An appreciation of cross-cultural differences through international service-learning at international Christian University, Japan

The development of academic service-learning in Asia has been greatly influenced by the activities of International Christian University (ICU) in Japan. While other Asian institutions are also engaged in service-learning programs, ICU has developed a multifaceted approach to this innovative pedagogy. In addition to including service-learning as an integral part of its undergraduate curriculum, ICU has been active in promoting service-learning among Japanese tertiary institutions, in developing networks among Asian institutions for student exchange, and in leading collaborative programs focusing on international multiculturalism. One consequence of these activities is seen, for example, in the changes in ICU students who have participated in service-learning regarding their personal development, career choices, and views of Japan and other Asian cultures.1 Many of the accomplishments of ICU have been achieved with the help of the United Board for Christian Higher Education in Asia (UBCHEA). In documenting the development of academic service-learning at ICU, this article considers (a) how the service-learning curriculum and various service-learning programs have been institutionalized; (b) how networking with Asian institutions has been developed; (c) what forms of international servicelearning currently operate at ICU; and (d) what lessons can be drawn from the institutionalization of service-learning that may be useful to other institutions.