Abstract
The purpose of this study is to investigate the hedonic dimensions of service learning that would persuade more students to participate in service learning and that alter the service learning experiences into transformational learning experiences. In-depth interviews with students participating in the Alternative Break (AB) program, as well as observations of AB group meetings prior to and after the AB trips, were conducted to develop a better understanding of how fun, feelings, and play have a role in service learning experiences of students. Additionally, posts of the participants on AB-related social media sites were followed and analyzed. The preliminary results suggest that some students participate in some service learning programs incidentally without any ideological or self-impression-related motivation, and their service learning experience is changed to a transformative learning experience as a result of fun, feelings, and fantasy in addition to rational aspects of the experience. The two main factors that intensify the importance of the hedonic dimensions are community and genuineness. These findings have significant implications to attract marketing students to participate in such a service learning context and to help them gain skills necessary for acting as socially responsible business people.
Published Version
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