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Purpose -The purpose of this paper is to expand the understanding of outcomes of service-learning/community engagement. The current study explored the efficacy of service-learning as a pedagogical tool to support content mastery by undergraduates in a management class. Design/methodology/approach -The study involved a classroom experiment with 120 students randomly assigned to complete a service-learning or a research project as a class requirement. Data regarding mastery of course content was collected through a multiple-choice assessment at the end of the course, and analyzed using statistical methods. Findings -Results showed that service-learning can be a better mechanism for student mastery of course concepts than a traditional research project. However, the benefits of service-learning appeared to accrue disproportionately to women. Research limitations/implications -Results suggest that educators should incorporate service-learning into their classrooms to enhance content mastery, and that future research should examine the specific elements of service-learning that contribute to both female and male students' learning. The findings are limited to traditional undergraduate students in a face-to-face management course. Originality/value -This research study directly addresses some of the tensions between service-learning/student-community engagement and traditional university education. Service-learning has been shown to support student development of socially valuable outcomes. Inclusion of service-learning in college curricula can be particularly challenging, when a desire for ethical development must be balanced with course content mastery. According to the findings of the current study, service-learning produces both service to the community and service to the students, as an effective pedagogical tool for content mastery.

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Purpose -By proposing a comprehensive measurement framework, this paper attempts to move the nascent body of theoretical and empirical work on performance measurement in social entrepreneurship ventures (SEVs) into reach for practitioners. The purpose of this paper is to help social entrepreneurs and academics put current knowledge to work to gain usable feedback about the success of operations. Design/methodology/approach -This paper offers a framework for measuring firm survival, social action, and social change in SEVs based on a review of theoretical and empirical work. Findings -Early work in SEV performance measurement shows consensus that social impact is at least as important as organizational viability, albeit more difficult to measure. The SEV measurement framework developed herein creates the link between firm viability (Survival), direct social action (Action), and long-term social impact on the technical, political, and cultural aspects of society (Change) leading to the SAC framework. Originality/value -The framework proposed in the paper gives practitioners a guide for comprehensive performance measurement based on their unique organizational mission using the SAC model. Widespread use of a measurement tool that addresses viability, action, and impact, may ultimately improve the efficiency with which SEVs attack social problems.

Understanding what hybrid space is, much less understanding what happens in that virtual realm, can raise difficult questions. For example, our campus's question “How do we define hybrid?” has kept us busy and guessing for over a year now. In this article, we offer a few suggestions on how to proceed with hybrid issues, including how to deal with hybrid space during a “crash,” which we experienced across our four course case study. We combine qualitative narrative and quantitative analysis to reach some preliminary conclusions and to provide initial recommendations.