Unveiling Students’ Perceptions of Cross-Cultural and Cross-Major Service Learning in Hospitality and Culinary Education: A Q-Method Case Study

Abstract

This study employs a mixed-method approach, comprising Q methodology supplemented by reflective journals, to examine the perceptions of 22 undergraduate students from diverse academic and regional backgrounds at a university in Hong Kong who participated in a service-learning project in Yunnan, China. Drawing on self-efficacy theory and transformative learning theory, the study aims to identify pre- and post-trip perceptual patterns. Pre- and post-trip Q-sort factor analysis identified distinct perceptual patterns in each stage. These typologies revealed consensus on the importance of cultural adaptability and teamwork but divergence concerning the value of disciplinary expertise. The results illustrate how firsthand experience consolidates shared beliefs while deepening critical reflection among some students. Practically, these findings inform the design of reflection activities and peer learning structures in hospitality education. The results highlight service learning’s capacity to produce both confidence and critical questioning among participants.

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