Group 7 Sharing in the 24 August 2012 Discussion Workshop

1. Group 7 Sharing in the 24 August 2012 Discussion Workshop 20th ASEACCU Conference on Service-Learning & Social Entrepreneurship Wenzao Ursuline College of Languages Kaohsiung, Taiwan

2. Group 7 Members

3. 1.Ateneo de Manila University (Phils.) and the Center for Social Innovation of Gawad-Kalinga (“Give Care”) 4th year business students enrolled in 2-semester Strategy Management courses work with GK communities to develop social enterprises. 2. Assumption University (Thailand) and its “Dummy Corporation” - Business students spend 10 months training and planning the products to sell, and then 2 months during summer to actually sell the products. Income from the sales used for student scholarship. Q1: Social Entrepreneurship (On institutional collaboration and cooperation )

4. 3. Wenzao Ursuline College and the Ministry of Education Faculty members advise students on how to apply for Ministry grant or special subsidy for social entrepreneurship at the Innovation and Incubation Center. The Center is engaged in the “One Town One Product” project to help 316 small towns or villages in Taiwan to identify a special product to attract more tourists or to help promote local values or attractiveness. Q1: Social Entrepreneurship (On institutional collaboration and cooperation )

5. 1. Wenzao Ursuline College (Taiwan) Recruit senior students to be language tutors with very basic pay; need to be trained like what professional teachers need to do; should have sense of providing services to help other schoolmates. Students with SL experience get better job offers. 2. University Atma Jaya Yogyakarta (Indonesia) Compulsory SL: students live in villages for a month and think of projects that benefit the villages. Lately, thematic SL that focus on tourism villages. “Real work in real world” Q2: Service Learning (SL)(New Outlook or Understanding)

6. Q2: Service Learning (SL)(New Outlook or Understanding) 3. St. Scholastica’s College Basic Education (Phils.) • Grade school students research on different Philippine regions and do live interaction with representatives from these regions. 4. St. Louis College Nursing College (Thailand) • Compulsory community service in health education and elderly care. Constant presence during masses gained the community’s trust such that during the flood, the students were very effective in the collection and distribution of relief goods to flood victims, especially those from the Muslim community.

7. Q2: Service Learning (SL)(New Outlook or Understanding) 5. Seisen University (Japan) • Outreach programs implemented as part of career planning and student internship • Primary concerns: dangers of nuclear power, dwindling interest of young people in farming • 2-week field work in developing countries 6. Ateneo de Manila University (Phils.) • SL projects seem to be more focused on students’ learning than on community impact. • May need to develop strategic plan so that SL projects have greater and sustainable community impact.

8. 7. De La Salle University – Lipa (Phils.) All teachers required to render at least 120 hours of community service per year, but many teachers exceed 120 hours. Teachers have imbibed spirit of service. 8. University of Sacred Heart (Japan) Volunteer Support Center Q2: Service Learning (SL)(New Outlook or Understanding)

9. Action without reflection is meaningless. “A little drop of water can cause a large ripple.” Students look up to teachers, so teachers should serve as role models. Action speak louder than words. Sometimes it is more important just to accompany people instead of doing something for them. People need to have time to be strong again. Reflections