Background: Educators have divided and often strongly held views on whether service-learning should be required of all students. However, studies examining students' view on mandatory service-learning are limited in the literature. Purpose: This article contrasts and examines students' views toward a service-learning requirement at a Hong Kong university before and after attending a mandatory service-learning course, and any resulting changes. Methodology/Approach: This is a retrospective qualitative study using semistructured interviews. Participants were 49 students who completed a service-learning course in the 2013-2014 academic year. They were selected according to the nature of their performance in their completed course. Findings/Conclusions: Results show that students' perspectives toward service-learning are not static but rather change dramatically as a result of their experiences. Most students, even those who recalled being initially negative or resigned, reported positive views toward service-learning after completing the course. Implications: Students' initial resistance alone is not a reason for making service-learning optional. Some students have a negative view due to a lack of information or misinformation. Making it compulsory gives these students an opportunity to decide for themselves based on true experience, which, if implemented effectively, has the potential of nurturing initially hostile or inert students into more civic-minded citizens. Copyright ©2021 SAGE Publications.

Members of four teams comprising local and international exchange (IE) students, who had undertaken service-learning (SL) projects in Hong Kong, were interviewed about factors influencing cohesiveness within their teams. They indicated that a major barrier was language-related and could result in the withdrawal or exclusion of IE students. Students also identified three factors that fostered cohesiveness. These were: (1) local students’ willingness to conduct meetings in English; (2) local students’ readiness to provide interpretation and translation at external meetings; and (3) the willingness of IE and local students to establish reciprocal and empathetic relationships. Students reported that the benefits were improved English language skills, greater flexibility and broadened horizons. We offer suggestions about to prepare local and IE students to work together on SL projects. Copyright © 2019 The 3rd International Conference on Service-Learning (ICSL).

This study aims to explore whether university co-curricular courses with embedded service-learning have an effect on students' interpersonal capability development, and how course quality relates to student outcomes. It used a mixed-methods approach comprising surveys and interviews. The survey data show that students' self-perceived relationship management skills improved in all cocurricular courses. Students' perception of their own awareness of others' experiences and feelings, however, was found to have worsened. Course quality was found to be a predictor of both aspects of interpersonal development, suggesting that closer alignment of courses with the recommended quality standards will make them more effective in promoting students' interpersonal capabilities. The qualitative data echo the quantitative findings and reveal that course characteristics, such as meaningful experience, diversity, student voice, and group work, are significant for developing students' interpersonal capabilities.本文旨在探討大學課程中設有服務學習的聯課課程能否促進學生的人際溝通能力，以及課程質素如何影響學習成果。本研究採用混合研究方法，即問卷調查和訪談。調研結果顯示學生自感在人際關係管理能力有所提升，但在察覺他人經驗和感受的能力下降。研究並顯示課程質素能夠預測以上兩項能力的發展，即課程愈能緊扣其質素標準要求，則效能愈高。質性研究也有相同的結果，展示課程的特徵如：有意義的經驗、多元化的體驗、學生的聲音、團隊工作，都是發展有關能力的要素。 Copyright © 2018 HKFYG.