Suchergebnisse

The purpose of this paper is to survey, organize, and evaluate extant research on service-learning to provide guidance to both educators and researchers. Because little has been written about service-learning in academic accounting, the research cited comes primarily from other disciplines. Our literature survey is divided into two sections: (1) student outcomes related to intellectual skills, and (2) student personal outcomes. After surveying the literature, we synthesize the results to offer guidance for educators interested in using service-learning and make suggestions for how accounting researchers could contribute to the literature regarding the student outcomes of service-learning. In addition, to illustrate our recommendations for educators, we provide examples of desired outcomes and assessment criteria for several accounting service-learning projects.

Purpose
Prompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives.


Design/methodology/approach
This research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences.


Findings
This paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes.


Research limitations/implications
The higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants' perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view.


Originality/value
The main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.

The authors consider the systematic integration of service learning into a professional business school curriculum. Taking a developmental approach, students were involved in service-learning experiences throughout all 4 years of their education. Major barriers of faculty/organizational resistance, institutional infrastructure to support service-learning efforts, and pedagogical/curriculum design are addressed. The article focuses primarily on the pedagogical and curricular design and implementation of service-learning experiences that promote students' personal (moral) and professional (ethical) development.

For 10 years, Virginia Wesleyan College (VWC) hosted a week-long on-campus emergency homeless shelter during the College's short Winter Session. The mission of the extracurricular student-initiated, student-run project was to serve the homeless, raise awareness, dispel myths about homelessness, and reflect VWC's mission. This research is a qualitative assessment of transferable-skill development and attitudinal change of alumni who, as students, held Shelter Manager positions. Results show that all former managers who responded to the survey think about the Shelter with some regularity, and each has continued their involvement with Shelter postcollege. Reported outcomes include changed stereotypes and broader worldviews, as well as the development of transferable skills, including interpersonal and communication skills, leadership, and teamwork. Respondents reported specific examples of ongoing impacts of Shelter in both their personal and professional lives. Research findings provide an assessment of this unique engaged learning experience specifically and contribute to the literature on postcollege outcomes of service learning more broadly.

This is a highly practical book for anyone who is interested in establishing or maintaining a service learning program at the high school level. It comes at an opportune moment, following the recent passage of the National and Community Service Act of 1993. The book explains the origins, purpose, goals, and principles of service learning; discusses program design options and factors that need to be considered when establishing a program; offers guidance on starting and operating a program; and discusses how to handle common obstacles and challenges. Appendixes list other sources of valuable in

This paper reports the results of a one-year service-learning project that excited students about sociology, and created useful analytic tools for a modest-income African American community. In the course of deepening our understanding of one neighborhood — including collecting extant demographic data, conducting surveys and interviews, site visits, and simply "hanging out," — it becomes possible to demonstrate how using formal demography and community ethnography together provide better understandings of the processes of social stratifi- cation, segregation, and gentrifi cation than would be possible using only one of the methodological orientations. The paper begins with an introduction to theoretical and didactic challenges, proceeds to describing Lynwood Park itself using insights derived from qualitative evidence, and then describes our eclectic means of investigating the community. The second half of the paper situates Lynwood Park demographically and ethnographically in terms of the larger Atlanta community, and then in increasingly smaller and more socially meaningful units. Once we focus the demographic lens as much as possible, we must again rely on qualitative information to probe the multiple meanings of Lynwood Park. The paper closes with recommendations about how the people of Lynwood Park can use the data, and suggests how these techniques can be implemented theoretically and practically in sociology as a whole.

This article describes a service-learning assignment for a project management course. It is designed to facilitate hands-on student learning of both the technical and the interpersonal aspects of project management, and it involves student engagement with real customers and real stakeholders in the creation of real events with real outcomes. As such, it helps students internalize project management principles and value project management tools. Student teams design and implement plans for events intended to result in significant contributions in support of various charitable organizations. They create the planning and execution documents required of project management teams. The article describes the assignment and its results and discusses some cautions and alternatives.

Experiencing Citizenship Concepts and Models for Service-Learning in Political Science -- Contents -- Foreword -- Introduction -- The Decline of Democratic Faith -- Teaching/Theorizing/ Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science -- The Work of Citizenship and the Problem of Service-Learning -- Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning Into the Curriculum -- Community Service-Learning as Practice in the Democratic Political Arts -- Service-Learning in the Study of American Public Policy

Business education is growing in popularity, resulting into greater responsibility for us as educators shaping the future leaders of the World. The current research makes an attempt to answer an emphatic impudent question facing all B‐school educators—How do we humanize future business leaders to avoid leadership failures. The researchers feel the solution lies in traditional but powerful model of Service learning experience. The outcome of Service learning experience is measured with vast empirical survey carried out with two‐stage sampling with 270 target responses considering seven variables in the proposed hypothetical model. DEMATEL analysis has been used to build Nature and intensity and Threshold matrix and a model depicting Causality. EFA and CFA were carried out to understand the suitability of the proposed model. Finally, hypotheses were tested using hierarchical regression analysis. DEMATEL analysis reveals Self‐efficacy (SE) and Civic participation (CP) as dimensions having the highest degree of relationship with other dimensions, and the highest impacted dimension is attitude to help others. Moreover, inter‐mediation influence is also the highest among SE and CP as per resultant model built. Hierarchical regression analysis reveals all hypotheses in proposed model are accepted at 95% level of confidence. The objective of measuring traditionally discussed outcomes like attitude toward helping others, self‐efficacy toward service, civic participation has been balanced with untraditionally discussed issues like Business educations role in addressing social issues, linkage with real world, business and career development, and projected future behaviors like continuing community services.

Community service learning offers students the opportunity to cross socially constructed and epistemological borders of power and privilege, allowing them to come into contact with groups of people who are different from themselves and to learn in different ways. Peer facilitators, undergraduate student instructional leaders who guide others through these encounters, often experience especially powerful border crossing experiences, both by virtue of their service site supervision and their seminar leadership roles. Using their own writings and interviews, we explore some of these peer facilitators' border crossing experiences in a community service learning course at a large midwestern research university. We focus on how peer facilitators encounter various issues as they guide discussion of the experiences students have at community service sites in reflective seminars. The findings suggest that such border crossing experiences can encourage peer facilitators to reflect on their own social group identity and position within the larger social structures of privilege and oppression, and on their own learning styles and engagement in the higher educational environment.

"This book is the first to discuss, in practical and theoretical terms, the pedagogical approach of service-learning to establish partnerships for social good that build disaster resilience. Across twelve chapters a collection of academics and practitioners provide insights on the benefits of utilizing service-learning to address existing needs, build community capacity, and strengthen social networks while enhancing student learning. Key features: Discuss how sustainable service-learning partnerships can contribute to building disaster-resilient communities; Provide practical tools to cultivate and manage collaborative partnerships, and engage in reflective practices; Integrate disciplines to create innovative approaches to complex problems; Share best practices, lessons learned, and case examples that identify strategies for integrating service-learning and research into course design; Offer considerations for ethical decision-making and for the development of equitable solutions when engaging with stakeholders; Identify strategies to bridge the gap between academia and practice while highlighting resources that institutions of higher education can contribute toward disaster preparedness, response, recovery, and mitigation. Service-Learning for Disaster Resilience will serve as a user-friendly guide for universities, local government agencies, emergency management professionals, community leaders, and grassroots initiatives in affected communities"--

Encosi Africa 2014 will be a multifaceted service learning design/build internship. This trip will give us the opportunity to exercise Cal Poly's learn by doing motto on an international stage. We will engage in service learning projects that will build on work done by previous Cal Poly student groups in the past as well as manifest new projects to benefit various local communities. This will combine classroom instruction with meaningful community service. We will work at three different project sites in South Africa, one urban and two in rural settings. The urban project involves revisiting a playground in Alexandra built by Cal Poly students last summer to evaluate its condition and make improvements. We will visit Baviaanskloof, a rural landscape reclamation project where we will partner with graduate students working on water security issues for the South African government. The third site is in Elliot, a small village in rural South Africa in need of a central gathering area and the ability to collect clean water. We will conduct community workshops and design charrettes with the residents to gain information to inform future work trips. We will also build some playground pieces for the local school before leaving. Encosi Africa will be an invaluable experience that will shape our professional lives in the future, and give us the opportunity to give back meaningful service, and gain extensive real world experiences.

Abstract
This article presents a critique of recent state educational policy provision in England that has aimed at young people's (14–19 years of age) learning through active citizenship. We argue that whilst the statutory introduction of Citizenship education within English secondary schools has helped to advance the links between 'service' and 'learning' there is clear evidence that the quality and depth of such educational opportunities remains inconsistent across schools. Recent educational initiatives such as the Youth Community Action (YCA) programme and the National Citizen Service (NCS) have once again raised the possibility of young people learning through participating in their communities. We argue that despite their intentions these programmes have failed to integrate the pedagogical processes necessary for meaningful education for active citizenship. In critiquing these policy initiatives we make a case for a greater integration of 'service-learning' theory and practice within policies that relate to active citizenship. Service-learning provides a more cohesive framework for a critical, creative and collaborative pedagogy to accompany young people's experiences of community engagement; a central requirement in developing responsible and active citizens. We argue that making clear connections to service-learning is an important proposal at a time when the nature of Citizenship education within the English National Curriculum has been revised in terms of content and scope.