Jan 1, 2008 - Li sn C. Lindley, University or North Carolina - Chapell fill ... l'he modern business environment operates in a fast- ... Wiggins, 1993). ..... a Pre-Doctoral Fellow at the University ofNorth CJrolina - Ch3pell lill in Nursing Systems.
Journal of Business & Leadership (2005-2012) Volume 4 Number 2 Journal of Business & Leadership
Article 4
1-1-2008
SERVICE LEARNING: ASSESSING STUDENT OUTCOMES IN A STRATEGIC MANAGEMENT CLASS Lisa C. Lindley University of North Carolina - Chapell Hill
Noreen Buhrnann Gustavus Adolphus College
Follow this and additional works at: http://scholars.fhsu.edu/jbl Recommended Citation Lindley, Lisa C. and Buhrnann, Noreen (2008) "SERVICE LEARNING: ASSESSING STUDENT OUTCOMES IN A STRATEGIC MANAGEMENT CLASS," Journal of Business & Leadership (2005-2012): Vol. 4: No. 2, Article 4. Available at: http://scholars.fhsu.edu/jbl/vol4/iss2/4
This Article is brought to you for free and open access by FHSU Scholars Repository. It has been accepted for inclusion in Journal of Business & Leadership (2005-2012) by an authorized administrator of FHSU Scholars Repository.
JounldOUTCOMES l of lJus111css & Leac Resea rch, Pracli cc and T eac hing Lindley and Buhrnann: SERVICE LEARNING: ASSESSING STUDENT INlt.:rship: A STRATEGIC MANAG
L11Ktlcy and 13ut nnon n
2008, Vol. 4, No. 2, 24-29
SERV I CE LEA RNI NG: ASSESS I NG ST U D ENT OU T CO MES I N A ST R ATEG I C 1\ I ANAGEMEN T CLASS Li sn C. Lind ley, Uni versit y o r No rth Ca ro lina - C hapell fill Noree n Buhrnann , Gustavus Ado lphus Co ll ege Du e to th e fas t-paced, unp red ictable, and com p licated ll'o rld of business, business educators are challent:ed to co nn ect th em)' to practice. S ervice learning is on e m eth od th at n ot on/)' enhances student teaming through p ractical application, it also provides benefits to CO IItm tlltifl' organ izations in volved and th e clients they ser ve. It conn ects th eOt:J> to practice. Th e hypoth esis proposed by this s lu r~, , is th at sen 1ice learn ing will result in a ch ang e in student skills as m easured by th e Leam ing Skills Profile. Se n ior, un derJ:radu ate bu sin ess m aj ors enro lled in a capston e S trategic /'vla nagcm ent class participated in a service learning project. Skills tl'ere assessed before and ajier th e service team ing exp erien ce. Th e jindittgs suggested th at serv ice learn ing im pacted anal , rical, interp erso nal, in f(w m ational, and behavinml skills. 7'ltis project tt •as paniollyfilll ded hy a g mnt.fmm t!t e JS 1\emper Foundation. SjJecio l thanks ro rit e sto{(a nd(nculry l'l' t'ie tt 'ers. assislants, and q uestion ons1veu!rs ot GAC. INTRODU C TION
concept s and too ls f'ro m lec tures. student s nss ist orga ni zati ons within the scope o r the ir practi ce. ! lands-on ed ucati onal pract1 ce in bu sin ess. partt cul arly strateg ic JllJna gc mc nt du e to the se ns ttJ vc, confid enti al, and co mpetiti ve nature o f' .c inlo nn ati o n is ran.:. Se rvice learning prov id es a se tti ng to deve lop ski ll s therwise reserved for tex tboo k case s tud ies . Service lea rnin g is an exa mp le o f' co mpetency- ba sed edu ca tion, where instructi on is focused on dcvc lopm g skill s and co mpetenc ies required for mas tery in an occ upati on (A lba nese, 19R9; Ziolkowski , 1996) . In ad diti o n. resea rch in d tcotcs that student re tent ion Of OUtCO mes IS 60% when th ey arc lea rnin g by do in g, whi ch provides a stronger dc1·e lopm cnt base lor knoll'lcdge and sk il ls (!Iinck & lhand cll , 1999) . ll all ( 1994) suggests that " it is the doin g o f' th e di ~:c iplin c where one learns to acquire inform ation. process it , and co mmuni cate it " (p. l9 1). In a traditi o nal environm ent , assess ment o l stu dcnt lea rnin g foc uses o n tes ts. projects, and ass ig nm ents that ge nerate po ints ;:md/o r o grade ( Linn & Mi ll er, 2005; Wigg ins, 1993 ). O'S ulli vJn a nd Coo per (2003) used tes t sco res and overall co urse grad es to assess acti ve lea rnin g, and showed stati sti ca ll y s i g nil l c ::~ nt improve ment in the performance o l acti ve learne rs vs. no n-ac ti ve lea rn ers. Whil e trad iti onal methods arc still vo luab lc, a lt ern ati ve methods o r assess me nt arc needed for new pedagog ics, in o rd er to benchm ark their effec ti ve ness (Scrva & f ull er, 2004 ; Garfi eld, 1994) . Wi gg ins ( 1990) stated students arc apprenti ces, and assess ment should foc us on their rea l perfo rmance and use or know ledge. There is a connection betwee n Wi gg ins ( 1990) and outco me-based edu cati on that locuses the assess ment on lea rnin g o ut co mes J ndno t the process in volved (M ulholl and , 1994). Outco me-based assessment is o ft en used wit h co mpetency-based teaching methods (D uke, 2002 ). T he purpose of this study is to assess student learnin g in a service !cornin g enviro nment using a non-trad iti onal, ex peri entia l, out co me-based learnin g assessment too l - Learnin g Skil ls Pro fi le (LSP) (13oyatzi s &
l'he mode rn bu siness environm ent operates in a fas tpaced, unpredi ctabl e. ever-c hangi ng, and co mpli ca ted c lim ~ll e and methods o r teac hi ng bu sin ess must 1·cs pond. l' hc s tand ard , tex tboo k-drive n app ro ach to teaching Strateg ic tvla nagc mc nt at the un dcrgrodua te leve l is to leclU re on th eo ry and :1nal ys ts too ls. Cosc s tudtcs ore the predomin ate met hod fo r stu den ts to pra cti ce th eo ry and too ls. Us in g bac kg round , financ ial nnd o rg:tni zat ionnl data , case studi es ass ist stu dent s in prob lem identifi cati on and an;:ll ytica l prac ti ce. T h1 s method o r teachin g co mbi ned wit h lec ture 1s co ntent -based :1nd tcachcr-cc nten.:d , a lso rcf'c n-ed to as a tra d tt t o n :-~ l t e::tc hin g style. Co nt ent to th e stud ents is prov1ded thro ugh see in g a nd hearing. Th e resea rch shows rc te nti o tt rates f'o r stud ent le arnin g ba sed on see in g is I 0%, hca nn g I S'X, and scc 1ng a nd hearin g co mbined 20"~ (!Iinck & 13rande ll , 1999). J3u sllleSS ed ucato rs have ad voc a ted for CGillp li cati on Ill learn 1ng ( Pin a c Cunha ct a l. , 2004 ; Dehler et al. 200 I; 13artune k et a l. , 1983; Ax ley & Mc Ma hon. 2006) . Bus iness p rofCSS IOna Js have advoca ted for g rea te r lin ka ge and ba!Jncc between th eo ry and practi ce (Po rt er & Mc Kibb in, 1988; Godfrey, Il les, & Berry, 2005; l'vlar> cri so n & Kab badsc, 198 -l ; L11ncn ck, Cunningto n, Trevor-Robe rts, 198 4) . Sc rv1ce learn in g is a non-trad tti o na l pedagogy with its roo ts 1n J C(J vc and cx pcri cntiJI learnin g th ot addresses both co ncc ms. crv tcc lea rning co nn ec ts stud ents with co mmunit y organi zations in o rd er to oss ist th e organi za ti on 1\'Jtlt a need and pro vides a lcarn 1ng enviro nment in whic h stude nts can appl y c lass roo m kn ow ledge and skill s. Se rvice learn1 ng provides a 'co mpli cated ' learnin g environm ent. Whil e facu lt y arc res pons ib le for establishin g re lati o nships and prOJCCt parameters, students o perate in the o rgo n1za ti o n's co mpl ex and rea l-wo rld se tting by ga therin g and ana lyz ing dJta , add ress ing the organi zat ion's issues, and deve lop ing CL) rnmuni ca ti o n skil ls wit h th e orga ni za ti on. Serv ice learnin g also link s theo ry to practi ce. Using
Published by FHSU Scholars Repository, 2008
24
1
Lindl ey a nd Buluna nn
Jo u m4a l[2008], or Bu siness h , Pt:ICIICC a nd Tcac htn g Journal of Business & Leadership (2005-2012), Vol. No.&2,Lead Art.e rs4hi p: R ~sca rc200R, Vo l. 4, No. 2, 24-29
Ko lb, 199 1b) . The resea rc h qu es ti o n is does se rv ice lea rnin g impac t ana lyti ca l, interpersona l. info rm at io na l, and behav iora l ski ll s. The hyp o th es is is a na lyti ca l, interp erso na l, info rmati ona l, a nd behav io ral skill s w ill c ha nge a ft er a se rv ice lea min g ex peri ence.
pro vides prac ti ca l appli ca ti o n fo r edu cato rs. Thi s ac ross th e c urri culum ana lys is of se rv ice lea rnin g o ut co me meas ure me nt lite ra ture ind ica ted co urse g rades, s tu de nt/ fa cult y surve ys, co nte nt a na lys is o f stu de nt w ritin g, a nd stud e nt int erv iews we re th e mos t co mm o n resea rc h me thod s. W hil e th e foc us o f thi s s tu d y w::~s o n app lica tio n to acco untin g c lasses, th e auth o r pro v id ed prac tical sugges tio ns fo r co nn ec tin g stu d e nt out co mes to co re co mpete nc ies to o utco me measures. Mad se n (2004) co ndu c ted a q u;:llita ti ve assess me nt of stud e nt out co mes based o n se rvice learni ng in 3 hu man reso urces und ergradua te co urse. Thi s stud y ex ami ned s tud e nt s' feeling a nd mo ti va ti on, a nd found stud e nts had pos iti ve fee lin g abo ut the ir s kil l deve lopment. Us ing a s m ::~ ll sa mple (n= 12) , th e g ro up was as ked o pe n-e nded qu es ti o ns abo ut th e s tud e nts' pe rspec ti ves a nd ex pe ri ences. A p he no me no log ica l s tud y b y Madsen a nd Turnbu ll (2006) co nd ucted interv ie ws w ith und erg rad uate s tud e nts in a Co mpe nsa ti o n and Bene fit s c lass w ith a se rv ice lea rnin g co mp o ne nt. T he re gene ra l findin g a nd th e mes sugges ted th:J t stu de nts leam ed a nd bene fit e d fro m th e ex pe rie nce. Hage nbu c h (2006) assessed s tu d ent se ll ing sk ill s qua lita ti ve ly and qua ntit a tive ly in a n und e rg raduat e m arke tin g c lass w ith a se rvi ce leam ing compo ne nt. Thi s s tud y (n= 22 ) e mp loyed a n o ri g ina l 27- ite m a ttit ude su rvey o n a prc- pos ttcs t me thodo lo g y, a nd used o pe n-e nd ed ques ti o ns w ith th e IDEA Eva lua ti o n instru me nt. The qu a lit ati ve assess me nt provid ed dat:J o n s tud e nts ' pe rceived pos iti ve o utco me o f e nhan ced co mmuni ca ti o n ski lls. Stud e nt co mmuni ca ti o n s ki ll s we re assessed in un de rg radua te bus iness s tud e nts (Tucker & M cCa rth y, 2 00 I). Th is stud y mea sured prese nt a ti o n self-e ffi cacy be fo re and afte r a serv ice lear nin g proj ec t a nd comp a red result s to students w ho d id no t pa rti c ipate in th e proj ec t. Stu de nts prese nt ed bus iness princ iples to e le menta ry stu d ents. T he res ults s ho wed serv ice lea min g had s ig nifi ca nt impac t o n th e s tud e nts' se nse o f self-e ffi cacy and se rvi ce learn ers had a hi g he r se lf-e ffi cacy th a n no n-service lcamc rs. T wo s tu d ies used stud e nt fce db::~ c k fo rm s to assess s tud e nt pe rcepti o n of th e se rv ice le amin g ex peri e nce ( Ko h ls, 1996; G ujara th i & M cQ uad e, 2002 ) O th e r studi es sugges ted se rv ice lca mi ng increased stud e nt s kill s, but provid ed no evid e nce. ll e rvani a nd He lm s (2004) disc ussed ho w to es tab lish se rv ice lea rnin g in eco no mi cs co urses. T hey sugges ted it led to improved c riti ca l thinkin g, co ll abo ra tio n, and leade rs hip ski lls; howeve r, the s tud y fai led to pro v ide insig ht into meas ured o ut co mes. McGo ld ri c k, Ba ttl e, a nd G a ll ag her (2000) e mp loyed se rv ice le amin g in a man ageria l eco no mi cs c lass, w here stud e nt s co ndu c ted s tu de nt -based in s tru c ti o n on eco no mi c top ics w ith g rad e sc hoo l s tud e nts. T eac he rs fro m th e gr::~d e sc hoo ls we re asked to eva lua te s tu dent pe rformance; ho wever, tl1is s tud y did not repo rt an y fin d ings. An ge lidi s, To mi c, a nd Ibrahim (2004) prov ided a summ a ry of stud e nt o ut co mes in a s trat egic mana ge me nt co urse wit h servi ce lea rnin g. Based on the a uth o rs '
THEORY Serv ice learnin g is th e app lica ti o n o f e xp e ri e nti a l a nd acti ve lea rnin g theo ry. Acti ve learnin g "req uires stud e nts to go so mew here, do so me thin g , ex pe ri e nce a nd respo nd to s timuli , challenge th emse lves , tes t th e boun dari es o f theo ry, and re fl ec t on the ir expe ri e nce" (Kenwo rth y-U ' ren & Peterso n, 2005 , p .2 74- 275). Ac ti ve lea rnin g th eo ry de ri ves its theo re ti ca l found ati o n fro m cog niti ve lea m ing th eory, whi ch is gro und ed in two princ iples . First, co nstructivi sm sugges ts stude nts co nstru c t kn owled ge ra th er th a n me mo ri zing info rm at io n g ive n to th e m . Empiri ca l e vidence sugges ts th a t 'typica ll y sur fa ce' lca m crs had to adop t a deeper process ing s tra tegy beca use o f expec tati o ns a nd responsib iliti es in th e ac ti on lea rnin g e n viro nme nt (W il so n & Fowle r, 2005). Second , co ll abo ra ti v is m sugges ts lea rnin g is co nstru cted throug h interacti o n w ith o th ers (S la vin , 1990) . Experi enti a l learni ng , whi c h is a fo rm o f ac ti ve lea min g, has th eo reti ca l roo ts in Ko lb ' s ( 1984) expe ri ent ial leam ing theory. The theo ry sugges ts stud e nt s e xpe ri ence, re fl ec t, think, and ac t (Ko lb & Ko lb, 2005) . T he lea rnin g o bj ec ti ve is to provide th e oppo rtunit y for s tu d ents to trans iti o n through a ll fo ur phases ( Ke nwo nh y-U ' rc n & Pet erso n, 2005) . T he co nc re te ex peri ence is th e inte rac ti o n be twee n th e stud ent a nd e nv ironm e nt (Dewey, 19 38 ) . A ft e r ex peri enc ing, criti ca l re fl ec ti o n o n th e ex pe ri ence s hould take place (Kenda ll , 1990). Fro m th e re fl ec ti o n, co nn ec ti o ns are drawn be tween th e re fl ec tio n a nd c lass roo m learnin g co ntent. Fina ll y, ideas and kn owled ge a re trans lated in to ac ti o n. Ac ti ve a nd ex peri e nti a l lea rnin g th eo ries a re re fl ec ted in se rv ice lea rnin g. It requires s tud ents to p hys ica ll y go to th e ir co mmunit y c lie nt and interac t. They must ga th er da ta a nd re fl ec t on it in re lati o n to th e prob le m th e co mmunit y c lie nt wa nts add ressed . Stud e nts criti ca ll y e va lu a te th e ir d ata using th eo ry a nd ski ll s acquired in th e c lass roo m in a uni qu e way (Godfrey, 1999). The fin a l p ro posa l to th e com munit y c li ent is th e res ult o f th e s tud ent 's ac tio n o f :tpp lying re fl ec ti o n a nd sk ills; th ereb y co nstru c tin g kn o w led ge.
LITERAT U R E
RI~ V I E \V
Service lea rning literature pred o min a te ly focuses o n the how- to o f proj ec t and co urse desig n. In v iewing the litera ture o n stud ent assess me nt a t the un de rgrad ua te le ve l in bus iness co urses w ith se rv ice lea rnin g , th e re is a vo id o f e mpiri ca l da ta as to whethe r serv ice lca min g impacts s tu den t skill s. Ea rl y wo rk by G il es a nd Ey le r ( 1994) supp o rt ed th e positi ve e ffec t serv ice-lea rnin g ass ig nm e nt s in ge nera l on perso na l, attitudina l, mo ral , social, a nd cog niti ve development o f stude nts. R a m::~ ' set a l. (2000) me ta-a na lys is o f serv ice learnin g a nd assess me nt o f s tud e nt o ut co mes
http://scholars.fhsu.edu/jbl/vol4/iss2/4
25
2
~nd Buhm~nn Jo urna l or Bu sin ess & Lead Resea rc h, Practice and Teach ing Lindley and Buhrnann: SERVICE LEARNING: ASSESSING STUDENT OUTCOMES INershAip:STRATEGIC MANAG
Lindley
2008, Vol. 4, No. 2, 24 -2 9
ex peri ence with service leam in g, they sugges ted pos itive o utco mes in persona l and interp erso na l developm ent , und erstanding and app lying kn o wledge, engage ment , curi os it y, and re fl ecti ve practi ce, critica l thin kin g, perspec ti ve trans fo rmati on, a nd citi ze nshi p. No qua litati ve o r qu :)ll titati ve ev idence was prov ided to support these pos iti ve out co mes. Seve r:-~ I studi es prov id ed how- to, case stud y in formati on on th e service learnin g ex peri ence in undergrad uate business c lasses (Petkus, 2000 ; I log ner, 1996 ; S mith , 1996 ; l3ush-Baccli s, 1998; Tucker, McCarth y, ll ox mcicr, & Lcnk, 1998)
semester, the student groups we re requ ired to mee t with fa cult y o nce a month to upd ate proj ec t per orm ance, and they had spec ifi c mil esto nes which needed to be compl eted and s igned-o ff by fac ult y pri or to the co mpletio n of the projec t. T he service learnin • ex peri ence was facilitated by fa cult y, who were business and co mmunit y service practi oneers with an avera gt:: o f 15 yea rs ex perience pri or to their co ll ege appo in tment. Instrum ent
Th is stu dy assessed stud ent lea rnin g in ana lytica l, interpersonal, info rm ati on;:tl , and bch:1Vio ra l skill s with the Lea rnin g Skill s Pro fil e (LSP) Fo rm !\. (Maincmeli s, Boya tz is, & Ko lb, 2002) . T he too l o perationali zes the Kolb theo ry o r experi enti al learnin g. The LS P is reli ab le, relati ona ll y va lid , and criteri on and co nstruct va li d (see l3 oya tzis & Ko lb, 199 1a, Boyatz is & Ko lb, 199 1b for d iscuss ion). T he paper ve rs ion o f the LS P was used as ad mini stered by the I lays G roup . Students so rted 72 learnin g ski ll s tra it s into seven ca te •a ries :111d desc ribed the ir leve l o f ski ll on a sca le o f I to 7, where leve l I was no skill or ab il it y :111d leve l 7 was creator or lead er (Main melis, Boyatzis, & Kolb, 2002). There we re s ix questions per skil l. Th e hi ghes t poss ibl e sco re lo r one ski ll was 126 and the lo wes t was :2 1. Data was co ll ected pri o r to the projec t onse t durin g the 2nd wee k (p re) o f c lass and the 15th week (post) o l c lass in a 16 wee k se meste r. Data was co llected from two c l assc~ in the !a ll 2006 and sprin g 2007 se mesters.
MET IIOD Ocs i ~ n
and S a111plc
!\. qu as i-ex perim ent a l, prctest-pos tt cst des ign was used to dctem1ine whether bu sin ess students who engaged in s~.: r v i cc learnin g showed a c h a n g~.: in ana lyti ca l, tn lcrp crsonal, inform ati o na l, and beha viora l ski ll s. A co nve ni ence sample (n = 39 ) o l seni or bus iness stude nts enro ll ed in a capsto ne Stra te >ic Manage me nt co urse at a Mid wes t co ll ege durin g !n il 2006 and spring 2007 part ic ipated in the stud y. l' art ic tp::t ti on in th e stud y was vo luntary. Permi ss io n fro m th ~.: Instituti o nal Rev iew Boa rd ( IRI3) was obtained thro u >h a co ll ege in the Mid wes t to co ndu ct thi s stud y. Interve nti on
l: ngag ing in scr vtcc lc::t min g, stude nt s co nduc ted researc h in the area o ! SWOT (s tren •ths, weak nesses, oppo rtuniti es, and threats) ana lys is with non-pro fit o rgani zat ions and co ll ege departme nt s. T he o rga ni zati ons present ed a stra teg ic problem , which the s tud ents add ressed with the ir S WOT ana lys is. Stud ents were ass igned to gro ups o r 3-4 stu dents based o n th eir init ia l req ues t. Students co ll ec ted and :J ssessed intern a l ~t nd ~.:xtl: rn a l data in ord er to lo rmu lall: a SWOT. T he student s co nn ec t d theo ry to the ir SWOT ana lys is and co nducted a ltte rature review. Lea rnin g o ut co mes focused o n cogniti ve skill s: intcqJe rso nal, tnfo nn ~tti o n a l , ana lyti cal, ct nd bchav i ra J skill s. In terp erso na l ski ll s arc de lincd as co ncre te ex periences. Int erve nti on exa mples inc lude wo rk in g with team membe rs and c li ent s. In form ati onal ski ll s were re ll ec ti ve obscrv: tt ions. lnt / Jubli c ati o ns/' se/v2 n 1/ , arfi e ld .html.
CONCLUS ION T hrough th e qu antitati ve a na lys is of a na lyti ca l, info rmati o nal , a nd be hav io ra l skill s, thi s stud y inte nd ed to deepe n th e und erstandin g o f th e pos iti ve impac t service learnin g ca n have o n bus iness edu ca ti o n. By c reat rn g a c ulture in th e c lass roo m o f co mpli catio n and rea lwo rld , se rvice lea rnin g a ll ows e du ca to rs to re info rce co nte nt by havi ng stud e nts apply hands-o n what th ey have lea rn ed in th e c lassroo m . Business ed uca to rs s ho ul d be e nco uraged and e mp owered to try se rv ice lea rnin g in th e c lass roo m b::~sc d o n thi s s tud y. In ad diti o n, th e Lea rnin g S kill s Pro fil e was de mon strat ed as ::~ n a lte rn ati ve, no n-tradit io na l me th od of s tud e nt assess me nt. Q uantit a ti ve researc h e ffo rts should co ntinu e to inves ti ga te thi s importa nt and impac tful teac hin g pcuagogy. int c rve rso n ::~ l ,
Gi les, D ., & Eyler, J. 1994 . The impac t o f a co ll ege co mmunit y serv ice labo rato ry o n s tud e nts' pe rso na l, soc ia l, and cog iiti ve o ut co mes. Journal o f Adolescence , 17(4). 327-339 . Go dfrey, P. 1999. Servicc- lea min g a nd ma nage me nt ed uca ti o n: A ca ll to ac ti o n. Journal of Management Education , 8(4) , 363-378. Godfrey, P., Ill es, L. , & Be rTy, G . 2005 . C rea tin g breadth in bus iness edu ca ti o n thro ug h se rv ice- lea rnin g. Aca d emy of Management Lear-ning & Edu ca tion , 4(3) . 309323.
RE FEREN CES
Guj arathi , M ., & McQ uade, R. 2002 . Scrvice-lea min g in bus iness sc hoo ls: A case s tud y in a n inte nn ediate acco untin g co urse . .Journal of E du cation for Business , 144 - 150.
A lbanese, R. 1989 . Co mp e te ncy- based manage me nt ccluca tr o n: T hree ope rative and no nn a ti ve iss ues. Orga ni zationa l Behavior Teac hin g Review , 14( 1), 1628.
ll agc nb uch, D. 2006. Serv ice lea rnin o inputs and o ut co mes in a pe rsona l se ll in g co urse. Jour nal of Mar ket in g Edrrcation , 28( 1), 26-3 4 .
Ange lidi s, J., T o mi c, 1. , & Ibrahim , N. 2004 . Serv ice lea rnin g proj ec ts e nh ance s tud e nt lea min g in strategic manage me nt co urses . Review of Business , 32-36 .
ll nll , F. 1994. Ma nage me nt ed uca ti o n b y d es ig n . .Journal of Management Education , I 8(2), 182- 197.
Ax le y, S. , 8:. Mc Ma ho n, T. 2006 . Co mpl e xity : !\ fro nti er fo r mana ge me nt edu ca tio n. Journal of Management Edrr Clrti on , 30(2) , 295-3 15 .
ll c rvani , A. , 8:. ll e lms, M . 2004 . Inc reas ing c rea ti v it y in eco no mi cs: T he se rvice lea min g proj ec t. .Journal of Ed uca tion for Busines s, 79(5), 267-274 .
Bartu ne k, J., Gordo n, J. , & Wea th e rb y, R. 1983. Deve loping "co mpli ca ted'' und e rsta ndin g in admini s tr dto rs. Ac ad e m y of Ma na ge m e n t Review , 8(2) , 273-284.
II inc k, S., & Bra nd e ll , M . 1999. Se rvice lea rnin g: rn c ilit a tin g aca de mi c lea rnin g and c hara cter deve lo pme nt. NASSP Bulletin , 16-24 .
Boya tz is, R., & Ko lb, D . 199 1a. Assess in g indi vidu a lit y in learni ng: The lea rnin g ski ll s pro fi le . E du cationa l Psycho logy , II (3 /4) , 279-296.
ll og ne r, R. 1996 . Speaking in poe try : Co mmunit y se rv icebased b us iness edu ca ti o n . .Journal of Business Ethics , 15( 1), 33-43 .
l3 oyat z is , R., & Ko lb, D. 199 1b. Lea rnin g skill s profile. Bos to n: TR G ll ay/ Mc Be r, Trainin g Reso urces G roup , 11 6 I !untin g to n Ave., Bos to n, MA 02 11 6 , trg mcber((t>ha yg ro up.co m
Ke nda ll , J. 1990 . C ombining Se rvice and Learning: A R eso ut·ce Book for C ommunit y and Public Se r vice. Ra le ig h, NC: Na ti o na l Soc ie ty fo r Inte rns hips a nd Expe ri enti a l Edu ca ti o n.
Bush-Bace lis, J. 1998. Inn ova ti ve pedagogy: Academi c service- lea rn ing fo r bus iness co mmuni cati o n. Business C ommuni cation Quarterly , 6 1(3) , 20-3 4 . Carve r, R. 1997. Theo reti ca l und e rpinnin gs o f se rv ice lea rnin g. T h eo r y Into Prac ti ce, 36(3 ) , 143- 149 .
Kc nwo rth y-U' re n, A. , & Pe te rso n, T. 2005. Service learning a nd ma nageme nt ed uca ti o n: Introdu c in g the " W e Ca re' ' app roac h. Academy of Management Learning & E ducation , 4(3), 272-277.
De hl er, G ., We lsh, M ., & Lewis, M. 200 1. C riti ca l pedagogy in th e " new paradi gm ." 1\lan agc mcnt Learning , 32(4), 493 -5 11 .
Ko hl s, J. 1996. Stud ent ex pe ri e nce w ith se rv ice lea rnin g in a bus iness e thi cs co urse. Journal of Rusiness Ethics, 15( I), 4 5-57.
Published by FHSU Scholars Repository, 2008
28
5
Lindley a nd Buhmann
um.d4o [2008], f Bu sinessNo. & Lead ers hip Journal of Business & Leadership (2005-2012),JoVol. 2, Art. 4 : R cs ~arc h , P TO I C II C~ a nJ T eac hin g
2008 . Vo l 4. No. 2. 24-29
Ko lb, A. , & Ko lb , D . 2005. Lea rnin g s ty les and lea rnin g spaces: Enhanc in g experi e nti a l lea rnin g in hi g her edu cati on. Academy of Managem e nt Lear nin g & Education , 4(2) , 193-2 12.
Po rt e r, L. , & Mc Kibb in , L. 1988. 1\la n ageme nt E du cation and Deve lo pment : Or·ift or T hru s t into th e 21 ' ' ce ntur y? New Yo rk: M cG raw- llill . lb ma , D ., Rave nsc ro ft , S ., W o lco tt , S. , & Zlotk OII'S ki , E. :2000 . Serv ice- lenrnin g o ut co mes: G uide lines fo r educ3to rs and rcse:1rc hers. Iss u es in Acco un ting Edu cation , 15(-1 ), 657-692 .
Linn , R., & Mill er, M . 2005 . Measurem e nt and Assessment in Teaching. Upp er Sadd le Rive r, NJ: Prenti ce Ha ll . Limeri ck, D ., C urmin g ton, B., & Trevo r- Robe rt s, 13 . 198-1 . Frontiers of Excellence . Bri sbane: A ustra li an Institute o f Manage me nt , Q ueens la nd.
Serva, M ., & Full e r, M . 2004. A li g nin g w hat we do a nd w ha t we meas ure in bus iness sc hoo ls : lnco rv o ratin g ac ti ve lea rnin g a nd e ffec ti ve m ed ia usc in th e assess ment o f ins tru cti o n. J o urn a l of 1\ Jan agem e nt Ed uc ation , 28( I). 19-38 .
M ad sen , S. 2004. Aca de mi c se rvice lea rnin g in hum a n reso urce manage ment ed uca tio n . .Jou r nal o f Education for Business, 79(6), 328-338.
S l:w in , R . 1990. Coo p e r·a ti ve Lear nin g: T heory , Research , and Practice . Bosto n: A ll yn & 13 nco n.
Madsen, S., & Turnbull , 0 . 2006 . Ac:Jde mi c se rv ice le:J min g ex peri ence o r co mp e nsa ti o n a nd be ne fit co urse stu dents. .Journal of Management Edu c:J t io n , 30 (5), 72 4-7 4 2.
S m ith , D. 1996 . Et hi ca l re fl ec ti o ns a nd Service Inte rn s hips . .Journal of Bu sin ess E thics , 15( I), 59-65 .
M ageriso n, C., & Kakabad se, C. 198 4 . ll o w A me ri ca n Chief Exec uti ves Succeed . NY : Am e rica n Manage me nt Asso c iati o n S ur ve y se ri es.
T uc ker, M ., & M cCa rth y, A. 200 I . Prese nt at io n sel fe ffi cacy: Increas in g co mmuni ca tio n ski lls thro ug h se rv ice k am in g. Joumal of 1\ Jan agc r·ia ll ss u es . 13(2), 227 -245 .
Maine me li s, C., Boya tz is, R . & Ko lb , D. 2002. Lea m in g styles and ad apti ve fl exib ilit y: Testin g ex pe rie nti a l learnin g th eo ry. 1\'lana ge m e nt Learning , 33( 1), 5-33.
T ucke r, M ., McCa rth y, A., ll ox mc ie r. J., Lenk, M . 1998. Co mmunit y se rv ice lea rnin g inc re:Jse co mmuni ca ti o n sk ill s ac ross th e b us iness c urTic ulum . Bus in ess Co mm u ni cation Q u arter ly , 6 1(2), 88-99.
M cG o ldri ck, K ., Ba ul e, A. , & G:lil ag he r, S. 2000. Serv icelea rnin g a nd th e eco no mi cs co urse: T heo ry J nd prac ti ce. The American Economist , 44( 1), 4 3-52 .
W ilso n , K ., & Fow le r, J. 2005. Assess in g th e im pac t o f lea rnin g e nv iro nm e nt s o n stud e nts ' approac hes to lea min g: Co mp arin g co nve nti o nal a nd ac ti o n lea rnin g des rg ns. Assess m e nt & E ducation in lli gher Edu catio n , 30( 1). 87- 10 1.
Mu lho ll and , J. 1994. Co mpe te ncy- based lea rnin g ::lpp licd to nurs in g manageme nt. .Journal of N ur sin g Manage m e nt , 4(2), 16 1- 166 . O ' S ulli va n, D., & Cooper, C. 2003. Eva lu ntin g ac tive lea rnin g: A new initi ati ve for J ge nerJ I c he mi stry curTi culum . .Journal of Co ll ege Scie n ce Tea c hin g , 32(7) , 44 8-45 2.
W igg ins, G. 1990. The truth m ay make yo u free, b ut the tes t m ny kee p yo u impri sv ncd . AA II E Assess m e nt Forum , 17-3 1. W igg rn s, G. 1993. Assess in g S tud e nt Pe rformanc e: Ex p r ing the Limits of Tes tin g . Sa n Fra nc isco , C A: Josey-13ass.
Petkus, E. 2000 . A th eo re ti ca l and prac ti ca l frn mewo rk fo r se rv ice- lea rnin g in ma rke tin g: Ko lb 's expcri enti :li lea rnin g cyc le . Journal of Marketing Edu ca tion , 22( I), 64 -70.
Z io lko ws ki , E. 1996 . O ppo rtun it y fo r a ll : Linkin g serv icelca rnrn g a nd bu s iness edu cati o n . .Journal of Business E thi cs , 15( 1), 5- 19.
Pina e C unl1 J , M ., V ie ira da C unh a , J., & C;:~bra l -C ardo so, C. 2004. Loo kin g fo r co mpli ca ti o n: Fo ur ::l pp roac hes to manage me nt edu ca ti o n. Journal of 1\ lan agemcnt Education , 28( I ), 88- 103 .
Lisa Lindley is a Pre-Docto ra l Fe ll ow a t th e Uni vers it y o fN o rth C Jro lin a - C h3pe ll lill in N urs ing Sys te ms . Be fo re beco min g a nurse, s he had ove r 15 yea rs expe ri e nce in hu man reso urces wo rki ng fo r Fo rtun e 500 firm s. As a ge ne ra list and executi ve, s he was in vo lved in s trategy, int crn :J ti o n::tl , staffin g, co mp e nsa ti o n , be nc frt s, e mp loyee/ uni on rela tio ns, and tra ining & d evelopme nt. [n additi on she has ta ug ht at th e un dergrad u:J te level fo r 7 yea rs in th e areas o f m:Jna ge me nt and hum an reso urces. A s a nurse, Ms. Lindley is a c lini c ian a nd a resea rc he r. ll e r curre nt resen rc h foc us is pedintri c end -o f- li fe iss ues inc luding o rgani za ti o ns th at provide thi s serv ice a nd th e im pac t finan c ia ll y o n fami lies.
http://scholars.fhsu.edu/jbl/vol4/iss2/4
29
6
