Developing civic-mindedness in undergraduate business students through service-learning projects for civic engagement and service leadership practices for civic improvement

Abstract

Projects that challenge students to practice service leadership for civic improvement can address the aim of developing civic-mindedness in undergraduates. We conducted two qualitative studies. First, we investigated the learning experiences of four teams of undergraduate business students, who undertook semester-long course-embedded service-learning projects in partnership with four Hong Kong-based social enterprises. The students described five modes of civic engagement as project purposes, mentioned applying six types of service leadership practice for civic improvement, and described eight types of developmental outcome within the domain of civic-mindedness. Comparisons suggested that besides relational support through training and guidance, empowering infrastructure, opportunities to exercise autonomy, and opportunities to demonstrate competence, three project-related features that varied between projects were important in fostering civic-mindedness. These were direct contact with grassroots-based beneficiaries; the experience of making a tangible difference; and linking the campus with the wider community. A second qualitative study indicated that course-embedded team projects with these features that were undertaken in mixed teams that included freshman and senior year business students fostered civic-mindedness for both categories of student

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

“…A large body of prior research accordingly indicates that service-learning can enhance students' learning within the three broad domains. Relevant sources include: Astin & Sax (1998), Celio et al (2011), Conway et al (2009), Driscoll et al (1996, Felten & Clayton (2011), Lundy (2007, Novak et al (2007), Prentice (2007), Richard et al (2017), Rama (1998), Shek & Chan (2013), Simon & Cleary (2006); Snell et al (2015a), Warren (2012), Yorio & Ye (2012). While we consider that these three domains capture most of the salient outcomes, space constraints mitigate providing a detailed mapping of all prior research.…”

“…such as focus groups and interviews (e.g. Shek & Chan, 2013;Snell et al, 2015aSnell et al, , 2015bSnell et al, , 2019. Although these approaches have offered deep and comprehensive insights into student experiences, as well as design and implementation issues during service-learning, it is difficult to compare qualitative findings across different studies (Toncar et al, 2006).…”

A tipping point analysis of service-learning hours and student outcomes

“…This is a particularly important educational outcome because when SL ends, students often continue civic engagement beyond the classroom in the form of volunteerism (Prentice and Garcia, 2000). SL helps students develop an ethical compass and increases students' civic involvement (Salimbene et al, 2005), especially through development of civic-mindedness, attunement to community needs and a sense of responsibility to community improvement (Snell et al, 2015). Development of cognitive engagement and social capital essential to civic-mindedness takes time.…”

Aprendizaje Y Servicio Como Promotor Del Desarrollo De La Competencia De Responsabilidad Social en Una Facultad De Economía Y Negocios

“…Para una educación completa en ciudadanía, que forme personas que contribuyan al bien común y participen de manera activa en los espacios públicos, es necesario que los estudiantes se incorporen en intervenciones reales que incluyan la búsqueda de un bien común, en este caso satisfacer una necesidad de la comunidad (Puig, et al, 2011). De manera particular, este enfoque también se ha aplicado para escuelas de negocios con el objetivo de desarrollar competencias cívicas (Brower, 2011;Snell, Chan, Ma, & Chan, 2015) y conocimientos de desarrollo sostenible, estos últimos necesarios para estudiantes del área de los negocios (Brower, 2011). Los estudiantes desarrollan compromiso cívico en Aprendizaje-Servicio, cuando se brindan ciertas condiciones como la infraestructura necesaria, apoyo relacional, contacto directo con los socios comunitarios, autonomía, y trabajar con necesidades reales (Snell et al, 2015).…”