An Experiential Learning-Based Integrated Policy Advocacy Education Model in Hong Kong: What Works in a Non-Western and Partial Democratic Context?

ABSTRACT

This study examined the effectiveness of an experiential learning-based integrated policy advocacy education model in Hong Kong, a partially democratic and non-Western society. The model incorporated guest lectures, a mock hearing, a site visit, and an advocacy project. A mixed methods evaluation involving 144 students in quantitative surveys and 9 students in focus groups demonstrated that this model increased students’ levels of political activity, political efficacy, competence in advocacy, and their intention to take future advocacy action despite what some have perceived to be a pessimistic and ambivalent environment for advocacy in Hong Kong. Interviews with six advocates also suggest that an ideal advocacy education model should incorporate theoretical teaching, social justice values, sharing experiences of field experts, practice, and action.

Additional information

Funding

This work was supported by The University of Hong Kong Teaching Development Grant.

Notes on contributors

Julia Shu-Huah Wang

Julia Shu-Huah Wang is assistant professor in the Department of Social Work and Social Administration at The University of Hong Kong. Cheryl Hiu-Kwan Chui is assistant professor in the Department of Social Work and Social Administration at The University of Hong Kong. Lucy Jordan is associate professor in the Department of Social Work and Social Administration at The University of Hong Kong. Kenneth Shing-Kwan Chan is research associate at The University of Hong Kong.