The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

Marco-Gardoqui, Marta; Eizaguirre, Almudena; García‐Feijoo, Maria

doi:10.1371/journal.pone.0244389

Cited by 16 publications

(21 citation statements)

References 53 publications

(35 reference statements)

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“…Results clearly indicated that interactions with the innovators led to student experiences of increased critical awareness about social problems, adoption of transdisciplinary communityserving approaches to address such problems and strengthened self-confidence in one's capacity to make a difference. While similar student experiences have been noticed in a range of other studies on service-learning (Marco-Gardoqui et al, 2020;Myers, 2020), our findings add a new perspective by focusing on master's students from a gender perspective. Female students especially reported that they now felt more confident in carrying out social innovation themselves.…”

Section: Gendered Experiences With the Workhopsupporting

confidence: 87%

“…Through the aforementioned study design, we combined two established approaches that often occur in outcome-oriented research on service-learning: pretest–posttest design based on scales and questionnaires (Eidson et al , 2018); and research based on mixed methods (usually applied without a longitudinal design) (Marco-Gardoqui et al , 2020). …”

Section: Methodsmentioning

confidence: 99%

“…(1) pretest-posttest design based on scales and questionnaires (Eidson et al, 2018); and (2) research based on mixed methods (usually applied without a longitudinal design) (Marco-Gardoqui et al, 2020).…”

Section: Sgpe 132mentioning

confidence: 99%

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Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda

Wao

Otendo

Syonguvi

et al. 2022

SGPE

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Purpose This study aims to understand master’s students’ experiences of service-learning, following their participation in a workshop with local social innovators whose activities had contributed to combating poverty in East Africa and to determine how this participation affected work on the students’ theses. The authors also explored possible gender differences in this context. Design/methodology/approach The study was based on pretest–posttest mixed methods research design. Data were collected from master’s students within the social sciences and science, technology, engineering and mathematics (STEM) disciplines, respectively, in Kenya and Uganda, via surveys and interviews before the workshop, immediately afterwards and six months later. Findings Students’ immediate experience was that the workshop contributed to increased critical awareness, adoption of transdisciplinary community-serving approaches and strengthened self-confidence. Six months later, most had related their projects to social problems (e.g. poverty) in their communities. Moreover, the results motivated integration of gender-sensitive curricula based on service-learning in East Africa. Practical implications Based on the results, the authors suggest a framework for gender-sensitive curriculum development that can stimulate service-learning in master’s students. Implementation of such a curriculum could eventually contribute to community development, including, e.g. poverty reduction. Originality/value Studies on service-learning are rare in Africa, especially in postgraduate education. Gender-sensitive studies on service-learning are generally scarce and the same holds for studies on encouraging STEM students to integrate social innovation into their thesis work. By combining these aspects, this study presents an original contribution to existing research.

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Section: Gendered Experiences With the Workhopsupporting

confidence: 87%

Section: Methodsmentioning

confidence: 99%

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Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda

Wao

Otendo

Syonguvi

et al. 2022

SGPE

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“…Nonetheless, there is a broad consensus (Butin 2010;Puig 2009; Speck and Hoppe 2004) on the need to identify S-L methodology as an educational methodology that challenges traditional pedagogical discourses; a methodology that expands the scope of teaching activity beyond the classroom (Wang et al 2020), generates spaces for the development of social engagement (Marco-Gardoqui et al 2020) and ethical behaviours (Lee et al 2020), promotes autonomy, self-efficacy (Gerholz 2017), engagement (Folgueiras et al 2018) and critical thinking (Kuntjara 2019), generates satisfaction with the learning achieved (Lorenzo-Moledo et al 2021), and facilitates meaningful learning (Celio et al 2011). This methodology "is based on the idea that mutual assistance is a better mechanism for personal, economic, and social progress than competition and the obsessive pursuit of success" (Puig 2009: 10).…”

Section: S-l Methodology: Key Coordinatesmentioning

confidence: 99%

Mixed methods research in service-learning: an integrative systematic review

et al. 2021

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In view of the challenges involved in designing a study of Mixed Methods (MM), as well as the problematics inherent in studying Service-Learning (S-L) from new research perspectives, and considering the lack of systematic reviews of MM in S-L, this study proposes to analyse the use of MM research to evaluate S-L through a systematic integrative review of scientific papers published in international databases (ERIC, DIALNET, SCOPUS, and Web of Science) using the terms ‘mixed methods research’ and ‘service-learning’. The contextual and methodological variables were analysed descriptively and inferentially using Excel and Stata programs. Moreover, 149 predefined codes were created and analysed using the qualitative program Atlas.ti to identify which terms associated with the research methodology were used most frequently in relation to the MM for S-L methodology, and how and why they were used. Of the 192 papers found, only 93 met the inclusion criteria. The results show that very few investigations specify the MM they used in sufficient detail. Only 28% provide information to estimate the effect size, suggest interventions based on S-L, and collect measures for post-intervention evaluation. This demonstrates that the relationship between MM and stages of the S-L are not complemented in the methodological design. The results demonstrated that researchers should continue working with MM in S-L for the integration of qualitative and quantitative results. This research can be a methodological guide for professionals and academics who want to investigate MM in S-L because it identifies methodological deficiencies and strengths and offers and alternative designs to evaluate the service.

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“…The benefits of SL across studies are mostly divided into two categories – personal and professional. For instance, Marco-Gardoqui et al . (2020) summarised nine benefits of SL through a systematic review on similar lines.…”

Section: Literature Reviewmentioning

confidence: 99%

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

Bandyopadhyay

Das

Mahajan

2021

IJEM

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PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

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The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

Cited by 16 publications

References 53 publications

Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda

Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda

Mixed methods research in service-learning: an integrative systematic review

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

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