The Study of University Service-Learning Partnership –From Perspectives of Staff, Communities and Students

• Main Authors: Lee, Yen-Mei, 李燕美
• Other Authors: Change, Sheue-Mei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/54690621380448604310

博士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 103 === The Study of University Service-Learning Partnership –From Perspectives of Staff, Communities and Students Abstract This study aims to explore the development and sustainability of service-learning partnership in universities. Qualitative interview method was conducted to get multiple perspectives from school staff, communities, and students. The findings are described as follows: 1.The implementation of the service-learning partnership could be affected by different types of courses, supervising or collaboration styles from different communities, and students' understanding of service-learning and communities. 2.Service-Learning partnership had positive influence on students’ learning. It was believed that with appropriate training, students would develop abilities to face challenges and to solve problems. 3.There still were problems and challenges in continuously developing the service-learning partnership. From the perspective of the university to the community, lack of appropriate knowledge, inability to supervise and provide learning opportunities, and even exploiting the students were the major problems. From the perspective of the community institutions to the students, inappropriate attitude and motivation, unclear goals and meanings for the service, or even inability to take on the service and failed to make service arrangements were the major problems affecting the partnership development. 4.The major factors that impacted the continuous development of service-learning partnership include two aspects: the university and the community institutions. The aspect of the university focuses more on fulfilling the expected goal and outcome of learning from schools and teachers. Service-learning should have its characteristics and values to cultivate the devoting spirit of the students and to promote their learning and development. Moreover, appropriate attitude and consistent service quality were important to fulfill the requirements of the community institutions. On the other hand, the community would require students to have active attitude on communicating with the institutions to set up clear goals and to identify responsibilities. Only when the students came in with appropriate motivation and attitude would the community institutions provide suitable supervision and service opportunities. Furthermore, conducting fair evaluation of service-learning could also enhance developing continuous partnership. Lastly, this study provided suggestions to schools, Youth Development Administration, Department of Higher Education, Department of Technological and Vocational Education of the Minister of Education and other education authorities and to future studies.