Does Service-Learning Add Value? Examining the Perspectives of Multiple Stakeholders

Lester, Scott W.; Tomkovick, Chuck; Wells, Theresa; Flunker, Lanette; Kickul, Jill

doi:10.5465/amle.2005.18122418

Cited by 97 publications

(71 citation statements)

References 14 publications

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“…It is important that S-L coordinators and faculty mentors work with CNOs to try to create the types of S-L opportunities that will engage students and increase the likelihood of their continuing community service efforts after graduation. Lester and others (2005) reported several findings that may help facilitate this effort. First, many companies are looking for evidence of social responsibility behaviors from both present and prospective employees.…”

Section: Service-learning Coordinators and Faculty Mentorsmentioning

confidence: 99%

Linking collegiate service‐learning to future volunteerism: Implications for nonprofit organizations

Tomkovick

Lester

Flunker

et al. 2008

Nonprofit Mgmnt & Ldrshp

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One of the biggest challenges facing nonprofits is attracting and retaining volunteers to help deliver their programs. One way that colleges and universities are attempting to educate students on the importance of community issues and to graduate "good citizens" is through service-learning (S-L) programs. Although many scholars argue that collegiate S-L programs will increase the extent to which students volunteer following graduation (for example, Astin, Sax, and Avalos, 1999;Misa, Anderson, and Yamamura, 2005)

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Section: Service-learning Coordinators and Faculty Mentorsmentioning

confidence: 99%

Linking collegiate service‐learning to future volunteerism: Implications for nonprofit organizations

Tomkovick

Lester

Flunker

et al. 2008

Nonprofit Mgmnt & Ldrshp

Self Cite

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“…According to the literature, service learning assignments have the potential for moral development (Boss, 1994;Markus et al, 1993), raising awareness on social issues (Kolenko et al, 1996), encouraging civic and social responsibility (Eyler & Giles, 1999;Fleckenstein, 1997;Gabelnick, 1997;Godfrey et al, 2005;Lester et al, 2005;Morgan & Streb, 1999), developing a greater tolerance for diversity (Dumas, 2002) and enhancing relational abilities (Eyler & Giles, 1999;Rhoads, 1997). Although the Ulysses Program utilizes a service learning approach, it differs in important respects from traditional service learning programs that tend to focus on university students (e.g., Eyler & Giles, 1999;Morton & Troppe, 1996;Salimbene et al, 2005).…”

Section: Learning Methodologymentioning

confidence: 99%

Promoting corporate social responsibility and sustainable development through management development: What can be learned from international service learning programs?

Pless

Maak

Stahl

2012

Human Resource Management

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In this article, we discuss how the human resource development (HRD) function can support corporate sustainability strategy by designing and implementing leadership development programs incorporating international service learning assignments. We describe “Project Ulysses,” an integrated service learning program that involves sending participants in teams to developing countries to work in cross‐sector partnerships with nongovernmental organizations (NGOs) and social entrepreneurs, supporting them in their fight against pressing global problems. We present the findings of a narrative analysis of learning stories produced by Ulysses participants. Understanding how participants make sense of, and learn from, their experiences abroad provides us with insights into how service learning programs can help managers to develop the knowledge, skills, and mind‐set that will enable them to successfully support a company's global sustainability and corporate social responsibility (CSR) efforts. We conclude by discussing the implications for leadership development, specifically how organizations can incorporate a responsibility and sustainability focus in their management development programs.

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“…A growing number of researchers, however, have identified drawbacks inherent in service-learning approaches [19], citing not only faculty and student resistance to such projects, but also reluctance on the part of community organizations to take part in these projects. Additional concerns arise when the faculty member appears to have a vested interest in promoting a particular community partner for service learning, bringing issues of conflict of interest and student coercion [8,20].…”

Section: Service Learningmentioning

confidence: 99%

Socially Conscious Ventures and Experiential Learning: Perceptions of Student Engagement

Vasbinder¹,

Koehler²

2015

ujer

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This qualitative study explored stakeholder perceptions of the outcomes of semester-long experiential learning projects in five selected business courses at a small, private college. Students worked with the owners of socially conscious startup firms to develop and present strategic marketing and business plans. The work draws upon interviews with the business owners and faculty, as well as firsthand observations, to assist in identifying factors that promote or hinder student engagement in experiential learning initiatives.

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Does Service-Learning Add Value? Examining the Perspectives of Multiple Stakeholders

Cited by 97 publications

References 14 publications

Linking collegiate service‐learning to future volunteerism: Implications for nonprofit organizations

Linking collegiate service‐learning to future volunteerism: Implications for nonprofit organizations

Promoting corporate social responsibility and sustainable development through management development: What can be learned from international service learning programs?

Socially Conscious Ventures and Experiential Learning: Perceptions of Student Engagement

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