Service Learning: Bringing Real-World Education Into the B-School Classroom

Govekar, Michele A.; Rishi, Meenakshi

doi:10.3200/joeb.83.1.3-10

Cited by 80 publications

(74 citation statements)

References 20 publications

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“…Previous research confirms the positive impact of service learning in the teaching environment [1,4] . Based on the importance of the service learning style of teaching, it is important to understand how to better use this vehicle for discovery.…”

Section: Discussionsupporting

confidence: 55%

“…Researchers also emphasis service learning's practical ability to provide students a direct link to real-world skills, which gives the opportunity to implement and enhance content from the class [4] .…”

Section: Introductionmentioning

confidence: 99%

“…Service learning and colearning are aspects of experiential learning that combines community service projects with credit bearing educational experience [4] . VanWynsberghe and Andruske [9] describe this method as "the place where education meets the community".…”

Section: Introductionmentioning

confidence: 99%

“…These benefits include the personal and social development of students [5] ; community engagement [8] ; increased ability to think creatively, engage in group discussion, lead a group, go beyond the textbook to find answers, communicate with others and know whom to contact to get things done [4] ; as well as written and oral communication skills, commitment and work ethic, teamwork and team skills, cultural awareness and sensitivity to diversity [4] .…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Helm-Stevens¹

2009

American Journal of Economics and Business Administration

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Problem statement:The purpose of this study was to determine undergraduate student perceptions in the areas of group experience within the context of an undergraduate organizational behavior business class community service assignment. College students, as part of an in-class servicelearning project, were assigned to teach business related curriculum to at-risk high school students. Approach: Students, enrolled in the required senior level business course, were then assessed in the following areas: service learning experience and group experience. A multiple-choice questionnaire was administered to undergraduate students in an organizational and administrative behavior class and analyzed for correlations and relationships. The survey was administered in week eleven of a traditional semester and in the last week of the community service project. The survey was comprised of seven questions relating to group experience and one based on the impact of the community service project itself. Results: Significant findings revealed a positive correlation between the group experience and the feelings toward the project. In addition, multiple linear regressions suggested a positive and significant prediction. Conclusion: From the findings, implications for the development of experiential learning projects for use in the college classroom will be discussed. When paired with the results of previous research, the findings of this research can be very useful in developing group based service learning projects at the undergraduate level. Based upon the importance of service learning as an experiential teaching style, it is critical to understand how to better use this vehicle for discovery.

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Section: Discussionsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Helm-Stevens¹

2009

American Journal of Economics and Business Administration

View full text Add to dashboard Cite

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“…Govekar and Rishi (2007) contributed to the literature by defining the key differential between SL and experiential learning as the dual nature of the interaction: benefit is derived by both the students providing a service and the beneficiary. SL is primarily linked with sustaining community based nonprofit organizations while maximizing the educational experience through internships and volunteerism.…”

Section: Introductionmentioning

confidence: 99%

Service-Learning in a Managerial Accounting Course: Developing the âSoftâ Skills

Calvert¹,

Kurji²

2012

American Journal of Economics and Business Administration

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Problem statement:This study explores the impact of a service-learning project embedded in a managerial accounting course through the lens of students' technical, professional and personal development. Academic institutions and Business Schools in particular, are often criticized for producing graduates who are technically capable but lack the capability for teamwork, effective workplace communication and the ability to react effectively in unstructured and complex situations. Further, the perception of business professionals as being capitalists at the exclusion of community engagement is widespread. The authors propose the Service-Learning methodology be adopted as an effective manner in which to not only develop the communication and relationship skills of accounting students, but also to heighten their awareness and affiliation for community service and professional practice. Approach: The process undertaken to successfully launch a project employing the service-learning platform is explained, with emphasis placed upon overcoming operational barriers. The Students in Free Enterprise (SIFE), a student organization, who served a key role by sourcing entrepreneurs in the early stages of venture startup, are also discussed. Results: Results of a successful Service-Learning project in a managerial accounting course is examined within the broader context of students developing skills pertaining to professional practice, citizenship, project management and successful business interaction. Critical learning moments, which entailed students gathering data from entrepreneurs for financial forecasting, contributed to the development of 'soft' skills such as enhanced communication with teammates and clients and the ability to work in an unstructured environment which required confidentiality and client management. Conclusion: This study describes how SL projects integrated into a managerial accounting course addresses some of the graduate competencies required by accounting associations and the broader community, including 'soft' skills, professional practice and citizenship behavior. Suggestions for structuring and managing SL projects in accounting courses may guide faculty in the successful adopting of the methodology.

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Development and evaluation of service‐learning experience model

Mishal¹,

Singh

Tiwari

2021

Journal of Public Affairs

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Business education is growing in popularity, resulting into greater responsibility for us as educators shaping the future leaders of the World. The current research makes an attempt to answer an emphatic impudent question facing all B-school educators-How do we humanize future business leaders to avoid leadership failures. The researchers feel the solution lies in traditional but powerful model of Service learning experience. The outcome of Service learning experience is measured with vast empirical survey carried out with two-stage sampling with 270 target responses considering seven variables in the proposed hypothetical model. DEMATEL analysis has been used to build Nature and intensity and Threshold matrix and a model depicting Causality. EFA and CFA were carried out to understand the suitability of the proposed model. Finally, hypotheses were tested using hierarchical regression analysis.DEMATEL analysis reveals Self-efficacy (SE) and Civic participation (CP) as dimensions having the highest degree of relationship with other dimensions, and the highest impacted dimension is attitude to help others. Moreover, inter-mediation influence is also the highest among SE and CP as per resultant model built. Hierarchical regression analysis reveals all hypotheses in proposed model are accepted at 95% level of confidence. The objective of measuring traditionally discussed outcomes like attitude toward helping others, self-efficacy toward service, civic participation has been balanced with untraditionally discussed issues like Business educations role in addressing social issues, linkage with real world, business and career development, and projected future behaviors like continuing community services.

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Service Learning: Bringing Real-World Education Into the B-School Classroom

Cited by 80 publications

References 20 publications

Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Service-Learning in a Managerial Accounting Course: Developing the âSoftâ Skills

Development and evaluation of service‐learning experience model

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Service Learning: Bringing Real-World Education Into the B-School Classroom

Cited by 80 publications

References 20 publications

Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience

Service-Learning in a Managerial Accounting Course: Developing the âSoftâ Skills

Development and evaluation of service‐learning experience model

Contact Info

Product

Resources

About

Service-Learning in a Managerial Accounting Course: Developing the âSoftâ Skills