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.

Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted differently to those perceived differences. Three major types of accommodation were found: catering for weakness, treating both groups in the same way, and remediating weaknesses. The lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative. Cross-tabulation of the teaching conception of the individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and full-time students. Those perceiving teaching as facilitating learning were more likely to try to remediate the weaknesses of their students.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02601370119164]