Professional Documents
Culture Documents
) Assissi Menachery
www.dr-menachery.com M.B.A. (Marketing) M.Sc. (Psychology), M.Phil, (OB / HRD) PGDHRM, Ph.D. (OB / HRD) FDPM (IIM-A), (D.Litt.) Certified Six Sigma Black Belt & Lean Master (Toyota Production System) Certified NLP & Time Line Therapist
1. Define Service-Learning 2. Distinguish views of Godfrey and Amy on Service-Learning and Management Education 3. Principles of Service-Learning 4. What is Student Reciprocity ? 5. What is University and Community Reciprocity ? 6. What are the aspects involved in servicelearning integration ?
What is Service-learning?
Service-Learning: Defined as an approach towards learning that helps to promote both intellectual and civic engagement by linking the work of students to be done in the classroom to real-world problems and real-world needs
.. American Association for Higher Education, 1997.
Service-learning:
A project that is academically rigorous Integrated to real-world project Students produce tangible, professional products For the use in the local community Work with and learn from organizations designed to serve community needs.
It combines traditional classroom Laboratory experiences Significant experiences in field placements Where pertinent social issues are being played out
(Bonar, Buchanan, Fisher & wechsler, 1996. )
The service-learning project should be meaningful (i.e. important, worthwhile , deserving commitment )
to the Students Faculty member(s) Higher Education Institution and the Community members.
Service-Learning principles
Godfrey notes the following three principles for service-learning integration Reciprocity (Projects resulting in mutual gains) Reflection (the integration of what was learned during the service-learning experience and what was learned in the class-room) Responsible citizenship (i.e. advocacy, problem solving, and service). These principles have served as the foundation for many service-learning programs and projects.
Student Reciprocity
Amy emphasizes that with respect to real-world experience, few courses incorporate consulting projects in which students are forced to rely on, and consequently test, their communication and interpersonal skills in non-traditional, external environments. The students, University administrators, and community members understand that although product quality vary across groups, all of the products will meet professional standards. Reciprocity for the students means gaining personal experience while providing a number of benefits for the other involved constituents.
Service-learning integration
There are three key differentiators between Godfreys argument for service-learning integration and Amys. The first regards faculty members roles The second stems from our objectives with respect to student learning and The third is related to the students we teach.
University Administrators
The spokes of the wheel represent the faculty members relationships with each of the involved constituents. Service-learning will develop relationships on their own, but in the end, faculty member is responsible for the successful design, operation and completion of any service-learning project
Student Learning
Godfrey believes students gain technical capabilities and moral skills Amy believes that students have the opportunity to gain critical real-world experience (similar to Godfreys technical capabilities), a deeper understanding of community organizations and issues, and insights into the benefits of business / community partnerships.
Student Selection
MBA Students are assigned a community- oriented Leadership role who enrolled in electives related to Services or courses related to social responsibility It is clear that we are teaching students who are predisposed to serving others.
Student Selection Amys students are UG students enrolled in traditional course (OB) and elective (Negotiations) courses. His students are an eclectic mix of individuals with varied backgrounds and differing interests. He believes students who have limited, if any, exposure to their local communities and community issues are those who have the most to benefit from service learning experiences
CONCLUSION
Managers today are expected to navigate through a complex organizational environment. One critical activity for managers is monitoring activities in their external environments. Service-learning pedagogies provide an avenue for students to immerse themselves in some of the most difficult and complex organizational environments in existence today. Knowledge of the local, external environment (i.e. community issues), coupled with traditional business-oriented training provides a comprehensive business management education for todays students (and tomorrows managers).
CONCLUSION (Contd.)
Finally, service-learning practitioners have various reasons for incorporating servicelearning course projects. Just as there are personal differences among faculty members who implement service-learning in their courses, there are differences across institutions of higher learning. Regardless of the perspective held by the faculty member or host institution, Amy expects that students across all forms of Student-learning integration, in Business Management Education will begin to see the benefits associated with long-term business /community partnerships.
CONCLUSION (contd.)
Service-learning projects provide the highest quality education possible for all involved constituents. Students gain real-world exposure to, and an understanding of, business / community issues in a collaborative, reciprocal, multi-constituent, real world learning environment.
QUESTIONS?