Community-based learning in schools of business: Factors and conditions for use—the faculty

Abstract

Schools of business are a logical context for the implementation of community-based learning (CBL) given their focus on student engagement, application of knowledge, real-world experience, and diverse work environments. However, it may be new for many faculty members. Innovations often meet with resistance due to incompatible beliefs in what should be done or how. When determining why and how to implement CBL, various elements related must be considered. These include the mindsets, commitments, and competencies of faculty members as well as organizational capacity. This paper explores the factors and conditions surrounding the adoption of CBL with an emphasis on the faculty and identifies gaps in the literature.

Teaching During War in Ukraine: Service-Learning as a Tool for Facilitating Student Learning and Engagement During Times of Uncertainty and Crisis

“…Drawing upon our last lesson learned, we see the importance of institutional and individual awareness of the strengths and challenges associated with service-learning. We know that one of the keys to successful service-learning projects is a faculty member’s understanding of the teaching tool as well as an interest in, and commitment to, using it (Andrade, 2021; Kenworthy-U’Ren & Peterson, 2005). However, even after 30 years of research, practice, and dissemination of information related to service-learning, we still see huge gaps in terms of our knowledge in the management education domain (Kenworthy & Hrivnak, 2016).…”

“…(Andrade et al, 2022). In support of this, Andrade (2021) calls for a “need to better understand faculty mindsets and competencies conducive to CBL and the impact and effectiveness of various forms of training and support” (p. 407).…”