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3 Llenares Deocaris Volunteerism Peer-Reviewed Article Volume 8, Issue 2 (2019), pp. 57-73 Journal of Interdisciplinary Studies in Education ISSN: 2166-2681 | https://ojed.org/jise Volunteerism is Associated with Improved Soft Skills of Marine Engineering Students in the Philippines Ian I. Llenares National University, Philippines Custer C. Deocaris Technological Institute of the Philippines, Philippines Philippine Nuclear Research Institute, Philippines ABSTRACT We assessed the impact on soft skills in among 60 marine engineering students after completing a 36-month long community service program. A Soft Skills-Graduate Attribute Scale was developed to measure the following outcomes, namely, professional competence, critical thinking skills, communication skills, lifelong learning, social and ethical responsibility, productivity, and interpersonal skills. Our results show that the students who participated regularly in volunteer activities possess significantly higher measures of graduate attributes relating to professional competence, communication skills, and social and ethical responsibility compared to non-regular and first-time volunteers. These specific soft skills were aligned with the expected outcomes based on the program design of the volunteer activities. Our study adds to the growing literature on the value of service- learning programs in higher education as community-oriented programs can potentially result in improving soft skills and cross-cultural competencies of students, especially in the technical fields. Keywords: volunteerism, soft-skills, community outreach, positive psychology - 57 - BACKGROUND Volunteerism is an initiative or action intended to help another person, group or organization by an individual who willingly and non-obligatorily employs personal time, resources, and skills without expecting any benefit in return (Penner 2004; United Nations Volunteer, 2015). Monetary reward is not a principal motivating factor for this pro-social behavior (Volunteering Australia, 2015). Volunteerism also plays significant role in society by enhancing employability of marginalized people, strengthening social connectivity, delivering excellent goods and public services, and supporting youth education (Wu, 2011). For students, volunteerism has been recognized to impact on their sense of responsibility and citizenship. Students who volunteer regularly are more likely to engage in varied political behaviors, such as voting and working for political campaigns in later life (Youniss et al. 1999; Wilson & Musick 1999). They participate more often in community service activities (Astin & Astin 2000) and tend to choose service-oriented professions, such as teaching, after graduation (Avalos et al. 1999). Some investigators also noted that volunteerism improves academic performance (Astin & Sax 1998), develops leadership potential (Astin & Astin 2000), boosts self- confidence (Astin et al. 2000), and expands career paths and personal wellbeing (Wu, 2011; Nazroo and Matthews, 2012). A strategy to promote school volunteerism in higher education is via service-learning programs, or the merging of community service with pedagogy and research (Levesque-Bristol et al. 2010; Clinton & Thomas 2011; Eyler 2002; Govekar & Govekar 2008; Bringle & Hatcher 2000; Bourner & Millican 2011; Gullatt & Jan 2003; Kielsmeier et al. 2004). In the United States, higher education institutions (HEIs) actively motivate students to join volunteer service by incorporating volunteerism into the curriculum and general education courses (Cohen & Kinsey 1994; Markus et al. 1993). Volunteer activity through service-learning programs are also popular in Europe and in Asia (Bosanquet et al. 2007, 2012; Clinton and Thomas 2011; McCarthy et al., 2005). While several publications cite the benefits of volunteerism to students, in the era of outcomes-based education, its impact on student competencies has not been thoroughly explored, especially in the Philippines. Here, we analyze the effects of volunteerism on some soft skills on a group of marine engineering students enrolled in a private HEI that pioneered outcomes-based education in the Philippines (Llanes, 2008). - 58 - While engineering schools emphasize technical knowledge grounded on science, technology, engineering and mathematics (STEM), we are aware that 21st century engineers are also expected to cultivate a wide range of soft skills and competencies useful in society and the workplace (Abdulwahed et al. 2013). The soft skills assessed in this investigation are the institutional learning outcomes (ILOs) of the private HEI, namely, professional competence, critical thinking skills, communication skills, lifelong learning, social and ethical responsibility, productivity, and interpersonal skills. THEORETICAL FRAMEWORK An approach to enhance student learning experience while complementing soft skills development is through direct hands-on experiential activities aimed at solving real-world problems (Hagan, 2012; Kolb & Kolb, 2009). With its convergence with the various learnings derived from life experience and formal education, a student may experience what is deemed as a holistic education (Fry, Ketteridge, & Marshall, 2009; Kolb & Kolb, 2009). Smith (2001) suggests that experiential learning can also provide added opportunities to observe societal problems, form abstract concepts, and validate theoretical knowledge. As a modality for promoting meaningful and conscious personal learning, the following are the basic assumptions of an experiential education: a) the acquisition of knowledge is a process in itself; b) it is a holistic process of adaptation resulting from synergetic interactions between the person and the environment; and c) it creates new knowledge (Kolb & Kolb, 2009). According to Kolb (1984), experiential learning occurs in 4 stages: Stage 1, formation of experience; Stage 2, reflective observation of the situation; Stage 3, abstract conceptualization of the phenomenon; and Stage 4, active experimentation. It is noteworthy that theory and practice are both conceptualized and re-positioned to deepen a student’s understanding of the world (Kolb & Fry, 1975). These features make experiential learning transformative because it shapes the understanding and interpretation of theories, beliefs, values, and practices of a person (Ambrose et al., 2010; Cooper, Orrell, & Bowden, 2010). Given the framework on experiential learning, we are interested to study the phenomenon through the lens of volunteerism as its shapes the soft skills of students in highly technical careers involving exposure to multi- cultural environments of the workplace, such as seafaring. - 59 - RESEARCH METHOD Participants The study employs a descriptive survey research design involving 60 college students, aged 16-24 years old, enrolled under the Bachelor of Science in Marine Engineering program during the 2nd Semester, School Year 2015-2016 in a private HEI in Quezon City, Philippines. The respondents were purposively selected based on their regularity of participation in 14 community service engagements from 2013-2015 (see Table I). Survey Instrument Demographic questionnaire. While maintaining respondent’s anonymity, the researchers gathered data on gender, age, grade point average (GPA), parents' education, and combined family monthly income. Instrument. The Soft Skills-Graduate Attribute Scale (SS-GAS) (Cronbach α = 0.77) was used to assess student opinion on the attainment of the ILOs described in Table II. We previously piloted the instrument with 56 college students from architecture, education, and civil engineering programs in the same school. The questionnaire uses a 7-point Likert scale from 1 (‘strongly disagree’) to 7 (‘strongly agree') on each graduate attribute. SS-GAS consists of 27 items from the 7 ILLOs: professional competence (4 items) (Cronbach α = 0.92), critical thinking skills (5 items) (Cronbach α = 0.82), communication skills (3 items) (Cronbach α = 0.78), lifelong learning (4 items) (Cronbach α = 0.70), social and ethical responsibility (4 items) (Cronbach α = 0.85), productivity (3 items) (Cronbach α = 0.76), and interpersonal skills (4 items) (Cronbach α = 0.86). Each participant took an average of 10 minutes to accomplish the questionnaire. To interpret the results, an anchor-based approach, i.e., a criterion is applied to define a substantial change, was utilized. Here, the computed mean score falling within the prescribed range of 1.00-1.86 was categorized as 'very low'; 1.87-2.72 as, 'low'; 2.73-3.58, 'below average'; 3.59-4.44, 'average'; 4.45-5.30, 'above average'; 5.31-6.16, 'high'; and 6.17 – 7.00 as 'very high'. A major limitation of the anchor-based approach is that it does not take measurement precision into account (Lydick and Epstein, 1993). Data Gathering Procedure Pen-and-paper survey forms were given to the respondents to obtain data on demographics and soft skills. The respondents were provided with - 60 - Table I The community engagement activities undertaken by the respondents. Institutions with labelled asterisk are national government agencies. The different disciplinary programs partnered with the marine engineering program for specific community activities are indicated. Collaborating Expected Soft Skills or Activity Site Departments/Institutions Outcomes Freedom Local Government Units Social and ethical International Island, (LGUs); Department of responsibility; coastal clean-up Paranaque Environment and Natural Interpersonal skill; City Resources (DENR)* Communication skill Professional competence;
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