A Win-Win Faculty–Student Collaboration: Exploring An Undergraduate Research-Type Service-Learning under COVID-19

Abstract

Implementing undergraduate (UG) research in service-learning can facilitate scholarship for faculty members and enhance student developmental outcomes. This study proposes a conceptual framework with a multi-stakeholder approach integrating faculty research initiatives in research-type service-learning projects based on self-determination theory. The model comprises a focused research project, a dedicated research team, institutional supportive infrastructure, a discrete focus on the project, and an emphasis on academic and community impacts. As a result, different stakeholders can achieve benefits, including students, faculty members, and community partners. Benefits include better research skills for students, progress on faculty research initiatives, new insights and ideas for community partners, and facilitation of community development. The study evaluated the model with a Hong Kong university service-learning course, which was forced to move online due to the COVID-19 outbreak. The evaluation employed indepth individual interviews with the course instructor, service-learning coordinators, and community partners, and a focus group interview with students. The results showed that, with adequate training in research skills and support for students, research-type service-learning projects could generate quality research outputs, support faculty scholarship,
and create community impacts. Moreover, students gain developmental outcomes and acquire research skills and experience.