Abstract
This study investigated the outcomes of credit-bearing service leadership education at The Hong Kong Polytechnic University via pretest-posttest design. A total of 316 participating students completed an Objective Outcome Evaluation Questionnaire at the beginning and the end of the course "Service Leadership" measuring their positive youth development qualities, service leadership qualities and beliefs, as well as life satisfaction. Mixed ANOVA analyses comparing pretest and posttest revealed that student made improvements on all the variables of positive youth development, service leadership, and life satisfaction after taking the course. The positive changes did not vary across subject mode (2-credit-bearing vs. 3-credit-bearing). However, gender differences were found in which males but not females showed positive changes on positive identity, general positive youth development qualities, life satisfaction, self-leadership, and service leadership beliefs. The implications to further service leadership education were discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 119-124 |
| Number of pages | 6 |
| Journal | International Journal on Disability and Human Development |
| Volume | 17 |
| Issue number | 1 |
| Publication status | Published - 1 Jan 2018 |
Keywords
- Credit-bearing subject
- Gender difference
- Pretestposttest
- Program evaluation
- Service leadership
ASJC Scopus subject areas
- Rehabilitation
- Sensory Systems
- Geriatrics and Gerontology
- Psychiatry and Mental health
- Advanced and Specialised Nursing
- Speech and Hearing
