Community involvement projects in Wharton's MBA curriculum

An Analysis of Corporate Social Responsibility, Corporate Identity and Ethics Teaching in Business Schools

“…We showed that the corporate culture component of CI contains CSR, confirmed by reference to the stipulations of the AACSB and findings of researchers such as Pfeffer andFong (2004) andFriedman (1996). Based upon these findings, we propose a schema ( Figure 4) that represents the various relationships between the macro and competitive environments, the parent university and the business school.…”

“…This could be a consequence of the dearth of ethics specialists, or evidence of indifference to the importance of ethics provision in the curriculum. Conversely, there are examples of innovation in ethics teaching, where the experiential, action-learning based projects at Wharton School are taught jointly by faculty from their Ethics and Leadership programmes (Friedman, 1996). Hampden-Turner (1997, 1999) developed an interactive-learning programme for cross-cultural assessment of moral dilemmas.…”

“…• Scrutinising the websites of top business schools and their parent institutions (where possible) as reflective of leading-edge institutes in management education provision, to appraise the various relationships between CI, CSR and ethics education provision. The CSR aspect was decided on by reference to the stipulations of the AACSB and findings of researchers such as Pfeffer and Fong (2004) and Friedman (1996). …”

Design conditions for learning in community service contexts

“…Flatter,¯uid, team-based organizations require managers to have a broad repertoire of skills that include the ability to work effectively with an increasingly diverse set of constituents (employees, customers, suppliers, and organizational partners) (Allred et al, 1996;Schein, 1996;Whetten and Cameron, 1991) while at the same time exhibiting high levels of self-awareness and self-management (Manz, 1986;Manz and Sims, 1987). To cultivate these management competencies, an increasing number of organizations and educational institutions have developed`action learning' initiatives (Argyris and Schon, 1978;Kolb, 1984;Raelin, 1997) focused on community service (Caudron, 1994;Forward, 1994;Friedman, 1996;Makower, 1994). Action learning is a management education and development technique that emphasizes learning through concrete experience rather than simulated training activities (Korey and Bogorya, 1985).…”

Integrating a Service-learning Project into Management Accounting Coursework—A Sharing of Implementation Experience and Lessons Learned

“…They find that participation in service activities during the undergraduate years has positive effects on all the learning outcomes. In the business area, service learning is found to improve leadership development (Friedman, 1996) and communication skills Tucker, McCarthy, Hoxmeier and Lenk 1998) as well as social responsibility (Kolenko, Porter, Wheatley and Colby, 1996). Specifically in accounting, Strupeck and Whitten (2004) discuss the experiences of two US universities' SL opportunities utilizing Volunteer Income Tax Assistance (VITA) programs and report positive learning outcomes.…”