Accessibility of Sino-African Educational Partnerships in Higher Education

2017 ◽  
pp. 37-50
Author(s):  
Chak Pong Gordon Tsui
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Educational Partnerships ◽  
Cultural Issues ◽  
African Students ◽  
Cultural Challenges ◽  
Republic Of China ◽  
Potential Problems ◽  
Service Learning Projects ◽  
Learning Projects

By analyzing current literatures (2012-2016) and using author's personal experience in bringing one Chinese university's students to have service learning projects in Africa, this chapter aims at 1. reviewing the current forms of and 2. explore the alternative way of Sino-African educational partnerships in higher education since the establishment of Peoples' Republic of China in 1949. The literatures have informed that Sino-African educational partnerships have received positive feedback. However, cultural challenges associated with the existing educational partnerships may result in lowering the partnerships quality. The motivations of the African students to pursue their studies in Chinese universities may subsequently be lowered. To deal with these potential problems, the chapter argues that one way to handle the cultural issues could be to let both Chinese and African students experience their cultures physically before educational partnerships.

Accessibility of Sino-African Educational Partnerships in Higher Education

2020 ◽  
pp. 385-398
Author(s):  
Chak Pong Gordon Tsui
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Educational Partnerships ◽  
Cultural Issues ◽  
African Students ◽  
Cultural Challenges ◽  
Republic Of China ◽  
Potential Problems ◽  
Service Learning Projects ◽  
Learning Projects

By analyzing current literatures (2012-2016) and using author's personal experience in bringing one Chinese university's students to have service learning projects in Africa, this chapter aims at 1. reviewing the current forms of and 2. explore the alternative way of Sino-African educational partnerships in higher education since the establishment of Peoples' Republic of China in 1949. The literatures have informed that Sino-African educational partnerships have received positive feedback. However, cultural challenges associated with the existing educational partnerships may result in lowering the partnerships quality. The motivations of the African students to pursue their studies in Chinese universities may subsequently be lowered. To deal with these potential problems, the chapter argues that one way to handle the cultural issues could be to let both Chinese and African students experience their cultures physically before educational partnerships.

Community Service Learning Increases Communication Skills Across the Business Curriculum

1998 ◽  
Vol 61 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Mary L. Tucker ◽  
Anne M. McCarthy ◽  
John A. Hoxmeier ◽  
Margarita M. Lenk
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Elementary Students ◽  
Community Service ◽  
Communication Skills ◽  
Business Students ◽  
Community Service Learning ◽  
Accounting Systems ◽  
Service Learning Projects ◽  
Learning Projects

Community service learning offers a unique and rewarding way for business students to reinforce communication capabilities while developing lifelong career and social skills. This article defines community service learning, dis cusses its importance to business as well as higher education, and describes three community service learning projects. Students in these projects taught elementary students, designed a computer system for a community nonprofit, and developed accounting systems for university divisions. In doing so, they enhanced their understanding of classroom theories and communication skills through service-learning.

scholarly journals An Alternative Delivery Method for Service-Learning Projects in Construction Management

10.29007/2t87 ◽  
2020 ◽  
Author(s):  
Alan Bond
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Personal Development ◽  
Professional Growth ◽  
Learning Experience ◽  
Delivery Method ◽  
Problem Solving Skills ◽  
Service Learning Projects ◽  
Alternative Delivery ◽  
Learning Projects

The benefits of utilizing service-learning projects to facilitate student professional growth and personal development, in addition to supplementing traditional lecture and activity-based classroom education, has created a variety of new pedagogy. Typically, service-learning in Higher Education has been delivered by a capstone, senior project, or elective course providing a formalized structure for faculty to carry out their version of pedagogy. However, not all learning institutions possess the resources or have the support to offer service-learning in their curriculum. For those institutions, there appears to be a void in the available higher education literature suggesting alternative service-learning delivery systems. The purpose of the study was to determine if an all-volunteer campus-based student club managed construction project, utilizing an informal classroom setting, could be an effective alternative delivery method for providing a successful service-learning experience. A post-project student refection’s survey was conducted with an emphasis on the results of the students’ participation goals and perceived development of critical soft skills. The survey findings indicate positive student experiences with data-supported perceptions of enhanced learning and development in teamwork, communications, critical thinking, and problem-solving skills. These results suggest that an informal classroom system is a viable methodology for delivering service-learning experiences.

scholarly journals Redefining the Pedagogy: Service-Learning in Libraries and Archives

2020 ◽  
Vol 8 (1) ◽  
pp. 37-48
Author(s):  
Elizabeth M Scott
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Library Science ◽  
Learning Partnerships ◽  
Innovative Methods ◽  
Service Learning Projects ◽  
Learning Projects

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnerships in the community. It will also argue that both libraries and archives should not be overlooked when considering these projects and can be valuable resources for successful service-learning partnerships.

scholarly journals A Systematic Review of e-Service Learning in Higher Education

2020 ◽  
Vol 14 (06) ◽  
pp. 4
Author(s):  
Valerie Bukas Marcus ◽  
Noor Azean Atan ◽  
Sanitah Mohd Yusof ◽  
Lokman Tahir
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Service Learning ◽  
Digital Natives ◽  
Information And Communications Technology ◽  
Future Research ◽  
Communications Technology ◽  
Learning Platforms ◽  
Service Learning Projects ◽  
Learning Projects

<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Service-Learning Projects: Meeting Community Needs

2006 ◽  
Vol 18 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Beverly A. Peterson ◽  
Jean Yockey ◽  
Peggy Larsen ◽  
Diana Twidwell ◽  
Kathy Jorgensen
Keyword(s):  
Service Learning ◽  
Community Needs ◽  
Service Learning Projects ◽  
Learning Projects

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

Sign in / Sign up

Export Citation Format

Share Document