Impacts of service learning on tourism students’ sustainability competencies in conflict-affected Bamyan, Afghanistan

Kelly Franklin; Sarah J. Halvorson; Fletcher Brown

doi:10.1108/IJSHE-04-2022-0112

Impacts of service learning on tourism students’ sustainability competencies in conflict-affected Bamyan, Afghanistan

Kelly Franklin, Sarah J. Halvorson, Fletcher Brown

University of Montana

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

Purpose: This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving). Design/methodology/approach: This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation. Findings: The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders. Originality/value: To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.

Original language	English
Pages (from-to)	1328-1346
Number of pages	19
Journal	International Journal of Sustainability in Higher Education
Volume	24
Issue number	6
DOIs	https://doi.org/10.1108/IJSHE-04-2022-0112
State	Published - Jun 26 2023

Funding

The authors would like to acknowledge the field assistance and translator support of Fatima Ahmadi, Jawad Mosavi and Rauf Rahimi. The authors acknowledge the valuable guidance and feedback made by Dr Gretchen McCaffrey and Dr Catherine Filardi. The authors appreciate the logistical support of the United Nations Environment Programme (UNEP) and the suggestions by the faculty of the Department of Tourism, Bamyan University during the planning and development of this research. Gratitude is expressed to the University of Montana’s Department of Geography and Systems Ecology Graduate Program.

Funders
Ajman University

Keywords

Afghanistan
Bamyan
Conflict-affected
Service learning
Sustainability competencies
Tourism education

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10.1108/IJSHE-04-2022-0112

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title = "Impacts of service learning on tourism students{\textquoteright} sustainability competencies in conflict-affected Bamyan, Afghanistan",

abstract = "Purpose: This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students{\textquoteright} experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving). Design/methodology/approach: This paper assessed students{\textquoteright} perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation. Findings: The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders. Originality/value: To the best of the authors{\textquoteright} knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.",

keywords = "Afghanistan, Bamyan, Conflict-affected, Service learning, Sustainability competencies, Tourism education",

author = "Kelly Franklin and Halvorson, \{Sarah J.\} and Fletcher Brown",

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year = "2023",

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doi = "10.1108/IJSHE-04-2022-0112",

language = "English",

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AU - Halvorson, Sarah J.

AU - Brown, Fletcher

PY - 2023/6/26

Y1 - 2023/6/26

N2 - Purpose: This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving). Design/methodology/approach: This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation. Findings: The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders. Originality/value: To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.

AB - Purpose: This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving). Design/methodology/approach: This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation. Findings: The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders. Originality/value: To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.

KW - Afghanistan

KW - Bamyan

KW - Conflict-affected

KW - Service learning

KW - Sustainability competencies

KW - Tourism education

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JF - International Journal of Sustainability in Higher Education

IS - 6

ER -

Impacts of service learning on tourism students’ sustainability competencies in conflict-affected Bamyan, Afghanistan

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