The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of student learning. Drawing on the transformative learning theory and case study research, it discusses three forms of learning that characterise the students’ experience, namely, instrumental, dialogic and self-reflective.
A case study of the Social Innovation Internship course at the Sarawak campus of Swinburne University of Technology was conducted. The case study draws on self-reported data gathered from the logbook entries of 60 students who enrolled in the course in 2015.
Thematic analysis of the data indicates that instrumental, dialogic and self-reflective learning are reflected in the students’ descriptions of learning about the community partners, the challenges in running a social enterprise, managing diversity and discovering the values and beliefs that shape one’s perceptions and identity.
The findings from the study add to the growing body of research on the impact of academic service learning on various stakeholders as well as on managing course activities in order to fulfil learning objectives. The case study confirms that service learning is an appropriate model for university-community engagement that generates mutually beneficial outcomes for the partners. In particular, it demonstrates how the service learning experience provides students with the opportunities to engage in instrumental, dialogic and self-reflective learning.
Ngui, K.-S., Voon, M.-L. and Lee, M.-H. (2017), "Integrating community engagement with management education: A case study of ENT30014 Social Innovation Internship", Education + Training, Vol. 59 No. 6, pp. 579-589. https://doi.org/10.1108/ET-04-2016-0078Download as .RIS
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