Reciprocal learning in service-learning? Measuring bidirectional outcomes of college students and service recipients in tutor-based services in Hong Kong

ABSTRACT

The emergence of literature critically examining reciprocity in the determination of service-learning outcomes has signalled a need to rethink and re-evaluate service-learning research and practice. The current study seeks to give clarity by investigating the bidirectional benefits accrued by college students and their partners in four tutor-based service contexts. Quantitative results indicated that there is a reciprocal relationship between college students and their paired service recipients at the end of the service-learning program, in terms of interpersonal skills and personal responsibility. Overall, the study makes a case for the bidirectional nature of service-learning in promoting meaningful community engagement.

KEYWORDS:

• Service-learning
• reciprocity
• bidirectional benefits
• tutoring programs
• Hong Kong

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the UGC Knowledge Transfer Earmarked Fund [Project ID: 6354017] at City University of Hong Kong.

Notes on contributors

Paul Vinod Khiatani

Paul Vinod Khiatani is a Ph.D. candidate in Sociology at City University of Hong Kong. Paul received a B.Sc. in Psychology from Upper Iowa University and a M.Soc.Sc in Applied Sociology from City University of Hong Kong.

Jacky Ka Kei Liu is a Master student (Social Work, specializing in International Community Development) at University of Calgary. Jacky received a B.Sc. in Psychology from City University of Hong Kong. His scholarly interests are on experiential learning, service-learning, and community development.