Abstract
Academic institutions that adopt service-learning seek to integrate students’ experiential learning with community service, yet the community impacts of service-learning have not been systematically studied. The scarcity of such studies may reflect the lack of a conceptual model for impact assessment and failure to investigate the end-beneficiary’s perspective. This study proposes a conceptual framework, in which the community impact of service-learning is analysed from three perspectives: that of the community partner, the end-beneficiary, and the service-learning intervention itself. We identify three impact domains salient for the community partner: the level of capacity for service provision; goals achieved and values furthered; and new knowledge and insights gained. For impact domains salient for the end-beneficiary, we present a needs fulfilment matrix, integrated with the concept of quality of life. The conceptual framework can accommodate community impacts generated for the community partner, the end-beneficiary, and the interactions between them. Examples of how to measure particular components are also provided. Challenges in applying the framework to assess the impact of service-learning projects are also discussed.
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Appendix 1. The survey items of the example research project of Clarke’s 3-I model
Appendix 1. The survey items of the example research project of Clarke’s 3-I model
No. | Dimension | Item |
|---|---|---|
1 | Initiator | Clear idea why university was involved with community |
2 | Initiator | One of the project’s goals was to serve community |
3 | Initiator | Community participated in setting project goals |
4 | Initiative | University project helped community reach its own goals |
5 | Initiative | Project worked well in the community |
6 | Initiative | Community was served |
7 | Initiative | Community/university partnership improved |
8 | Retention* | Desired additional student projects |
9 | Impact | Community satisfied with student project |
10 | Impact | Project gave something of value |
11 | Impact | Community now perceives university as source of help |
12 | Impact | Helped me become active in community |
13 | Impact | Helped residents feel more in control of their own community |
14 | Impact | Helped community/university relationships |
15 | Impact | Community gained access to new resources |
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Snell, R.S., Lau, K.H. (2022). Assessing Community Impact After Service-Learning: A Conceptual Framework. In: Ngai, G., Shek, D.T. (eds) Service-Learning Capacity Enhancement in Hong Kong Higher Education. Quality of Life in Asia, vol 14. Springer, Singapore. https://doi.org/10.1007/978-981-19-2437-8_16
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