Service-Learning Outcomes: Guidelines for Educators and Researchers

Abstract

The purpose of this paper is to survey, organize, and evaluate extant research on service-learning to provide guidance to both educators and researchers. Because little has been written about service-learning in academic accounting, the research cited comes primarily from other disciplines. Our literature survey is divided into two sections: (1) student outcomes related to intellectual skills, and (2) student personal outcomes. After surveying the literature, we synthesize the results to offer guidance for educators interested in using service-learning and make suggestions for how accounting researchers could contribute to the literature regarding the student outcomes of service-learning. In addition, to illustrate our recommendations for educators, we provide examples of desired outcomes and assessment criteria for several accounting service-learning projects.

Service Learning: An Auditing Project Study

“…1; There is a growing body of research that addresses the application of service-learning in the accounting curriculum (Zamora, 2012;Rose, Rose & Norman, 2005;Still & Clayton, 2004;Tschopp, 2004). A general set of guidelines were provided by Rama, Ravenscroft, Wolcott and Zlotkowski (2000) that were aimed at the issues likely to be encountered especially in regards to the accounting discipline with links to a wider body of research (Shafer, Park & Ketchand, 1999;Apostolou, 1999;Driscoll, Holland, Gelmon & Kerrigan, 1996). Drawing from this literature the steps for establishing and implementing service learning may be summarized as addressing; the intended student outcomes, differences in student characteristics, the process and setting.…”

“…Service learning has been described as a form of active learning (Rama, Ravenscroft, Wolcott & Zlotkowski, 2000) that involves service to society (Boyer & Hechinger, 1981). The pedagogical justification for the inclusion of service learning in the curriculum is based on Kolb's (1984) model of experiential learning.…”

“…These approaches have been shown to enhance the level of learning of students and develop the vocational skills (Rama, Ravenscroft, Wolcott & Zlotkowski, 2000). However, the focus of these approaches tends to be one sided in so far as the outcome is simply aimed at providing an educational experience for the student.…”

Service-Learning in a Managerial Accounting Course: Developing the ‘Soft’ Skills

“…The growing body of literature provides clear evidence for SL as an effective teaching process both for cognitive, technical and skill development (Rama et al, 2000). Govekar and Rishi have reported an enhanced ability to respond to change, better teamwork, an increased awareness of diversity and improved critical and creative thinking for students who were involved in SL projects (Govekar and Rishi, 2007).…”

“…He indicates that while managing the SL was timeconsuming, many issues could be addressed by proper planning. Zamora (2009) responds to the call by (Andrews, 2007;Rama et al, 2000) to enhance the relevance of managerial accounting through SL by engaging her students in a social enterprise project. The SL platform provided a rich learning opportunity for students who examined the tradeoff between opportunities for enhance profitability versus social programming and operating missions, providing an opportunity for both the application of accounting skills and complex business ethics analysis.…”