DOI 10.1515/ijamh-2013-0036 Int J Adolesc Med Health 2013; 25(4): 385–393 Daniel T.L. Shek* and Stephen C.F. Chan Service-learning from the views of university teachers: a qualitative study based on focus groups Abstract: Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service- learning requirements. To understand the views of teach- ers regarding service-learning, five focus group interviews (n= 33) are conducted to examine the perceived character- istics and myths of service-learning as well as colleagues’ views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most inform- ants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers’ views on the anticipated difficul- ties of service-learning implementation and the ways, by which to promote the subject in the PolyU context. Keywords: Chinese adolescents; focus group; qualitative research; service-learning; university students. *Corresponding author: Professor Daniel T.L. Shek, PhD, FHKPS, BBS, JP, Chair Professor of Applied Social Sciences, Faculty of Health and Social Sciences, Department of Applied Social Sciences, The Hong Kong Polytechnic University, Room HJ407, Core H, Hunghom, Hong Kong, P.R. China, E-mail: daniel.shek@polyu.edu.hk Daniel T.L. Shek: Department of Applied Social Sciences, Centre for Innovative Programmes for Adolescents and Families, The Hong Kong Polytechnic University, Hong Kong, P.R. China; Department of Social Work, East China Normal University, Shanghai, P.R. China; Kiang Wu Nursing College of Macau, Macau, P.R. China; and Division of Adolescent Medicine, Department of Pediatrics, Kentucky Children’s Hospital, University of Kentucky College of Medicine, Lexington, KY, USA Stephen C.F. Chan: Department of Computing, The Hong Kong Polytechnic University, Hong Kong, P.R. China Introduction Service-learning is commonly regarded as a pedagogical technique that combines academic study and commu- nity service. For example, the American Association of Community Colleges (AACC) define service-learning as “an instructional methodology [that] integrates com- munity service with academic instruction as it focuses on critical, reflective thinking and civic responsibility” (1). Similarly, Jacoby (2) defines service-learning as “a form of experiential education, in which students engage in activ- ities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (p. 5). Moreover, the National Service-Learning Clearing- house describes service-learning as “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learn- ing experience, teach civic responsibility, and strengthen communities” (3). For the Alliance for Service Learning in Education Reform, service-learning is “a method by which young people learn and develop through active participa- tion in thoughtfully organized service experiences that meet the actual community needs and that are coordi- nated in collaboration with the school and community; that is integrated into the young person’s academic cur- riculum or provides structured time for a young person to think, talk, or write about what he/she did and saw during the actual service activity; that provides young people with opportunities to use newly acquired academic skills and knowledge in real life situations in their own com- munities; and that enhances what is taught in the school by extending student learning beyond the classroom and into the community and helps to foster the develop- ment of a sense of caring for others” (4, p. 71). A review of the literature shows that service-learning is strongly emphasized in universities in the West, where students are required to take credit-bearing or non credit-bearing subjects in service-learning. A review of the literature shows that there are many benefits of service-learning. First, service-learning facili- tates the acquisition of knowledge. Service-learning provides opportunities for students to gain academic knowledge from their service experiences and a deep understanding of the subject matter. For example, through a service project teaching poor children how to use com- puters, students of computer science would know more about the application of computer knowledge in designing Brought to you by | The University of Manchester Library Authenticated Download Date | 3/9/18 11:40 PM