academic content of the subject
4.3 Intercultural competence and global citizenship development
Table 5 shows that there is a statistically significant increase in students’ score on
the Intercultural Effectiveness Scale after their ISL experience (pre-test=68.40; post-
test=70.98; t=-6.14; p=0.001), with an effect size of 0.34. Statistically significant
differences were also observed in students’ overall score on the Global Citizenship Scale
(pre-test=3.44; post-test=3.54; t=-4.24; p=0.000; effect size=0.26) and their score on the
Global Competence subscale (pre-test=3.62; post-test=3.87; t=-7.70; p=0.000; effect
size=0.49). The changes in the Social Responsibility and Global Civic Engagement
subscale scores, however, were not statistically significant at .05 level.
Table 5 Changes in students’ mean scores on intercultural effectiveness and global
citizenship
Measures
Pre-test
Mean [SD]
Post-test
Mean [SD]
t-value
p
Effect
size
Intercultural Effectiveness Scale
68.40 [7.40]
70.98 [7.72]
-6.14
0.001**
0.34
Global Citizenship Scale
Social responsibility
3.43 [0.75]
3.42 [0.86]
0.392
0.695
-0.01
Global competence
3.62 [0.48]
3.87 [0.54]
-7.70
<0.001**
0.49
Global civic engagement
3.29 [0.59]
3.34 [0.69]
-1.30
0.195
0.08
Overall
3.44 [0.36]
3.54 [0.40]
-4.24
<0.001**
0.26
** Significant at the p=.01 level; *Significant at the p=.05 level

26 | P a g e
4.4 Intention for continual engagement in community services
Results shown in Table 6 suggest that most of the students indicated intention for
continual engaging in community services after the ISL experience. 36.5% and 57.5% of
the students respectively chose “Definitely Yes” and “Quite likely” in their response to
the item.
Table 6 Distribution of students’ response on intention for continual engagement in
community service
Response
No of respondents
%
Definitely not
2
0.5%
Quite unlikely
20
5.5%
Quite likely
210
57.5%
Definitely yes
133
36.5%
4.5 Differences in impact of ISL across projects
Results of one-way ANOVA summarised in Table 7 show that there were variations
in students’ perceived learning gains from ISL across projects. The differences between
the highest and lowest project mean scores for the outcomes ranged from 0.54 to 0.86,
but none of the differences were statistically significant at .05 level.
Table 7 Differences in impact on students’ self-perceived learning gains from ISL
across projects
Self-perceived learning
gains
Mean
SE
Max
Min
F
P
Intellectual learning
outcomes (INTELLECT)
5.68
0.043
5.92
5.06
1.237
0.256
Social learning
outcomes (SOCAIL)
5.96
0.044
6.37
5.65
1.053
0.399
Civic learning outcomes
(CIVIC)
5.83
0.042
6.25
5.71
1.274
0.232
Personal learning
outcomes (PERSONAL)
5.88
0.043
6.28
5.54
0.625
0.107
Intercultural learning
outcomes
(INTERCULTURAL)
5.86
0.048
6.15
5.54
0.107
0.625

27 | P a g e
Table 8 shows the results of one-way ANOVA of students’ gain scores with respect
to the four common intended learning outcomes of SL at PolyU. The variations in the
gain scores across projects were relatively small, ranging from 0.85 to 1 on a 7-point
scale. Statistically significant differences were observed only in Outcome D regarding
understanding of the linkage between service-learning and the academic content of the
subject (F(11, 319)=2.036, p=0.025), but not in the other three outcomes.
Table 8 Differences in impact on attainment of common ILO of SL across projects
Common intended learning
outcomes of SL at PolyU
Gain score (post-test - pre-test
score)
F
p
Mean
SE
Max
Min
A. Application of knowledge
and skills
0.09
0.049
0.45
-0.50
1.815
0.051
B. Reflect on roles and
responsibilities
0.12
0.055
0.54
-0.46
1.213
0.277
C. Empathy and social
responsibility
0.06
0.053
0.49
-0.36
1.594
0.099
D. Linkage between SL and
academic content
0.07
0.049
0.50
-0.37
2.036
0.025*
*Significant at the p=.05 level
Results of one-way ANOVA of the gain scores show that there were statistically
significant differences in Intercultural Effective Scale (F(11, 289)=1.978, p=0.030), Global
Competence subscale (F(11, 303)=2.867, p=0.001), global civic engagement subscale
(F(11, 296)=1.994, p=0.029), and overall Global Citizenship Scale (F(11, 294)=2.361,
p=0.008) across projects. No statistically significant differences, however, were found in
the Social Responsibility subscale.
Table 9 Differences in impact on intercultural effectiveness and global citizenship
development across projects
Measures
Gain score (post-test - pre-test
score)
F
p
Mean
SE
Max
Min
Intercultural Effectiveness Scale
2.58
0.422
5.32
-0.56
1.978
0.030*
Global Citizenship Scale
Social responsibility
-0.02
0.048
0.14
-0.17
0.586
0.840
Global competence
0.25
0.034
0.75
-0.03
2.867
0.001**
Global civic engagement
0.05
0.041
0.31
-0.35
1.994
0.029*
Overall
0.10
0.024
0.37
-0.15
2.361
0.008**
** Significant at the p=.01 level; *Significant at the p=.05 level

28 | P a g e
A chi-square test of independence was conducted to examine the differences in
intention for continual engagement in community service across projects. A statistically
significant difference was found in the distribution of students’ levels of intention for
continual engagement in community service across projects (χ2=58.53, p=0.01).
4.6 Differences in impact across other student and course factors
We further examined the extent to which the impact of ISL on students’ learning
and development was influenced by selected student and course factors. Results are
summarised briefly in Table 10 and described below. Detailed statistical results are
shown in the relevant tables in Appendix 2.
a. Gender (male vs. female)
Statistically significant differences were found between male and female
students in their:
 Self-perceived gains in civic learning outcomes (one-way ANOVA, F(1,
367)=4.669, p<0.05). Female students generally reported a higher score on
their perceived gain in civic learning outcomes than the male students did
(5.91 vs. 5.72, p<0.05);
 Self-perceived gains in intercultural learning outcomes (one-way ANOVA,
F(1, 368)=6.564, p<0.05). Female students generally reported a higher
score on their perceived gain in intercultural learning outcomes than the
male students did (5.96 vs. 5.73, p<0.05);
 Global Civic Engagement score (one-way ANOVA, F(1, 299)=6.532, p<0.05).
Female students generally had a higher gain score in global civic
engagement than the male students did (0.11 vs -0.13, p<0.05);
 Overall Global Citizenship Scale (one-way ANOVA, F(1, 297)=4.499, p<0.05).
Female students generally had a higher gain score in overall Global
Citizenship Scale than the male students did (0.13 vs 0, p<0.05); and
 Their intention for continual engagement in community service (χ2=13.88,
p<0.001). Female students had a higher intention than did male students.
b. Previous service experience at university level (yes vs. no)
Students’ previous service experience at university has been found to have a
statistically significant effect on their:

29 | P a g e
 Global Civic Engagement score (one-way ANOVA, F(1, 292)=5.212, p<0.05).
Students with previous service experience at university level generally had
a higher gain score in global civic engagement than those without did (0.18
vs -0.03, p<0.05).
c. Service location (Chinese Mainland and Taiwan vs. international)
Results show that service location has a statistically significant effect on
students’:
 Self-perceived gains in civic learning outcomes (one-way ANOVA, F(1,
376)=5.409, p<0.05). Students enrolled in international projects
generally reported a higher score on their perceived gain in civic
learning outcomes than students enrolled in Chinese Mainland and
Taiwan SL projects (5.93 vs. 5.73, p < 0.05);
 Self-perceived gains in intercultural learning outcomes (one-way
ANOVA, F(1, 377)=9.400, p<0.001). Students enrolled in international
projects generally reported a higher score on their perceived gain in
intercultural learning outcomes than students enrolled in Chinese
Mainland and Taiwan SL projects (6.01 vs. 5.74, p<0.001); and
 Their intention for continual engagement in community service (χ2 =
13.21, p<0.001). Students enrolled in international projects had a
higher score than did those enrolled in programmes on the Chinese
Mainland or Taiwan.
d. Home-stay during SL project (with vs. without)
No statistically significant differences were found in the impact of ISL between
projects with and those without homestay.
e. Subject and service nature (hard science vs. soft science)
Subject and service nature has been found to have a statistically significant
impact on students’:
 Gain in ILO A of SL at PolyU (one-way ANOVA, F(1, 332)=5.104, p<0.05).
Students enrolled in soft science SL projects generally had a higher gain
score on their attainment of ILO A (application of knowledge and skills)
than students in hard science SL projects did (0.13 vs. -0.07, p < 0.05);
 Intercultural Effectiveness Scale score (one-way ANOVA, F(1,
299)=6.207, p<0.05). Students enrolled in soft science SL projects

30 | P a g e
generally scored higher in their gain in IES than students in hard science
SL projects did (2.58 vs. 0.25, p<0.05);
 Global competence subscale score (one-way ANOVA, F(1, 313)=5.878,
p<0.05). Students enrolled in soft science SL projects generally reported
a higher score on their gain in global competence subscale score than
students in hard science SL projects did (0.24 vs. 0.21, p<0.05);
 Global civic engagement score (One-way ANOVA, F(1, 306)=7.997,
p<0.05). Students enrolled in soft science SL projects generally reported
a higher score on their gain in global civic engagement subscale score
than students in hard science SL projects did (0.06 vs. -0.09, p<0.05);
and
 Overall Global Citizenship Scale score (One-way ANOVA, F(1,
304)=7.281, p<0.05). Students enrolled in soft science SL projects
generally reported a higher score on their gain in overall Global
Citizenship Scale score than students in hard science SL projects did
(0.11 vs. 0.03, p<0.05).
f. Types of service recipients (youth, primary students, teachers and wider
local community)
Results show that the following aspects of students’ learning and development
from ISL were also influenced by the types of recipients they served:
 Self-perceived gains in intellectual learning outcomes (one-way ANOVA,
F(3, 371)=3.341, p<0.05). Students who served teachers reported the
highest score on their perceived gain in intellectual learning outcomes,
followed by those serving youth, the wider local community, and
primary students (6.21, 5.83, 5.72, and 5.57, p<0.05);
 Self-perceived gains in civic learning outcomes (one-way ANOVA, F(3,
370)=3.413, p<0.05). Students who served teachers reported the
highest score on their perceived gain in civic learning outcomes,
followed by those serving the wider local community, youth, and
primary students (6.46, 5.88, 5.87, and 5.73, p<0.05); and
 Self-perceived gains in intercultural learning outcomes (one-way
ANOVA, F(3, 371)=3.133, p<0.05). Students who served teachers
reported the highest score on their perceived gain in intercultural
learning outcomes, followed by those serving the wider local

31 | P a g e
community, youth, and primary students (6.40, 5.95, 5.93, and 5.76,
p<0.05).

32 | P a g e
Table 10 Differences in impact of ISL on students’ learning and development across student and course factors
Gain score (post-pre, One-way ANOVA)
4 common SL intended learning outcomes
GCS-SS
IES
A
B
C
D
Social
responsibility
Global
competence
Global civic
engagement
Overall
a. Project
√
√
√
√
√
b. Gender
√
(F > M)
√
(F > M)
c. Previous service exp.
at University level
√
(Yes > No)
d. Service location
e. Home-stay during SL
project
f. Subject & service nature
√
(Soft- >
Hard-
science)
√
(Soft- > Hard-
science)
√
(Soft- > Hard-
science)
√
(Soft- >
Hard-
science)
√
(Soft- >
Hard-
science)
g. Types of service
recipients
√: Student and course factors that had a significant impact on students’ learning
The four common SL intended learning outcomes at PolyU:
A – Application of knowledge and skills acquired to deal with complex issues in service setting
B – Reflect on their roles and responsibilities as a professional and a responsible citizen
C – Demonstrate empathy for people in need and strong sense of civic responsibility
D – Understanding of the linkage between service-learning and the academic content of the subject

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Table 11 Differences in impact of ISL on students’ learning and development across student and course factors [cont’d]
Post- only (One-way ANOVA)
Chi-square test
Perceived Learning Gains
Intention for continual
engagement in
community service
INTELLECT
SOCIAL
CIVIC
PERSONAL
INTERCULTURAL
1. Project
√
2. Gender
√
(F > M)
√
(F > M)
√
(F > M)
3. Previous service exp.
at University level
4. Service location
√
(Intl > Chinese
Mainland & Taiwan)
√
(Intl > Chinese Mainland
& Taiwan)
√
(Intl > Chinese
Mainland & Taiwan)
5. Home-stay during SL
project
Subject & service nature
6. Types of service
recipients
√
(Teachers > Youth >
Wider local
community > Primary
students)
√
(Teachers > Wider
local community >
Youth > Primary
students)
√
(Teachers > Wider local
community > Youth >
Primary students)
√: Student and course factors that had a significant impact on students’ learning

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4.7 Qualitative findings
44 students shared their views on what they had learned from ISL and how they had
changed as a result of the experience in semi-structured interviews. Analysis of the interview
data revealed four major themes, namely, (i) transformed values and beliefs, (ii) enhanced
personal competencies, (iii) improved intercultural competences, and (iv) increased
commitment to engage responsibly in the world.
Transformed value and beliefs
The ISL trip exposed students to the everyday lives of local citizens in the developing
countries, which were very different from their urban lives. Immersed in an unfamiliar
environment, many students were stimulated to explore and reflect on the differences.
 Cherished more what they have
Living in an urban and developed community, students emphasised that they had
seldom thought about, or reflected on, their values prior to the trip. As the majority of
students were from Hong Kong, which enjoys a high degree of development by international
standards, students revealed that they had previously had few opportunities to reflect upon
their own degree of privilege. Through their ISL experience, some expressed a realisation at
their own pre-conceptions, and an increased awareness of the situation faced by many in less-
developed parts of the world. This is exemplified by a response from student SNVB1:
“見到當地嘅人會反思番自己嘅生活……平時生活嘅方式囉，係咪一定，即係係
咪有啲一定係必要呢，係咪有時有啲嘢係比較奢侈咗” [SNVB1]
“Seeing the lives of the locals would motivate me to reflect on mine... my usual ways
of living… were they all necessary... were there times that I lived luxuriously”
Students were surprised to learn that some basic necessities which they took for granted were
considered luxuries in the service community. Student SNCB2 felt privileged for not having to
worry about food and clothing.

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“去到柬埔寨裏面呢，你會發覺原來有啲人連買肉嘅錢呢，都係冇嘅，甚至乎
買菜呢嘅錢呢都冇，咁佢哋著件衫來來去去都係嗰幾件，其實你會睇到自己真
係有時真係好幸福。” [SNCB2]
“Visiting Cambodia, you would find that some people could not afford to buy meat...
or even vegetables… they owned few items of clothing... you would notice how
fortunate you were”
Student APSSSB1 highlighted the importance of treasuring those with whom they share their
environment.
“我其實都會學識珍惜身邊嘅人嘅，其實講就好容易講出來……但係今次真係感
受到，因為都仲有地震嘅……會去treasure身邊嘅人，我都變得更加thankful 。”
[APSSSB1]
“I learned to cherish people around me... While it was easy to say... I actually felt it
from the ISL trip... because earthquakes still occur there… would treasure people
around me… would be more thankful.”
In addition to the study materials, students re-examined their own rights and reflected
on the underlying problems behind local issues. Student ELCCA1 reflected on the right to
receive an education. Although she recognised that this right is not always as well protected,
and the quality of education can vary significantly from that which is enjoyed in Hong Kong.
“教育係基本係人人都需要嘅，或者係必備嘅一個一樣嘢啦。咁但係可能喺
Cambodia黎講，可能佢哋會因為一啲歷史呀，或者一啲現實嘅問題啦，咁令
到佢哋係無可奈何......即係冇權利去受到教育……自己有得受教育，其實係一件
都好幸運，好奢侈嘅一件事。” [ELCCA1]
“Education is a basic necessity... everyone needs it... However, for Cambodians...
because of historical or practical reasons... they are helpless... they do not have the
right to receive education… The fact that I could receive education... was indeed lucky
and luxurious”
Acculturated to their own home environment, students had not been confronted with
different perspectives on issues such as the provision of education, or access to their rights.
Engaging with the local community and interacting with the locals, they were motivated to
reflect upon their own cultural, economic, social, legal, and community backgrounds by
contrast to situations different from their own.

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 Broadened definiton of satisfaction and happiness
Apart from recognition of their own privilege and rights, students redefined their own
understanding of fundamental concepts, such as happiness. From a narrow definition of
‘being happy’, often predicated on more shallow underpinnings, such as material possessions
or social recognition, their experience broadened their understandings of their own position,
as well as that of others in different situations. Prior to ISL, some had assumed that those in
the service community would be very unhappy as a result of poverty. However, their
interactions with the locals forced them to confront a different scenario; they learnt not to
judge others’ quality of life through their own bias, as illustrated by student SNCA2:
“因為自己生活環境好，呢度有冷氣呀咁樣啦，咁就會覺得人哋啲咁落後嘅地方
係好差，但係其實可能根本佢哋都冇接觸過冷氣又或者乜，所以佢哋唔會……其
他人生活得好好……佢哋唔會覺得自己好唔知足果啲，佢哋係，生活得好好，好
滿足架啦佢哋。” [SNCA2]
“Because of my quality of life is so good, we have air-conditioning and the like, I would
think that it was poor for the locals to live in such an impoverished and backward place.
However, they had never been exposed to air-conditioning or other things, so they
could not know how others live… they would not be dissatisfied... They lived well and
were satisfied”
They also began to question their own pre-existing conception of ‘happiness’, and came
up with a different view than the past:
“以前會覺得需要做好多嘢啦，得到人哋嘅認同啦，就叫做快樂啦，係喇。
咁但係而家我會覺得其實佢哋嘅社區唔多嘢㗎嘛……咁其實如果你嘅屋企人，
朋友可以俾到咁大嘅支持你，咁點解你需要得到其他人，啫係所謂其他人嘅
認同呢？” [APSSSA1]
“In the past, I used to think happiness was about gaining recognition from others
for the things I did... but now I know that my family members and friends could
provide support to me even though there were limited resources in the local
community, then... why would I need to earn others’ recognition?”
Witnessing and experiencing the living conditions of the service community, with their
comparatively limited resources, students determined through their reflection that

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happiness was not necessarily derived from the materialistic, or more inward-looking,
foundations they had previously assumed.
Enhanced personal competencies
The ISL experiences provided opportunities for students to learn and serve in unfamiliar
environments, interact with people from diverse cultural backgrounds, and step out of their
‘comfort zones’. The diverse experience encouraged students to explore different
experiences and roles, including those that they may have perceived themselves as being
incapable of doing.
 Deepened academic knowledge through application
Students mentioned that the ISL experience enhanced their academic learning.
Compared to other courses which only required students to finish assignments and
examinations, the ISL trip enabled them to apply the knowledge learnt in classes to real-world
situations and witness first-hand how the implementation of the service benefited the local
communities. Students shared that they had previously had a limited understanding of the
applicability of their classroom learning, and regarded the theories learnt in class as ‘useless’
and ‘impractical’. However, by connecting the theory with the application, students realised
the value of theory in guiding and understanding practices. Student APSSHB1 shared what
they discovered regarding the importance of theory in assisting their service delivery.
“我哋要上好多關於啲 theory 啲課，咁我覺得又無乜用，又無乜實際啲野……但
尾發現其實之前學啲知識係非常之必要嘅。啫係佢教咗我哋好多一啲啫係同細路
仔相處嘅時候應該點做，同埋幫我哋了解咗佢哋呢個年紀階段嘅人其實係點樣諗
嘢” [APSSHB1]
“We needed to attend many lessons on theories... I thought they were useless and not
practical... but then I discovered the theories learnt were essential... for me to know
what to do when interacting with children, to learn how the children’s thinking”
The academic learning in ISL was not limited to their service, but was also applicable to
other courses. For example, student ELCCB1 reported that they acquired useful teaching skills,
which they have been able to apply in their presentations following the ISL trip.

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“How to explain things so the students can understand us, how to get attention of
people and actually I’ve been using it after in PolyU. For example… how to get attention
of the public, to the people who are listening to me.” [ELCCB1]
Both students taking ISL within their own discipline as well as those taking courses from
different academic disciplines reported having benefited from the ISL experience. For
example, student SOQB2 from the Department of Applied Biology and Chemical Technology
gained a greater understanding of issues related to eye health from an Optometry ISL course.
They reported being glad to learn more on eyes protection and the functions of different
instruments, which they otherwise would not have been exposed to in their major.
“SL trip 呢就會係幫到我哋 non-SO 嘅學生呢學到啲對自己啫係保護眼呀嗰啲知識
係加深咗啦……咁平時自己去啲 clinic 呢人哋講咩你做咩，但係唔知點 measure 嗰
個嘅度數係幾多嘅咁” [SOQB2]
“As a non-SO (non-School of Optometry) student, the SL trip allowed me to deepen my
understanding of eye-protection... usually, I would just follow the instructions in the
clinic without knowing what the measurements were about”
Now, the student has better ideas on what optometrists are looking to measure when
performing an eye examination.
The service-learning trip bridged the knowledge gap by providing opportunities for
students to apply the theory learnt in class in real world contexts. As textbook knowledge
could not cover all potential circumstances, the service inspired students to think beyond the
subject content. Student APSSH4 said they were able to organise an activity instead of merely
writing plans. Through teaching primary students, the student also realised that students
could think from perspectives that were different from their own. She learnt that she needed
to tailor-make various teaching methods to suit the needs of different service recipients.
“原來呢這些小朋友是會從這個角度去想的，那個時候就會令到我再對於教書的
内容有一些新看法” [APSSHA4]
“It turned out students would think from this angle, inspiring me to have some new
views on the teaching content”

39 | P a g e
Because of the diversified situations, students were able to recognise that textbook
knowledge would not be fully applicable in all situations. They learnt practical skills and
techniques in service delivery, instead of having paper talks only.
 Promoted self-confidence
ISL allowed students to enhance their self-confidence as they were confronted with
difficult situations which they were able to solve through their own knowledge and
capabilities. They reported that the ISL programme exposed them to many new experiences,
such as teaching, interviewing culturally diverse groups different from the students’
themselves, or constructing solar-power generation facilities. They reported that they would
not have taken initiatives such as these without an ISL programme. Because of the ISL
experiences, which forced them to step out of the comfort zones, they realised that exploring
new things were not as hard as expected. Student APSSHB1 became more willing to embrace
new challenges and uncertainties.
“之前好多時間係唔想嘗試新嘢，啫係好唔想踏出嗰個comfort zone，但係呢一次
因為太多事係我哋預計唔到嘅，咁就其實真係面對啲新嘢嘅時候冇咁艱難囉。”
[APSSHB1]
“I used to not try new things, I did not want to step out of my comfort zone, but there
were many unexpected things that happened during the ISL trip. I discovered that facing
new challenges was less difficult than what I had expected”
Despite the insecurity and anxiety during the experience itself, students felt contented
with their accomplishments. They were proud of themselves for the courage and
perseverance in taking up the challenges. For example, student APSSHB6 reported having
greater self-confidence because they successfully tackled problems in the service delivery,
such as children’s arguments and emotional problems.
“每次諗返起可能自己教佢哋做嘢呀，就算可能中間有啲唔係幾……即係可能有小
朋友鬧交又或者喊個啲情況，自己都即係overcome到就會可能會有多啲自信心。”
[APSSHB6]
“Every time I thought back on what I had taught the children... even when there were
children who argued or cried... successfully overcoming them helped enhance my
confidence”

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The successful ISL experience reassured student HTMVB2 that they could handle
uncertainties comfortably.
“面對一件unknown嘅事，我就會冇咁驚，或者冇咁拿手唔成勢咁樣，咁就會多咗
份自然啦，再去俾返啲信心自己，其實有咩未見過吖，ok嘅，冇問題嘅”
[HTMVB2]
“When facing unknown conditions, I would become less scared, or less freaked out... I
would be calmer, able to give more confidence to myself: even things I had never
encountered before, it was okay, no problem”
Students recognised that they were more capable than their own expectations. The lack
of self-confidence set unnecessary limits for self-growth and hindered their discovery of their
own strengths. Students shared that after the ISL, they had become more courageous and
able to express themselves and take up new challenges. For example, student COMPCA1
mentioned they learnt to express their own opinions with confidence.
“咁我以前……唔會咁主動就住某件事發表自己意見……就算話即係可能實行性唔
係咁高，照樣講出嚟先囉，即係冇話自己驚咗先就唔講。” [COMPCA1]
“In the past… I would not take the initiative to voice my opinion... now... even when
what I say might not be practical, I will talk about it, I will not keep it to myself because
of cowardice”
 Improved problem-solving skills
When preparing and delivering the service, students encountered many unexpected
circumstances and difficulties. Students were required to deal with problems, for example,
equipment breakdowns, or poor weather conditions. Students expressed improvements in
problem-solving skills as they needed to think critically and choose the optimal method to
tackle the challenges. Student COMPRA1 shared how they tackled some of their mistakes.
“學到唔少 problem solve 個啲嘢囉……有陣時搭錯咗啲嘢，跟住會好麻煩，可能
正負調轉定唔知點樣漏咗一個 splitter 係中間，就住就會成個 system 都彎咗，之
後就要諗點樣可以方便啲咁將佢駁翻好……有一次就係我哋唔夠一個物體……我哋
用另一個物體去取代佢” [COMPRA1]
“I learnt problem-solving skills... sometimes I made mistakes... like reversing the positive
and negative poles or missing the splitter in the middle… then the whole system bended...

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I needed to come up with some ideas to fix them… there was a time when we did not
have enough of an object... then we used another object to substitute for it”
Student SOKA1 talked about their challenges in the vision screening service. She was
surprised to find that 5 to 7 year-old local students did not understand the Latin alphabet well
and hence answered their questions incorrectly. She tried to understand the root cause and
identify a way to tackle it.
“我哋入邊有 e呀向左向右向上向下㗎嗎？我哋係咁 simple 嘅嘢應該會明啦掛，
但係呢……點解個個都錯哂咁樣啦……原來佢哋 even 佢哋五六七歲啦，但係佢哋連
abc 都唔識嘅……咁我哋就問下當地嘅 volunteer 呢就話，佢哋嘅上下左右有分唔
同嘅讀法嘅，咁我哋就學佢唔同嘅讀法啦。” [SOKA1]
“During eye-checking, we had the letter “E” in different positions... we thought it was
simple to understand... but the service recipients all answered incorrectly... it turned out
the 5-7 years old local students did not know the alphabet... we asked the local
volunteers, they mentioned that they had different pronunciations for left and right
positions... so we learned the pronunciations from those instead”
Through trial-and-error, students examined the pros and cons of various solutions and
learnt the importance of preparing contingency plans. Students reported that if everything
was prepared for them, their learning would be limited. They appreciated ISL for the
opportunities for them to be actively involved in planning and implementing the services.
 Consolidated teamwork abilities
Students said the ISL trip offered them a chance to work closely with teammates to plan
and implement their ideas, and adjust their views on teamwork. Cooperating with teammates
for consecutive days and actually working out their plans were new to them. They were used
to dividing a project into individual tasks and finish the assigned jobs on their own without
further discussion. As the ISL service linked closely with the well-being of the service-recipients,
they emphasised that they tried hard to work together with teammates to deliver the best
services they could. Students highlighted ‘compromising with each other’ and ‘reaching
consensus with respect’ as the biggest challenges they faced. They found different ways to
balance opinions among groupmates. For example, student SOKA1 shared how they strived
to find commonalities of ideas and balance different opinions.

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“即係我唔鍾意同人嗌交呀嘛……你同我唔同意見 ok respect 咗你先，但係我就唔
會繼續同你 discuss 落去嘅……但係而家嘅話呢我就會，即係會嘗試，同佢用另一
個tone 呢或者另一個方法同佢哋講，我嘅諗法係乜嘢……求同存異即係，點樣去
make 一個 balance between our opinions 咁樣。” [SOKA1]
“I hate arguing with others... if there were differences in opinions, I would respect the
others in my group and stop discussing it with them… but now, I will try to use another
tone or method to relay my thoughts... seeking the common ground while respecting
our differences, to find a balance between our opinions”
Student APSSSB1 talked about how they addressed conflicts through establishing agreement
on the common goals.
“我哋 day3 我哋去海洋公園嘅目的係 blah blah blah，即係去解釋返，咁樣容易
啲solve 一啲 conflict 囉。因為一開始大家唔知道任何嘢呢，佢哋又唔識喎，其
實係好難去溝通嘅。咁當大家有共識，知道做咩，咁所以大家就 focus 係嗰個共
識上面囉。” [APSSSB1]
“The purpose of visiting Ocean Park was to... we had to explain it... to help solve
conflicts… because we knew nothing in the beginning, it was hard to communicate... but
when everyone had a consensus, knew what to do, then we would focus on the
consensus”
Students also managed to cooperate with their teammates with different work styles
and support each other as a team. They could make use of the strengths of each member to
provide optimal service. Student HTMVB1 described how they handled their struggles and
collisions with other team-members in the beginning of the collaboration. They handled the
differences by adjusting their time expectations for work completion.
“我……好鍾意呢做嘢好快啦……但係同時呢我啲 teammate 呢就唔係好鍾意
嘅……咁我就做好我個 part 先，我都等埋你哋，之後呢下個禮拜再一齊去改咁，
即係叫做我自己呢我忠於我嘅原則，但係呢因為你哋呢，所以我都會去將的嗰個
嘅period 去延長咗佢，即係就埋佢哋” [HTMVB1]
“I... like to complete work efficiently… however, my teammates disliked that… so I got
my work done first, and then I would wait for them to amend it together in the following

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week so as to be loyal to my principles. Meanwhile, I would also extend the working
period to cater to the working styles of my teammates”
 Strengthened communication skills
Students reported that they learnt how to express their ideas more concretely and
develop useful techniques to communicate effectively with others. For example, student
APSSSB2 reported the importance of holding back one’s emotion while communicating. As
being emotional would disturb effective communication, they acknowledged it was essential
to express one’s own opinions tactfully.
“要將自己唔好嘅情緒暫時收一收埋先，或者你用一個更婉轉嘅方法去表達比佢
哋聽，唔好俾佢哋知道你嬲緊囉，佢一知道你嬲緊佢咪驚你囉，咁之後就更加唔
願意同你溝通咁樣。” [APSSSB2]
“You needed to withhold your own negative emotions, or used a more tactful way to
express your own opinions, and not let others know you were angry. Once they knew
that you were angry, they would be scared and became unwilling to communicate with
you.”
Student APSSHB4 pointed out that building a rapport with the service recipients facilitated
their communication. The service recipients became more willing to cooperate with them.
“through 咗呢五日之後我學識咗點樣同佢哋建立一種關係啊……我就可以進行我嘅
職責，咁同時又可以同佢哋培養出一個良好嘅關係。” [APSSHB4]
“Through the 5-day direct service, I learnt how to build up a relationship with the service
recipients... I could perform my duties while developing a good relationship with them”
Students discovered that speaking too straightforwardly without considering others would
hinder information exchange and obstruct the building of trustful relationships and so.
 Reinforced empathy
Students were able to empathise and share their feelings more effectively following
their ISL experience. They mentioned that they previously focused on their own feelings and
understood others through their own perspectives. Interacting in an unfamiliar environment
with the serving tasks, they paid more attention on own behaviours and others reactions. For
example, student SNRA1 said they realised that chatting and playing with peers at night would
disturb locals’ early sleep-wake pattern and so.

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“多咗從人哋嘅角度出發……我記得第一晚嘅時候，夜晚嘅時候好鍾意一齊嘈，一
齊喺度玩，跟住就好大聲好大聲，跟住就嘈親隔離瞓覺嗰啲。個時講得好大聲，
冇理其他人嘅感受……開始諗人哋嘅文化係早睡早起，我哋應該要去體諒下人地，
試吓講嘢細聲啲。” [SNRA1]
“I thought more from others’ perspectives... I remembered during the first night, we
talked and played together, made loud noises, and disturbed neighbours who were
sleeping. We spoke loudly while ignoring others’ feelings… Later on, we started to
consider the early sleep-wake pattern of the local community; we knew that we needed
to understand them and so we tried to speak softly”
Students began to think beyond their behaviours, trying to identify the underlying reasons of
their act. Student APSSSA1 reported that they had regarded children as annoying. However,
by being a service provider, they started to reflect and understand why they behaved in a
particular way.
“因為你係一個大姐姐大哥哥，係角色嘅問題。會有堆同理心嘅……你會明佢扭計
背後嘅原因係咩 。令你更加會要學識體諒哩個小朋友。” [APSSSA1]
“Because you are a ‘big brother’ or ‘big sister’, because of the role. I would empathise...
you would know why they threw a tantrum, which would make you more understanding
of the child”
Enhancing empathy enabled students to relate to the local communities more and build
trustful relationships with them.
Improved intercultural competencies
Students reported that they had limited opportunities to work with those from cultural
backgrounds different from their own prior to their service-learning experience. While the
reasons behind were diverse, most respondents cited language issues and personal comfort
zones as the two main obstacles to initiating intercultural interactions. They felt comfortable
staying within their usual practices in which they communicate and work with friends who
share the same language and culture. They were not confident in their oral English skills, being
afraid that their English proficiency was not good enough to communicate with others

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effectively. By the nature of the service, students were offered ample opportunities to
interact and communicate with people from different countries.
 Developed intercultural communication skills
After interacting with culturally diverse people, both within teams and with locals,
students found that communicating with people with different culture and linguistic
backgrounds was not as difficult as they had imaged. While they hesitated and were
concerned about their English proficiency, they discovered that communication could be
done without complete or totally grammatically correct sentences. Student SNCA2 noticed
that even using keywords was sometimes sufficient for communication.
“個讀音呀，又或者啲字詞嗰啲……可能聽唔明我哋講咩既，咁其實我都覺得有啲
困難……但係只要你講咗一啲keyword啦， 咁佢哋都會明。” [SNCA2]
“Because of the pronunciation or the choice of words... it was difficult because they
might not understand what we were talking about… but when you used some keywords,
they would understand”
Students had identified adaptive ways to communicate with others. Apart from being
respectful and avoiding imposing one’s own value judgements on others’ lifestyles, they
learnt to make use of body language or other aids to overcome language barriers.
“要做好多動作啦，或者提供一啲圖片呀，或者總之唔係文字語言上嘅嘢可以同
佢溝通嘅。咁呢個係好大嘅得著……其實真係可行㗎喎，真係connect到㗎喎。 就
算我個translator未返嚟架，其實佢已經明白我嘅意思喇。” [SNCA1]
“When a lot of movements were involved or when pictures were provided, we could
communicate even without words, that was a huge gain... indeed it worked, we could
connect with them. Even when the translator was absent, the locals could understand
what I said”
“I had to use simpler words, a bit slower, speak clearer or repeat some of the words to
make sure that we both understand what we were saying, like what conversation is
about”. [ELCCB2]
Students benefited from the multicultural teams with distinctive opinions from different
perspectives. They commented that culturally diverse teammates brought to the group new

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ideas and information that they originally neglected. Students reported they maintained
contact with culturally diverse teammates and/or locals after finishing the service trip. They
became more willing to form groups or interact with people from different cultures in the
future.
 Increased intercultural awareness and understanding
Students reported that they understood more about the country by knowing its history
and constraints. Through visiting slums and historical sites and interacting with local citizens
face-to-face, they enhanced their understanding of the history, culture, and social
development of the communities being served, as illustrated in the following quote.
“I am really aware of what was happening in the country, why the country is like that
right now, why it goes through economic crisis. Not just ‘oh ya, Cambodia is just a
random poor country like others’. You see why it happened there. It’s not just like that
because they are poor and maybe some people say, ‘I don’t know, maybe they’re lazy,
not working. ’ You’re aware of the background of the people and that helps you to make
another conclusion rather than just saying their country is poor.” [ELCCB1]
Their experience in Cambodia allowed them to understand more about the country, including
the social issues and historical development. Students shared that ISL motivated them to
learn about the social issues and problems of the local community, not only as tourists who
were exposed only to prosperity.
Home-stay was highly recommended by students. They were able to engage with the
local community which they would otherwise not have known about, such as locals' leisure
activities and lifestyle. Establishing connections and stronger bonding with the family, they
became more interested in developing countries. Students shared that they kept contact with
the locals through Facebook and other social media.
Students mentioned that they previously labelled the developing countries they served
as ‘poor’ and ‘unsafe’. They had little interest in getting to know or even visit the country.
However, through the ISL trip in which students were engaged for days in the country, they
took the initiative to get to know more about the place. For instance, student ELCCA1 shared
their curiosity towards local citizens who painted their hands red. She took the initiative to
ask more about it and get to know more about their election and political views.

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“我嗰陣時有一日好奇怪見到佢哋嗰個人個手都紅色喎……咁跟住我問：點解你哋
隻手紅色嘅……因為我哋去咗投票咁樣。” [ELCCA1]
“One day, I was curious when hands of every local citizens were painted red... and then
I asked: why were your hands red... and they said because we voted”
Subsequently, the student began to investigate more about the served country.
Through the ISL experience, students felt connected with the situation of the locals
which they had previously seen as something unrelated to and distant from them. Students
reported that the locals were not only enthusiastic in sharing their local culture, but also
curious to know the students’ culture. Students discovered similarities between their own
and the locals of the served community. They noted that they generally shared similar goals,
like taking care of the family and searching for an ideal job. Through ISL, students were
inspired to think more about social and global issues such as education and hygiene. For
example, student COMPRB1 talked about how Western hegemony might influence other
countries
“盧旺達國家，其實某程度上有一啲原因嘅genocide，係因為法國或者比利時嘅一
啲殖民令到佢，令到呢件事爆發嘅。咁就即係反省，對西方國家呢啲嘅霸權定係
一啲嘅……係囉。” [COMPRB1]
“In Rwanda, part of the reason underlying the genocide was French or Belgian
colonialism. I would reflect on the hegemony of Western countries”
Student APSSSA2 reflected on the effectiveness of monetary aid and post-disaster
infrastructure in helping the needy.
“即係大家捐左好多錢，但係好多時候，其實係咪嗰啲居民所需要嘅嘢，咁我覺
得又，即，一定唔會hundred percent㗎喇，但可能得收到50%或者更少。同埋
做咗好多基建建設，但其實嗰啲基建建設其實唔適合比佢哋嘅時候，咁我就覺得
得物冇所用囉。” [APSSSA2]
“Everyone donated much money, but in the long run, was that what the local citizens
needed? From my opinion... that would not be 100%... it might be 50% or less. There
was a lot of basic infrastructure, but actually, that infrastructure was not suitable for
them at the time; I thought that was useless”

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Student ELCCA1 began to see the world as interconnected in the way that we experience
the same historic events. The student was stimulated to think about how the history taught
us lessons and how to make good use of them to analyse current social issues.
“其實大屠殺唔係淨係得我哋嗰國家先至會有，即係你反觀返可能其他嘅國家其
實都會有……會唔會係其實世界上發生嘅嘢，其實某程度上都係相連……佢哋都會
有咁樣相同嘅歷史喎，即係佢哋有貧窮問題。咁但係其實我哋 ，反觀香港好似都
有一啲貧窮嘅問題。” [ELCCA1]
“Mass killing was not unique to Cambodia, other countries also experienced it... In fact,
what happens in the world is interconnected to a certain extent… We shared similar
histories. Cambodia had poverty problems, Hong Kong also has poverty problems”
The ISL trip exposed students to unfamiliar places and inspired them to think beyond their
own home town.
 Challenged own stereotypes
Students reported that the ISL trips changed their initial conceptions of the country
served. They had previously regarded those countries as ‘poor’ and ‘backward’, and tended
to label the people negatively. The ISL trip inspired them to reconsider their views from their
own real-world experiences. For example, student COMPRA1 noted:
“一開始唔知呢個咩國家黎嘅，上網search全部都係講genocide 啲嘢，我就好似一
開始已經覺得佢係好窮呀好sad呀，即係覺得好沉重，啲人又冇乜教育水平咁樣，
但係就，即係去到就完全係同我個個諗法係唔同㗎囉……我覺得好impress係佢哋
學得好快” [COMPRA1]
“At first, I knew nothing about the country, all the information I found about it online
was all about genocide. From the beginning, I thought the country was poor and sad, I
felt upset... the local citizens seemed to have a low standard of education... but when I
arrived in the country, it was different from my expectations... I was impressed by how
fast they learnt.”
Students were able to identify and challenge their stereotypes about the service
recipients through their offshore experience. They became more critical about information
from other sources, and tried to verify the truth through direct personal experiences.

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Increased commitment to engage responsibly in the world
Students admitted that they were not aware of their capability to help others nor had
they thought about their future prior to the ISL trip. Growing up in a prosperous and affluent
city, they were not aware of hygiene, electricity, or other problems related to basic needs.
They reported that, prior to their ISL experience, they would often focus on their own
materialistic comfort and academic study without recognising their own ability to help the
needy. The ISL experience stimulated them to reflect actively on their roles and
responsibilities to their profession and the community. However, while a few students
demonstrated some features of global citizens, most reported that they had a limited
understanding of the concept and were not aware of any effort made by the teachers to help
them develop it. Many narrowly defined global citizenship as participating in civic activities.
 Recognised how own professions could contribute to the society
Students reported that they had developed a more positive view of their own profession,
and how their professional knowledge and skills could contribute to the betterment of the
society. An Electronic Engineering student COMPCB2 talked about how a Cambodian ISL
programme inspired them to have a new perspective towards engineering.
“覺得工程只不過係維修咁樣囉，咁但係去到柬埔寨之後同RUPP 啲 student傾完之
後就覺得其實工程應該可以做更加多嘅野……即係我參加完呢個programme之後呢
我就參加咗 EWB Engineering Without Borders……去鯉魚門嘅寮屋區，果度就檢查
維修咁樣，咁我就發現，哦……原來檢查維修都唔錯，即係唔係冇用嘅……”
[COMPCB2]
“I used to equate engineering with maintenance, but after discussing with RUPP [Royal
University of Phnom Penh] students in Cambodia, I learnt that engineering could do
more than just maintenances... After ISL, I joined EWB [Engineering without Borders]...
to go to the squatter area in Lei Yue Mun, to be responsible for inspection and
maintenance... I then discovered that maintenance was not useless”
Student ELCCA1 from the English Department noted that she realised that her major
could be helpful.

50 | P a g e
“讀language，就好似都好一般咁樣咋喎。即係好似係冇人其他科咁專咁。。。
之後就覺得，即係其實都即係可以幫到弱勢社群……好似更加鍾意去學英文咁
樣。” [ELCCA1]
“I used to perceive my language major as rather general and not as professional as
other programs… Now I recognise that an English major could help the
underprivileged. I became more interested in learning English.”
Students were motivated to explore more actively how they could apply their
professional knowledge and skills to benefit the community after the trip. For example, a
design student COMPCB1, who took a computing ISL course, shared how the offshore trip
inspired them to realise that design need not be commercial-specific. The service provided
her concrete directions on how to apply her design expertise to benefit the needy in response
to their difficulties and needs.
“之前可能會，冇諗咁多囉。因為始終design都係即係教我哋點樣commercial去
幫啲公司做一啲嘢咁樣，或者之前即係做過嗰啲 freelance intern即係都係呢一
方面商業性嘅嘢多啲。我都會想設計係可以幫到多啲人嘅……即係認清咗佢哋啲
乜嘢困難，跟住再慢慢去觀察多啲諗多啲咁就會好，唔係淨係得個講字咁樣囉感
覺。” [COMPCB1]
“In the past, I did not think much. As my design major taught us how to perform our
work duties in a commercial context… my freelance intern experience was also related
to commercial work... I wanted my design skills to help others... to identify their
difficulties, to observe, and think more instead of just empty talk”
 Inspired to greater involvement to serve different communities
Students referred to the ISL trip as a rewarding experience that inspired them to engage
continually in community services. They reported that they did not have the motivation to,
nor recognised their ability to help others before the trip. Through the ISL experience, they
realised that the services benefited both the service recipients and themselves as service
providers. For example, student APSSHB1 came to realise that there were many people in the
world that they could help, and even small actions could benefit others.
“我之前係冇點樣去參加voluntary work嘅，咁呢就嗰次比我衝擊都好大下，啫係
其實呢個世界有好多人都可以比我哋去幫助嘅，咁其實都唔會用自己太大嘅，啫

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係太多嘅精力咁嘅，咁可以盡自己嘅能力去幫助佢哋……啫係經過咗呢次之後我
都係更加願意花多啲嘅時間去參加voluntary work咁樣。” [APSSHB1]
“I used not to participate voluntary work, but the ISL trip impacted me a lot. I discovered
that there were many people in the world who required our help. I could actually help
them without consuming much energy… after the ISL, I became more willing to join
voluntary work”
By experiencing how their service actually helped the service recipients, students
reported becoming more dedicated to continue to participate in voluntary work. In some
cases, students reported an increased awareness of, and interest in, news related to the
served countries; in others they reported actively taking part in community service either
locally or globally. Student SOQB2 wished to organise a volunteer group with friends to
perform different community service in future.
“我希望自己以後有能力嗰陣時……就算話唔一定係金錢上嗰個能力，啫係有能力
可以組織一啲 group嗰陣時，再自己voluntary做一個group，尤其唔一定係
Poly啦，可能係出面嘅一班friend咁都可以去做一個唔同嘅community service
咁樣。” [SOQB2]
“I hoped that if I had the ability in the future... not necessarily referring to monetary
ability, but the ability to organise some voluntary groups, I might organise a voluntary
group. It might be within or outside PolyU. I might do it with some non-university
friends and we could do different community service together”
Student SOKB1 had already started taking continuous action to serve communities in
Kyrgyzstan. She had initiated fund-raising and organised a project to help alleviate poverty.
“更加想去做service呢樣嘢嗰度，即係就會推動到我呢一年更加想去做唔同嘅
service，即係好似去吉爾吉斯坦個度，除左話我哋做咗fund-raising之後，跟住
我哋今年都持續咁樣搞緊個project，係諗住係可以continuously咁樣去benefit
返當地嘅人，做多少少扶貧嘅嘢咁樣囉。” [SOKB1]
“[I feel that ISL made me] more willing to do service, motivated me to do more
different kinds of service. For example, Kyrgyzstan, apart from fund-raising, we could
continue to do some projects in the hope that we could benefit the locals more
consistently, to do more to help relieve poverty”

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 Discovered future service goals and career paths
Students described the ISL experience as impactful on their future plans. Through
delivering services, they understood better their own career aspirations, job motivations, and
their own strengths and weaknesses. Some re-affirmed their career choices and developed
more concrete plans and directions in pursuing their career goals. Student SOQA2 had the
following to say about their change in attitude to their future work in the field of optometry.
“遠近嘢都睇唔到變咗學習就好差囉，但係因為經過我哋呢個之後，啫係有配番
眼鏡比佢啦，咁即刻呢就話成績突飛猛進咁，啫係變咗好似真係幫到佢哋囉……
可以啫係持續咁樣讀呢一科呀，或者係呢一行做嘢咁囉覺得。” [SOQA2]
“Having myopia or hyperopia would result in poor learning, but with our services in
provided glasses to them, students’ academic results would improve dramatically. We
could actually help, that motivated me to continue to study in this subject or this
industry”
Similarly, a nursing student SNCA1 reported that the experience made them more
certain about serving people in underprivileged countries. She would like to join Médecins
Sans Frontières (MSF), which is an international medical humanitarian organisation, in the
future.
“即係比較想去一啲未develop嘅country去幫嗰度嘅人所以係有諗過加入冇國
界嗰啲，可以多啲去唔同地方幫到有需要嘅人嘅。 咁join完呢個之後我係更加想
去嘅。 即係有啲，嗯， 定咗我第日大個真係要走呢個方向咁樣囉。” [SNCA1]
“I wanted to visit some undeveloped countries to help others, therefore I thought about
joining Doctors without Borders [MSF]. It would allow me to go to different places to
help the needy. After joining the ISL, I am more interested in joining MSF and committed
to working in this field”
In some other cases, students identified the experience as a stimulation to explore other
career choices. They developed new career goals which they had not previously considered.
For example, a Shipping and Logistics student ELCCB1 reported a desire to change their
postgraduate study direction after their ISL experience.

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“Another thing, it kind of influences, perhaps not fully but partly, my future studies
because I’m applying for a master degree. I’m going to study policy and hope later on I
can be working in like the UN or WTO or something like that.” [ELCCB1]
Likewise, student APSSHA4 said that they previously thought they would never become
a teacher as they disliked children and teaching. They pointed out that the ISL experience
opened their mind to the possibility of becoming a teacher.
“因爲有這個ser learn我才想著做老師這件事……發覺做完了之後呢, 原來是這樣的，
就其實不是想象中這樣差的，甚至我覺得是真的是幾好的。因爲你不止是教知識
啦，你可以教很多values啊，很多態度啊，人生觀給些小朋友的時候。我會覺得
其實很偉大” [APSSHA4]
“Because of the ISL, I started to think about becoming a teacher... I discovered that being
a teaching was not as bad as I had imagined... it was actually good to be a teacher... as
you taught not only knowledge, but also values and attitudes to the children... I thought
it was great”
Through the experience, students could gain a clearer concept of who they are, who
they wanted to be, and how they could realise their goals.

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5 Discussion and conclusions
Consistent with previous studies, results from both quantitative and qualitative data of
this study show that students did learn quite a lot from the ISL experience, at least from the
students’ own perspective. These include: increased cultural awareness (Curtin, Martins,
Schwartz-Barcott, DiMaria, & Oganda, 2013; Green et al., 2011; Plumb, Roe, Plumb, Sepe,
Soin, Ramirez, Baganizi, Simmons, & Khubchandani, 2013), improved teamwork skills (Metcalf,
2010; Plumblee, Cattano, Bell, & Klotz, 2012), cross-cultural and international skill
development (Green et al., 2011; Marsolek et al., 2012; Walsh, 2003), personal growth (King,
2004; Liu & Lee, 2011; Tonkin & Quiroga, 2004), career influence (Florman, Just, Naka,
Peterson, & Seaba, 2009; Liu & Lee, 2011; Metcalf, 2010), and professional development
(Curtin et al., 2013; Green et al., 2011; Walsh, 2003).
There is strong evidence to support the notion that ISL has a significant positive impact
on students’ intercultural effectiveness and global competence development, as indicated by
the increases in students’ Intercultural Effectiveness Scale score and Global Competence
subscale of the Global Citizenship Scale score after the experience. The results suggest that,
through ISL, students were immersed in a different culture for an extended period of time,
and were able to improve their ability to interact with people from different cultural
backgrounds (Deardorff & Edwards, 2013; Fantani & Tirmizi, 2006; Maher, 2003; Sinicrope et
al., 2007). This finding is also supported by the qualitative interviews, in which students
reflected on how they developed a deeper understanding of the history and culture of the
host community through interacting with the service recipients and the locals, and became
more open-minded and understanding towards others’ cultural norms and expectations.
There is, however, little evidence from the study to support the idea that ISL will
invariably facilitate students’ global citizenship development. Although a significant increase
was observed in students’ overall Global Citizenship Scale score, the increase was mainly
attributed to the large increase in the Global Competence subscale score mentioned above.
No statistically significant increases were found in the Social Responsibility and Global Civic
Engagement subscales. Qualitative interviews with students revealed that many students did
not know what global citizenship entailed and very few of them reported any improvements
in this aspect. This results contradicted previous research that students were able to shift

55 | P a g e
towards becoming global citizens and showed improvements in global awareness and
evidence of increased intention to participate in social or community service after the ISL
experience (Larsen, 2014). The discrepancy could be explained by the difficulty in changing
students’ attitudes and beliefs in a short period of time (Lee, Olszewski-Kubilius, Donahue, &
Weimholt, 2007). Furthermore, although global citizenship is deemed an important goal of
ISL, many teachers participating in the study expressed that they had not explicitly included
it in the intended learning outcomes or syllabus of their subjects, and made little intentional
effort to design and incorporate effective interventions to foster its development through the
ISL experience. Another possibility is that some items on the measurement of the global civic
engagement dimension were not applicable to the Hong Kong context. It is rather uncommon
or unlikely for Hong Kong students to engage in some of the civic engagement actions
specified in items such as “over the next 6 months, I will contact a newspaper or radio to
express my concerns about global environmental, social, or political problems”, “over the next
6 months, I will express my views about international politics on a website, blog, or chat room”,
and “over the next 6 months, I will contact or visit someone in government to seek public
action on global issues and concerns”. In a study conducted in 2016 with 672 Hong Kong
respondents aged 20 to 29, their attitude and behavior of political participation was asked via
telephone survey. Results showed that 42% were identified as ‘disengaged individuals’,
defined as those with the lowest intention to participate in offline or online political activities.
Only 14% were categorized as ‘critical citizens’, defined as actively participated in extra-
representational activities, engaged in real-life party activities, and online participation (Fu,
Wong, Law, & Yip, 2016). If that is the case, this sub-scale may not be appropriate for
capturing changes in students’ global civic engagement after the ISL experience, at least for
Hong Kong students.
Although no significant improvements were found in students’ scores on common ILO
A (Application of knowledge and skills acquired to deal with complex issues in service setting),
C (Demonstration of empathy for people in need and strong sense of civic responsibility), and
D (Understanding of the linkage between the SL and the academic content of the subject),
students did report in the qualitative interviews that they had attained, to some extent, those
outcomes from ISL. For example, students reported enhanced academic learning, improved
problem solving-skills and more developed civic responsibility after the services. The results
were consistent with previous studies that ISL enables students to think critically, develop
sustainable solutions to solve the problems, and apply knowledge that they had learned from

56 | P a g e
the subject to the service (Parker & Dautoff, 2007; Taylor, 2009). Moreover, as students were
exposed to, and witnessed first-hand, the inequalities between themselves and the service
participants through an ISL experience, they were better able to reflect on what they have
and hence understand and share their feelings (Metcalf, 2010; Robinette & Noblet, 2009).
It is pleasing to note that a large majority of students indicated strong inclination
towards continuing their engagement in community service after the experience. According
to the Social Cognitive Theory (Bandura, 1977), self-efficacy is an agentic perspective that a
person believes they have an intentional influence or control over the course of events of
his/her actions. The specific SL experiences might develop efficacy expectations and lead to
certain levels of self-efficacy years later, which may influence students’ attitudes and values
toward civic engagement (Astin & Sax, 1998; Pascarella & Terenzini, 2005; Reeb, Folger,
Langsner, Ryan, & Crouse, 2010). However, inclination is not action. Previous studies have
shown that there are barriers for students to continue to engage in community service such
as lack of opportunity, lack of time, beginning new families, physical fatigue, and continued
education (Arnold, 1995). To actualise the impact of ISL on students’ engagement in
community services, efforts have to be made to provide students with the opportunity and
motivation for continual participation, and reduce the barriers mentioned above.
The study also found significant differences in the impact of ISL on student learning
across a number of student and course factors. Female students as a whole reported more
gain from the experience. This finding contradicted most previous studies which showed that
males tended to overestimate their learning gains and performance (Bryan, Krych, Carmichael,
Viggiano, & Pawlina, 2005; Lind, Rekkas, Bui, Lam, Beierle, & Copeland, 2002; Rees, 2003).
The discrepancy may be explained by the better learning skills and the readiness for self-
directed learning of female students compared to male students (Kell, 2006). On the other
hand, students with prior service experience at university level reported higher learning gain
than their counterparts did; the result is perhaps not surprising because those past
experiences may serve as a foundation for students to develop their current insights and
personal introspection. It is interesting to find that students who were involved in the Chinese
mainland and Taiwan SL projects indicated less learning gain than those involved in the other
international SL projects, perhaps due to the opportunity afforded by the latter for them to
be exposed to, and immerse in, a culture that is much more different from their own (Hartman

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& Rola, 2000). Consistent with previous studies (Stachowski & Mahan, 1998; Stachowski &
Sparks, 2007), students expressed in the interviews that homestay experiences allowed them
to interact closely with people at the host community, and fostered their growth. However,
no statistically significant effect was found from the quantitative results, either because of
the short homestay period or and the small number of students undertaking homestay in this
sample (n=31).
To conclude, the study supports the idea that ISL has strong positive impacts on students’
learning outcomes, particularly in their intercultural effectiveness and global competence
development. On the other hand, there is little evidence of global citizenship development as
a result of the experience. Based on the findings, we would like to make the following
recommendations for future work. First, more attention should be paid to developing
students’ global citizenship through ISL. More guidance and support should be given to
teachers, particularly those who have little experience of global citizenship education prior to
engaging in ISL. It is important for teachers to make the goal more explicit in the stated
intended learning outcomes of the programme or subject, and to be more intentional in
designing effective intervention to achieve it. Certain teaching methods such as the use of
issue trees, consequence maps, global citizenship self-assessment tools, and relevant
prompting questions, would be helpful in teaching global citizenship and stimulating students
to reflect on and enhance their global citizenship development (Yau, Tong & Kwan, 2018).
Second, it would be necessary to explore better scales for measuring the social responsibility
and global civic engagement components of global citizenship. As mentioned above, the
items in the global civic engagement subscales were rather irrelevant to the Hong Kong
context. Scales that do not emphasise that much on political involvement would be more
appropriate to the Hong Kong context as it is very uncommon for Hong Kong students to do
any of those, even for the more civic-minded ones. Third, to encourage students’ continual
engagement in community services after the ISL experience, the university should alleviate
the barriers by providing more service opportunities for students to enhance their sense of
civic engagement both within and outside the university. The university may collaborate with
different non-governmental organisations and explore various community service
opportunities that could be provided for students (Kickul, Janssen-Selvadurai, & Griffiths,
2012).
Several limitations of the study have to be noted. First, as this study did not involve a
control group, the possibility that the positive changes and students’ growth were due to

58 | P a g e
maturation effect cannot be ruled out. Second, all learning gains were self-reported, there
may be over- or under-reporting due to recall bias. Third, the study was conducted based on
students’ feedback only; future study should also gather feedback from instructors to
evaluate students’ growth from the ISL experience. Fourth, the study was conducted in one
university in Hong Kong with a particular form of ISL. The generalisability of the findings to
other universities in other countries with different forms of ISL must be viewed with caution.

59 | P a g e
Appendices
Appendix 1 Interview protocol
 Introduction and permission
 Purpose of the interview and planned use of interview data
 Voluntary and Confidential: seek consent to take part in the interview and permission to
access reflective journals for further analysis
 Seek permission for audio recording to facilitate subsequent data analysis
 Personal background
 Any community/voluntary service experience before taking the GSL subject? If yes, what,
where and for how long?
 Any overseas study or service-related experience before the GSL? If yes, what, where, and
for how long?
 Project background
 What were your main reasons/motivations for enrolling in this particular GSL
programme/subject?
 Tell me about your GSL project: What was it about? Number and type(s) of service
recipients? Types of service activities you were engaged in? Your specific responsibilities and
tasks? Total hours of service? Home-stay?
 How many hours did you have in direct interaction with the locals?
 How often did you engage in reflective activities in the GSL subject? In what ways? (Prompt:
for example, journaling, debriefing, presentation)
 Project impact
 How would you rate the level of impact of the GSL experience on you? (From 0 to 5, 0 is nil, 1
is very mild, and 5 is very strong)
 Compare yourself now and yourself before the GSL experience, do you think you have any
change(s)? If yes, in what ways? (Prompt: academic learning, personal development, social
development, intercultural effectiveness, and (global) civic/citizenship development.
 (For each of the changes reported), what particular event/task/experience do you think
might have contributed to such change? (Prompt, for example curricular, pedagogical,
contextual or personal factor)
 Are there any other learning gain(s)? (For each of the gains reported), what factors might
have contributed to it.
 Please use 2-3 adjectives to describe your emotions during the GSL experience. What was
the incident related to the emotions? How did they influence your learning?
 Suggestions for improvements
 What were the good aspects of the subject that helped you gain the most from it?

60 | P a g e
(Prompt: curriculum, workshops, briefings, project, teacher support, peer support,
reflective activities)
 How might the subject be improved to help you better achieve the outcomes related to the
above four aspects?
o Academic Learning
o Intercultural effectiveness
o Personal Development
o (Global) civic/citizenship development
o Social development
 Overall, do you have any further suggestion on how to improve this subject?
 Ending
 Thank the interviewee. Present the incentive (coupon).

61 | P a g e
Appendix 2 Detailed statistical results of student and course factors that affect
students’ learning
a. Gender (male vs. female)
Male
Female
Sig.
Pre-Post
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Four common ILOs of SL at PolyU
A
5.45
5.56
0.11
5.45
5.54
0.09
-
B
5.07
5.21
0.14
5.13
5.26
0.13
-
C
5.30
5.38
0.08
5.45
5.52
0.09
-
D
5.47
5.54
0.07
5.31
5.43
0.12
-
Intercultural Effectiveness Scale
68.18
70.01
1.83
68.50
70.69
2.19
Global Citizenship Scale
Social responsibility
3.32
3.38
0.06
3.51
3.48
-0.03
-
Global competence
3.67
3.81
0.14
3.60
3.87
0.27
-
Global civic engagement
3.34
3.20
-0.13
3.26
3.37
0.11
p < 0.05
Overall
3.45
3.45
0
3.44
3.57
0.13
p < 0.05
Post-only
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.65 [0.89]
5.71 [0.80]
-
Social learning outcomes
5.91 [0.90]
5.99 [0.85]
-
Civic learning outcomes
5.72 [0.84]
5.91 [0.79]
p < 0.05
Personal learning outcomes
5.79 [0.93]
5.90 [0.93]
-
Intercultural learning
outcomes
5.73 [0.91]
5.96 [0.81]
p < 0.05
Intention for continual
engagement in community service
p < 0.05

62 | P a g e
b. Previous service experience at university level (yes vs. no)
No
Yes
Sig.
Pre-Post
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Four common ILOs of SL at PolyU
A
5.45
5.53
0.08
5.50
5.57
0.07
-
B
5.08
5.24
0.16
5.22
5.25
0.03
-
C
5.39
5.46
0.07
5.45
5.54
0.09
-
D
5.37
5.46
0.09
5.48
5.46
-0.02
-
Intercultural Effectiveness Scale
68.34
70.52
2.18
68.20
70.32
2.12
-
Global Citizenship Scale
Social responsibility
3.41
3.42
0.01
3.54
3.46
-0.08
-
Global competence
3.61
3.83
0.22
3.68
3.93
0.25
-
Global civic engagement
3.29
3.26
-0.03
3.32
3.50
0.18
p < 0.05
Overall
3.43
3.49
0.06
3.50
3.63
0.13
-
Post-only
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.72 [0.81]
5.74 [0.80]
-
Social learning outcomes
5.96 [0.88]
6.01 [0.81]
-
Civic learning outcomes
5.81 [0.81]
6.02 [0.77]
-
Personal learning outcomes
5.86 [0.96]
5.97 [0.82]
-
Intercultural learning
outcomes
5.86 [0.85]
6.08 [0.76]
-
Intention for continual
engagement in community service
-

63 | P a g e
c. Service location (Chinese Mainland and Taiwan vs. international)
Chinese Mainland and Taiwan
International
Sig.
Pre-Post
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Four common ILOs of SL at PolyU
A
5.49
5.52
0.03
5.42
5.57
0.15
-
B
5.03
5.16
0.13
5.17
5.31
0.14
-
C
5.36
5.40
0.04
5.44
5.53
0.09
-
D
5.45
5.43
-0.02
5.32
5.49
0.17
-
Intercultural Effectiveness Scale
66.90
69.10
2.2
69.46
71.68
2.22
Global Citizenship Scale
Social responsibility
3.17
3.18
0.01
3.64
3.69
0.05
-
Global competence
3.62
3.80
0.18
3.60
3.88
0.28
-
Global civic engagement
3.28
3.30
0.02
3.27
3.32
0.05
-
Overall
3.37
3.44
0.07
3.48
3.61
0.13
-
Post-only
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.61 [0.83]
5.76 [0.83]
-
Social learning outcomes
5.93 [0.81]
5.98 [0.92]
-
Civic learning outcomes
5.73 [0.80]
5.93 [0.82]
p < 0.05
Personal learning outcomes
5.84 [0.89]
5.89 [0.97]
-
Intercultural learning outcomes
5.74 [0.85]
6.01 [0.83]
p <
0.001
Intention for continual engagement in
community service
p <
0.001

64 | P a g e
d. Home-stay during SL project (with vs. without)
No
Yes
Sig.
Pre-Post
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Four common ILOs of SL at PolyU
A
5.46
5.54
0.08
5.37
5.63
0.26
-
B
5.10
5.22
0.12
5.16
5.43
0.27
-
C
5.39
5.46
0.07
5.46
5.56
0.10
-
D
5.40
5.45
0.05
5.19
5.59
0.40
-
Intercultural effectiveness Scale
68.31
70.30
1.99
68.03
71.60
3.57
-
Global Citizenship Scale
Social responsibility
3.43
3.42
-0.01
3.52
3.53
0.01
-
Global competence
3.61
3.85
0.24
3.54
3.82
0.28
-
Global civic engagement
3.28
3.30
0.02
3.27
3.38
0.11
-
Overall
3.43
3.52
0.09
3.43
3.57
0.14
-
Post-only
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.68[0.85]
5.69 [0.68]
-
Social learning outcomes
5.95 [0.88]
5.98 [0.72]
-
Civic learning outcomes
5.83 [0.83]
5.84 [0.69]
-
Personal learning outcomes
5.88 [0.94]
5.71 [0.82]
-
Intercultural learning outcomes
5.87 [0.86]
5.94 [0.67]
-
Intentional for continual engagement in
community service
-

65 | P a g e
e. Subject & service nature (hard science vs. soft science)
Hard science
Soft science
Sig.
Pre-Post
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Four common ILOs of SL at PolyU
A
5.51
5.44
-0.07
5.44
5.57
0.13
p < 0.05
B
5.37
5.35
-0.02
5.05
5.22
0.17
-
C
5.51
5.48
-0.03
5.38
5.47
0.09
-
D
5.39
5.42
0.03
5.38
5.48
0.10
-
Intercultural Effectiveness Scale
70.38
70.63
0.25
67.78
70.36
2.58
p < 0.05
Global Citizenship Scale
Social responsibility
3.66
3.63
-0.03
3.37
3.39
0.02
-
Global competence
3.54
3.75
0.21
3.63
3.87
0.24
p < 0.05
Global civic engagement
3.34
3.25
-0.09
3.26
3.32
0.06
p < 0.05
Overall
3.49
3.52
0.03
3.41
3.52
0.11
p < 0.05
Post-only
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.77 [0.83]
5.67 [0.83]
-
Social learning outcomes
5.95 [0.88]
5.96 [0.86]
-
Civic learning outcomes
5.87 [0.74]
5.83 [0.83]
-
Personal learning outcomes
5.98 [0.94]
5.84 [0.92]
-
Intercultural learning
outcomes
5.90 [0.77]
5.88 [0.86]
-
Intention for continual
engagement in community service
-

66 | P a g e
f. Types of service recipients (youth, primary students, teachers, wider local community)
Pre-Post
Youth
Primary students
Teachers
Wider local community
Sig.
Four common ILOs of SL at PolyU
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mean
diff
Pre
(Mean)
Post
(Mean)
Mea
n diff
A
5.57
5.74
0.17
5.40
5.45
0.05
5.70
5.92
0.22
5.45
5.52
0.07
-
B
5.14
5.25
0.11
4.97
5.12
0.15
5.70
5.94
0.24
5.20
5.32
0.12
-
C
5.51
5.64
0.13
5.31
5.35
0.04
5.88
6.33
0.45
5.46
5.46
0
-
D
5.40
5.68
0.28
5.36
5.38
0.02
5.41
5.57
0.16
5.41
5.45
0.04
-
Intercultural effectiveness Scale
69.65
71.22
1.57
66.25
68.92
2.67
73.78
75.50
1.72
69.43
71.38
1.95
-
Global Citizenship Scale
Social responsibility
3.44
3.27
-0.17
3.23
3.25
0.02
4.19
4.19
0
3.59
3.66
0.07
-
Global competence
3.77
3.96
0.19
3.54
3.79
0.25
3.93
4.03
0.10
3.58
3.85
0.27
-
Global civic engagement
3.34
3.54
0.220
3.15
3.21
0.06
3.41
3.44
0.03
3.34
3.32
-0.02
-
Overall
3.51
3.61
0.10
3.30
3.41
0.11
3.79
3.86
0.07
3.49
3.59
0.10
-
Post-only
Mean [SD]
Mean [SD]
Mean [SD]
Mean [SD]
Self-perceived learning gain
Intellectual learning outcomes
5.83 [0.78]
5.57 [0.87]
6.21 [0.65]
5.72 [0.80]
p < 0.05
Social learning outcomes
6.11 [0.71]
5.89 [0.86]
6.46 [0.50]
5.93 [0.95]
-
Civic learning outcomes
5.87 [6.70]
5.73 [0.86]
6.46 [0.49]
5.88 [0.83]
p < 0.05
Personal learning outcomes
5.97 [0.88]
5.80 [0.93]
6.25 [0.87]
5.86 [0.96]
-
Intercultural learning outcomes
5.93 [0.79]
5.76 [0.88]
6.40 [0.52]
5.95 [0.84]
p < 0.05
Intention for continual engagement in
community service
-

67 | P a g e
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