Students' Perception of a Required Community Service Program in Kenya

Students’ Perception of a Required Community Service Program in Kenya by Rispa Achieng’ Odongo Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2018 Abstract The use of community service to promote learning and civic responsibility in higher education has blossomed since the 1980s. The problem addressed in this study was that although the X University initiated the required community service program in 2004, it had not assessed the effectiveness of the program from students’ perspectives. Using Kolb and Kolb’s conceptual framework on experiential learning, a qualitative case study was used to evaluate the perceptions of 13 4th year students who had participated in the required community service program during their 1st year of study. The research questions were focused on students’ perceptions on how community service influenced their attitudes towards philanthropy. Data were coded and themes developed using key words from the interviews. Findings from 1-on-1 interviews revealed 4 themes: support for effective community service programs, students’ personal growth and development, giving back to society with gratitude, and students’ self-awareness in attitude towards the needy. The study results indicated that, the required community service program made a change in participants’ lives and influenced their attitudes towards being sensitive to people with need. It is also likely to make them more philanthropic and affect positive social change. The resulting project consisted of an evaluation report recommending the reassessment of how the program is introduced to 1st year students. Potential social change impacts include improved student experiences, as well as helping other universities in Kenya to learn from X University’s experience to introduce similar community service programs.The use of community service to promote learning and civic responsibility in higher education has blossomed since the 1980s. The problem addressed in this study was that although the X University initiated the required community service program in 2004, it had not assessed the effectiveness of the program from students’ perspectives. Using Kolb and Kolb’s conceptual framework on experiential learning, a qualitative case study was used to evaluate the perceptions of 13 4th year students who had participated in the required community service program during their 1st year of study. The research questions were focused on students’ perceptions on how community service influenced their attitudes towards philanthropy. Data were coded and themes developed using key words from the interviews. Findings from 1-on-1 interviews revealed 4 themes: support for effective community service programs, students’ personal growth and development, giving back to society with gratitude, and students’ self-awareness in attitude towards the needy. The study results indicated that, the required community service program made a change in participants’ lives and influenced their attitudes towards being sensitive to people with need. It is also likely to make them more philanthropic and affect positive social change. The resulting project consisted of an evaluation report recommending the reassessment of how the program is introduced to 1st year students. Potential social change impacts include improved student experiences, as well as helping other universities in Kenya to learn from X University’s experience to introduce similar community service programs. Students’ Perception of a Required Community Service Program in Kenya by Rispa Achieng’ Odongo Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2018 Dedication I would like to dedicate this project to my late parents, Nathan J. Odongo and Zilpa A. Odongo, who treated their children equally irrespective of gender, and made sure I got the best education possible, and inculcated in me Christian principles, a sense of hard work, and service to others. Acknowledgments I would like to acknowledge all faculty members of Walden University, USA, especially The Richard W. Riley College of Education and Learning, for their commitment and dedication to duty, and for patiently steering me from theory to practice. Particular appreciation goes to members of my Research Committee, the Project Coordinator Dr. Katherine Garlough and Dr. Stephen Butler; Dr. Michelle Brown, Dr. Dan Cernusca, and members of the University Research Review Board; the Program Director, Dr. Freda Turner; members of the Institutional Review Board, Dr. Leilani Endicott, and Dr. Libby Munson; Sarah Mathey, a member of the Form and Style Committee, all guided and mentored me throughout the research work by asking probing questions in order to sharpen my critical, analytical, and research skills, pushing me to think outside the box. My gratitude also goes to the management of X University for allowing their students to participate in the case study, and for providing all the necessary technical support in terms of access to the participants; and very special thank you goes to the student participants who were core to the realization of the research study. Finally, I would like to acknowledge the support of members of my family, especially my stepson Eng. Noah Odongo, who was always at hand to assist me with IT issues, and my elder sister Deborah Ongewe, and my niece Dr. Angela Ongewe, who encouraged me when I was overwhelmed and provided the much needed social and emotional support.