| Author: | Kwong, Kwok Keung Raymond |
| Title: | Developing competencies of global citizenship through international service-learning experiences : an integrated conceptual framework |
| Advisors: | Lo, Ada (SHTM) |
| Degree: | DHTM |
| Year: | 2023 |
| Subject: | Service learning Experiential learning World citizenship Hong Kong Polytechnic University -- Dissertations |
| Department: | School of Hotel and Tourism Management |
| Pages: | x, 220 pages : illustrations |
| Language: | English |
| Abstract: | Empirical research on transformative learning processes and outcomes through international service learning (ISL) experience based on the Asian context are still scantily being carried out on undergraduates. In light of this, this study aims to fill the research gaps in the literature from an Asian context as the majority of previous studies on transformative learning processes through ISL experiences were conducted in the context of Western countries. In particular, this study aims to bridge three gaps in the literature by examining the transformative learning processes developing participants’ competencies of global citizenship, by exploring the roles of contextual factors that play in transformative learning in enhancing or hindering the transformative learning experience and process, and by investigating the transformative learning processes affecting participants’ achievement of competencies of global citizenship immediately after completion of ISL project, and sustainable growth over time. A longitudinal cross-case study was adopted to collect participants’ perceptions via reflective journals and post-experience questionnaires immediately after completion of the ISL project trip. Within three to seven years after completion of the ISL course, criterion sampling was adopted to select a pool of participants to collect their perceptions via semi-structured interviews that offered valuable longitudinal understanding on the sustained effect of transformation processes over service sites. Kiely's (2005) Transformative Service-Learning Process Model, Roberts and Edwards' (2016) sustained relationships, the Kiely's (2004) Emerging Global Consciousness Model and the Morais and Ogden's (2011) Global Citizenship Conceptual Model were well-integrated as conceptual framework to guide this qualitative cross-case study to explore and analyze any similarities and differences on the transformational learning processes and the contextual factors that developed, affected and achieved the Green Pasture Inn and the Sesame School participants’ global citizenship competencies using two different cultural and social settings from projects based in Cambodia and Vietnam respectively. The study adopted both deductive and inductive approaches. Deductive approach started with a list of themes based on how the transformative learning processes such as dissonance, personalizing, processing, connecting, sustained relationships develop and affect participants’ achievement of competencies of global citizenship immediately, and over time after completion of the ISL projects. An inductive approach was used to identify emerging themes by going through the data line by line and assigning codes to the text as concepts, patterns, and themes emerged. These were new themes identified in addition to the proposed conceptual framework identified from the literature. Methods triangulation was adopted to check out the consistency of findings generated by mixed data collection methods consisting of document analysis and semi-structured interviews The key theoretical contributions are in three aspects: 1) the extended understanding of leadership roles enhancing transformative learning process in terms of developing participants’ achievement of social responsibility, global and local civic engagement; 2) the new understanding of transformative learning process in terms of low intensity dissonance developing participants’ global competence; and 3) the new understanding of transformative learning process in terms of inter-relationship amongst the type, duration, and level of dissonance and personalizing emotions in developing participants’ social responsibility. The findings also provide pedagogical directions for ISL course administrators and practitioners to improve course design and delivery and provide practical insights for other stakeholders such as companies, communities, and governments who want to further develop students or graduates who completed ISL courses to continue to practice, develop and sustain their competencies of global citizenship to contribute to the society and make the world a better place. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 7311.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.87 MB | Adobe PDF | View/Open |
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