A mixed-method study to investigate the relevance of international service-learning to university students’ perspectives on ethnic diversity

Abstract

Over the past two decades, there has been a considerable increase of internationalization initiatives in higher education, including the implementation of international service-learning (ISL) programmes, where students travel abroad to engage in community service as a learning experience. This mixed-method study aimed to explore the potential impact of ISL on university students' perspectives regarding ethnic diversity in society. The results of a cross-sectional survey indicated that students with ISL experience exhibited lower social dominance orientation (SDO) scores, reflecting a reduced preference for group-based hierarchy and a greater support for ethnic equality. Subsequent semi-structured interviews revealed that participants developed a heightened appreciation for ethnic diversity, with four key factors contributing to transformative learning within the ISL context. Given that most participants had their last ISL trip approximately two years or more before the data collection period due to the pandemic, the significant results demonstrated the sustainability of the ISL impact. The study highlighted the potential of intercultural relationships formed during ISL trips in facilitating and sustaining transformative shifts toward the appreciation of ethnic diversity. The study's focus on Hong Kong as the context provided valuable insights from the Asian perspective, complementing existing literature. To further enhance the development of best practices in ISL, the study concludes with a list of recommendations based on the findings.

Keywords

• International service-learning
• Ethnic diversity
• Social dominance orientation
• Transformative learning
• Intercultural relationships