The role of reflective learning, service-learning and social impact in the sustainability of Malaysian universities
Universities in Malaysia currently face tremendous challenges from both internal and external sources. To ensure business sustainability, there is an urgent need for higher education institutions to find a business model that will transform the way they operate and enhance student graduate capabilit...
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| Format: | Thesis |
| Language: | eng eng |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://etd.uum.edu.my/5759/1/s94874_01.pdf https://etd.uum.edu.my/5759/2/s94874_02.pdf |
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| Summary: | Universities in Malaysia currently face tremendous challenges from both internal and external sources. To ensure business sustainability, there is an urgent need for higher education institutions to find a business model that will transform the way they operate and enhance student graduate capabilities, while contributing to the community. The study investigated how service learning impacts on the reflective learning abilities of the
undergraduates and the social impact it has on the community being served. The study also explored the mediating role played by the social impact on the relationship between service learning and reflective learning. The theoretical framework of the study was based on the educational theories of constructivism and social learning. The study
utilised a specially designed questionnaire to elicit information pertaining to how integrating service learning into the business curriculum enhanced students' reflective learning capabilities. Data from 256 valid questionnaires was analyzed using the variance-based Partial Least Squares-Structural Equation Modeling (PLS-SEM) method. The results revealed that the four aspects of service learning, namely curriculum connections, community needs, behaviorial intent, and student development, were found to have a significant positive influence on reflective learning and on social impact. However, social impact was not found to be a significant moderator in the service
learning-reflective learning relationship. The results clearly showed the positive and
transformative impact that the team-based service learning-in-curriculum strategy had on the students' learning experience, making service learning an excellent business model for higher education institutions. Integrating service learning as part of the business curriculum was indeed perceived as an innovative and effective tool in a student-centered learning environment that enriched students' educational experiences,
increasing the relevance of the subject matter and encouraging students to collaborate effectively with their peers, faculty and the community. The findings offer some interesting implications for educators, researchers and policy- makers. |
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