從服務機構角度探討參與大學服務學習課程之挑戰與經驗

近年來服務學習已受到許多重視，其中服務機構扮演重要角色，但在台灣卻很少有研究從服務機構的角度去討論其參與經驗。因此本研究針對深度投入大學服務學習的二十二家服務機構進行訪談，探討他們在參與課程過程中的挑戰和經驗，希望提供相關的老師、學生、學校和其他服務機構一些啟發與參考。研究結果顯示，服務機構期望學生可以真心參與服務、有所學習，從而可以認同組織、發展長期關係，但實際上，學生動機和能力不足、對機構缺乏尊重的態度，以及服務機構的資源與權限不足成為最主要的挑戰。為了面對挑戰，服務機構建議內部的預備和帶領訓練很重要，包括對學生能力有適當的認知，並看重學生的態度與服務的過程。在機構面對老師的部份，需建立互信合作關係，不斷溝通協調決定角色和權力，與老師成為合作夥伴來領導學生，同時若有地緣關係和長期合作，也是增進互信關係的具體方法。在機構面對學生的部份，可以授權學生以增加自主規劃機會，並善用同儕團隊動力的技巧，以提高服務熱誠。需要時，主動尋求老師協助監督與介入，以達到三方互惠的目標。

關鍵字

互惠；服務學習；服務機構

並列摘要

Recently, service learning has gradually played an important part in higher education. In the process, a community organization has played a significant role. However, there is little research that discusses community organizations' contribution to service learning. The aim of this paper is to explore the challenges and experience of twenty-two community organizations that have been heavily involved in service learning, through in-depth interviews. The research showed that most of the interviewers hoped students would have genuine wish to serve, learn from the serving experience, recognize the mission and purpose of service learning, and build up long-term relationship. They also realized that students' limited motivation and skill, disrespectful attitude, as well as organizations' limited resources and lack of authorities are the major challenges they face. In order to solve the problem, the research suggests that internal consensus and leadership training within an organization are the first step. And they also need to have realistic expectation toward the students' skill and focus on the students' attitude and the process of service rather than on the result. Moreover, building up good relationship with the teachers is also essential. In order to decide their role and power in the course, continuous communication and coordination with the teachers are necessary. The teachers are their working partners in the process of leading the students. Besides, geographic relations and long-term cooperation are some practical ways to build up mutual trust and reciprocity relationship with the teachers. In term of motivating the students, delegation, autonomy, and peer group dynamic can be useful. In order to achieve the goal of win-win situation, it is suggested to actively ask for the teachers' intervention and help in the process when necessary.