Abstract
PurposeCOVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.Design/methodology/approachA qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.FindingsThe interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.Originality/valueThe study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.
Highlights
Service-learning and service-learning internships Service-learning (S-L) is a popular pedagogical approach used in undergraduate programmes (Kolenko et al, 1996), and such S-L internship programmes have been offered as summer courses in several universities in Hong Kong
The findings on the WFH mode from the interns are presented under two major themes: how the WFH mode impacts work performance and learning outcomes and its success factors
We identify success factors that can guide community partner organisations (CPOs) in establishing internship policies, preparing and selecting intern candidates with suitable characters
Summary
Service-learning and service-learning internships Service-learning (S-L) is a popular pedagogical approach used in undergraduate programmes (Kolenko et al, 1996), and such S-L internship programmes have been offered as summer courses in several universities in Hong Kong. In 2020, the course was switched to an online mode, Impacts and and the student interns (hereafter referred to as interns) were expected to perform duties via a success factors work-from-home (WFH) mode instead of working in the workplaces of community partner organisations (CPOs) – the organisations that have formed partnerships with the university of WFH to offer internship opportunities to serve the community, as a result of COVID-19. This was the first time that this programme had interns serving the community from home, and whether the internship could be successfully implemented using the WFH mode remained uncertain
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