Enriching Student Experiences: Multi-disciplinary Exercises in Service-learning

Weber, Paula S.; Sleeper, Brad

doi:10.1023/b:tebe.0000005707.31594.94

Cited by 9 publications

(4 citation statements)

References 9 publications

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“…Res High Educ (2009) 50:248-267 251 The research networks that emerge from these social interaction mechanisms can enhance opportunities for experiential learning by linking students to a wider pool of ideas, experiences, advice, and support (Schuller 2001). Wider networks of support can help students develop their personal skills, interpersonal communication, team work, decisionmaking, and leadership skills in an interdisciplinary research setting (Weber and Sleeper 2003). In turn, students can obtain emotional support through these relationships and networks that can improve their self-esteem, confidence, development as a researcher, and a sense of belonging within the research team (Goodlad 1998;Twale et al 2002).…”

Section: Supporting Experiential Learning Through Social Interaction mentioning

confidence: 95%

Strategies and Intervening Factors Influencing Student Social Interaction and Experiential Learning in an Interdisciplinary Research Team

2008

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Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative research by federal funding agencies. Despite the critical role of experiential learning in building student research skills and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues, that will have an impact on student engagement with experiential learning.

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Section: Supporting Experiential Learning Through Social Interaction mentioning

confidence: 95%

Strategies and Intervening Factors Influencing Student Social Interaction and Experiential Learning in an Interdisciplinary Research Team

2008

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“…In a similar vein Astin's (1984) suggested the greater the personal investment students make in their education, the greater their personal and educational development will be. Weber and Sleeper (2003) argued that experiential learning activities such as service learning can help students develop their personal skills, interpersonal and communication skills, team work, decision-making and leadership skills. In all of these accounts of optimal management education, engagement with concrete examples and critical reflections upon these experiences combine to inform not only future practice but also self-development; a close proxy to how we have defined the development of virtue in our discussion here.…”

Section: Approaches To Learning: Virtue Ethics As the 'Ghost In The Mmentioning

confidence: 99%

Developing the Virtuous Self in an Online MBA: Reflections on Instruments and Processes

Dalton¹,

Grant

Smith-Ruig³

et al. 2015

IJBM

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The relationship between virtue ethics and leadership is profound and has been the subject of sustained examination (see, for example, Fontrodona et al., 2012). The core of these debates has centred on the way in which a life of the good, conceived as a process of self-awareness built through experience and reflection, has the capacity to comprise the people who inhabit, lead, and constitute organizations. Prima facie management education ought to entail the explicit development of the virtuous self, rather than this being a residual element to overall education. This requires a more reflective approach to management teaching practice. We are challenged in this endeavour by our status as providers of online education. Our central concern in this paper is to provide an account of a Leadership Development ePortfolio, particularly its development to a program of online leadership skill development. This includes, among other skills, the development of reflective practice skills, development of self-awareness, self-mastery (Senge, 1990), and a consideration of how to apply those skills to others (e.g.: mentoring) and with others (e.g., team learning, service learning). We argue that introducing these elements to a program fosters the development of ethically virtuous management graduates.

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“…Business ethics education has become commonplace in a variety of forms. These include ethics courses, ethics components of traditional functional courses, and different types of service learning projects (e.g., AACSB, 2005; Glyptis, 2000;Weber & Sleeper, 2003) designed to promote behavioral, managerial and/or cognitive competence (Rossouw, 2002).…”

Section: Wright State Universitymentioning

confidence: 99%

Yes, You Can Teach Business Ethics: A Review and Research Agenda

Williams

Dewett

2005

Journal of Leadership & Organizational Studies

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In the face of continuing doubt as to the value of teaching business ethics, evidence is reviewed suggesting that the endeavor is a worthy one. Specifically, we examine three common concerns raised by various stakeholders as to the viability of teaching business ethics. We conclude that these concerns are not well founded. Next, we describe three major goals from the literature related to teaching ethics: enhancing ethical awareness and sensitivity, promoting moral development, and appreciation of and skill handling complex ethical decision making. Third, we consider the empirical evidence to date addressing these goals. Finally, we consider directions for future research and offer several testable research propositions.

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Enriching Student Experiences: Multi-disciplinary Exercises in Service-learning

Cited by 9 publications

References 9 publications

Strategies and Intervening Factors Influencing Student Social Interaction and Experiential Learning in an Interdisciplinary Research Team

Strategies and Intervening Factors Influencing Student Social Interaction and Experiential Learning in an Interdisciplinary Research Team

Developing the Virtuous Self in an Online MBA: Reflections on Instruments and Processes

Yes, You Can Teach Business Ethics: A Review and Research Agenda

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