Social involvement and development as a response to the campus student culture |
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| Authors: | Min Yang and Albert Wai Lap Chau |
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| Institution: | (1) Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Room 300, Run Run Shaw Building, Main Campus, Pok Fu Lam Road, Hong Kong, People’s Republic of China;(2) Department of Psychology, The University of Hong Kong, Hong Kong, People’s Republic of China |
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| Abstract: | Given the widely accepted notion of whole person education in Confucian societies such as Hong Kong, Mainland China and Singapore,
it is surprising that research literature originated in these societies pays little attention to how students learn and develop
through out-of-class experiences at university. There is little research evidence on how the prevailing culture among student
social communities (residential halls and student societies/clubs) influences students’ social involvement and development.
This paper examines 42 Chinese students’ social experiences and development during their freshman year at a Hong Kong university.
The majority of them were intensively involved in out-of-class activities. Their active social involvement was both a response
to the culture of student communities and a conscious choice about social experiences at university. As a result, the students
attained development in four dimensions: (1) the social competences of interpersonal and collaboration skills and new friendships;
(2) the practical competences of time management, organisation, negotiation, decision making and leadership; (3) the intellectual
competences of open-mindedness and independent judgment; and (4) the personal competences of self- responsibility and self-confidence.
Educational implications are discussed towards the end of the paper on supporting and advising students regarding social involvement,
particularly during the first year of university. |
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