近年來，在政府及學校等相關單位的推動下，愈來愈多學生參與國際志工服務學習。茲因國際志工服務學習不僅需在一定時間內完成明確的服務目標，且需在異地直接面對不同文化的衝擊，這樣的因素聚合是可以引導學生從服務學習探索階段走向活化或內化階段。
然而，國際志工服務學習雖可開拓學生的視野，並提升其自我學習；但在密集且深入與異地文化和人際互動的情境中，學生會面臨其價值觀與現實經歷衝突的挑戰。這些挑戰對心智仍在發展中的學生因此激發其自我學習及成長？亦或是因此猶豫、退卻，而喪失其生命發展的契機？端看在挑戰的壓力下，學生志工團體是否可以相互鼓勵支持以面對問題及是否能定心討論和及時提出具體成熟的解決問題方案。本研究旨在探討國際志工服務學習團體動力運作與學習成效。研究發問如下: (一)團體動力運用於國際志工服務學習方案，團體動力運作與學習的歷程為何？(二)團體動力融入國際志工服務學習方案，參與大學生的學習成效為何？(三)影響團體動力運用於國際志工服務學習之關鑑要素為何？
本研究以質性研究取徑(approach)，採立意取樣，以北部兩所大學校院參與印度國際志工之大學生共12人為研究對象，由研究者規劃團體動力方案並實際參與其中，透過參與觀察、反思會議紀錄、焦點團體座談、團隊行動會議記錄及文本分析(學生反思日誌)等多元方式進行研究資料收集，並以研究參與者及同儕檢核方式進行三角檢正(Triangulation)，以建立信實度。
本研究發現：
（一）國際志工服務學習團體動力運作與學習歷程分為：八方雲集、揚帆待發、波濤洶湧與滿載而歸四個動態階段。而行前培訓凝聚共識、明確目標強化動機、團體反思產生力量、解構威權增進情感、相互支持轉化學習等內外在團體動力促成團體歷程發展。
（二）參與大學生的學習成效包含：異地文化學習與共舞、感知並同理社會差異、開啟另一扇學習的窗、潛藏的人際互動關係、明顯的自我成長感受等。促進學生達到學習成效的最大因素為持續在脈絡中進行反思及以團體動力為基礎的團隊學習。
（三）影響團體動力運用於國際志工服務學習之關鍵要素為：團體動力方案、結構化反思、挑戰與支持平衡、在團隊中學習，過程中最主要的靈魂人物是反思帶領者，因此，能有成熟且具團體動力素養的師長帶領，透過深刻反思的引導，將有助於學生深化學習。
依據研究發現及本研究結果與討論，提出以下五點結論：(一)國際志工團體為一循環動態的歷程；(二)國際志工能在最短時間提昇學生學習成效(三)國際志工可達成學生服務與學習並重目標；(四)短期國際志工要達到互惠增能有其困難；(五)有效運用團體動力是國際志工成功之要素。本研究亦根據上述研究結果，就大專校院國際志工服務學習方案規畫及未來研究等提出建議，以供未來高等教育學府推動國際志工服務學習之參酌。

In recent years, more and more students have participated in international volunteer service learning with the pushing of schools and government. Since the international volunteer service learning not only has to complete a clear target within a certain time, but also needs to face the impact of different culture in unfamiliar places. However, these integrated factors abovementioned can lead volunteer students to the stage of activation or internalization from the stage of service-learning exploration.
International volunteer service learning can open student’s vision and enhance their self-learning, but they are forced to face the challenges due to the conflict between their values and the experienced reality in the intensive and in-depth interaction with other culture and people. Do these challenges stimulate the mental-development student’s self-learning and growth? Or, these challenges make participated students hesitant and retreat, thereby, lose their life opportunities for development? The answer of abovementioned question depends on that the volunteer students whether encourage each other to face the problems and propose the concrete and matured solutions in time. This study was focus on the investigation of group-dynamics process and learning effectiveness in international volunteer service learning. Research questions are as follows. (1) What are the process of group operation and development while applying group dynamics to the program of international volunteer service learning? (2) What are learning effectiveness of the participated students with group dynamic integrating into the international volunteer service learning program? (3) What are the key factors of affecting group dynamics used in international volunteer service learning?
This study was a qualitative approach, and adopts purposive sampling. The twelve person of study are college students of two universities in northern part of Taiwan, and participate in the international volunteer service learning in India. The investigator plans group dynamic program and involves actually. The research data are collected through participant observation, reflection records of meetings, focus groups discussion, team action meeting and text analysis (student reflection log). The degree of faithfulness is established with triangulation inspection of study participants and peer check.
The findings in this study are as below.
(1) The process of group operation and development during international volunteer service learning is classified as four stages, i.e., formation, standard, implementation and ending. The impact factors of group dynamic to team development are pre-trip training to build consensus, clear purpose to enhance motivation, group reflection to generate power, deconstructing authority to promote feelings, and mutual support to transform learning. This study confirmed that using group dynamics in international volunteer organizations learning can effectively unite student volunteer groups, establish a standard, promote their collaboration, and solve problems while facing the different conflict situations.
The learning effectiveness of the participated college students includes learning and dancing with foreign culture, perceiving and empathizing social difference, opening another learning window, realizing the potential human interaction and feeling the obvious self-growth. The most important factors of students achieving learning outcomes are continuous reflection in the context and team learning based on group dynamics.
The key influence factors of applying group dynamics in international volunteer service learning are group-dynamic programs, structural reflection, balance of challenge and support, and learning in team. The main person in the process is the leader of reflection. Therefore, the matured and qualified with group dynamics teacher will help students deepen their learning through guide of in-depth reflection.
Based on the research findings and discussions, five conclusions are proposed as follow. (1) International volunteer organization is a circular and dynamic process. (2) International volunteers can enhance student’s learning in the shortest time. (3) International volunteers can achieve both objectives of student services and learning. (4) Short-term international volunteers have difficulties to achieve reciprocal Empowerment. (5) Using group dynamics effectively is the success factor for international volunteers. Based on the above findings, this study aims the planning and future research of international volunteer service learning program conducted by the colleges to propose suggestions for higher education institutions to promote international volunteer service learning in the future.

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