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作者 Gallagher, Sharyn Hardy
書名 A qualitative research study of service learning in three undergraduate business courses
說明 148 p
附註 Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0444
Adviser: Judith Davidson
Thesis (Ed.D.)--University of Massachusetts Lowell, 2007
Service learning is a pedagogy that combines classroom instruction with community service. Its goals are to provide students with experience that will reinforce the curriculum, improve interpersonal, problem-solving, critical thinking, and writing skills and connect students to the needs of the community. Studies have shown that service learning yields significant gains in student learning. However, many professors hesitate to adopt this pedagogy because they are unsure of how to incorporate it into their own classes. Many professors prefer to see models of successful usage before trying it themselves
Few studies have been conducted on the use of service learning in business management courses. Since every decision made in running a company has a social impact and every decision made in a governmental or non-profit organization has an economic impact, using service learning in business courses can better prepare these students to be socially responsible managers
Through the use of qualitative research techniques, this study investigated the question, "how do three professors at three institutions incorporate service learning in undergraduate business courses?" It describes three cases of business professors who have used service learning for several semesters. Data was gathered from the professor, Service Learning Center administrator, and selected students enrolled in the three courses. Interviews and observations served as the primary data collection tools. The theoretical framework is service learning and undergraduate business education
This study describes how these three professors organized and executed the service learning component of their courses at a large, public university, a private women's liberal arts college and a private business-focused college. The courses studied were project management, principles of management, and the role of community service in for-profit institutions. Three findings are discussed: instructional issues (including time and reflection), institutional support of service learning (including tenure and promotion policies), and business management discipline issues including effects on student learning)
This work provides an understanding of the issues involved in undertaking service learning in business education, outlining information from which instructional strategies can be designed. This research fills a gap in service learning literature by providing more models of its use in business management education
School code: 0111
DDC
Host Item Dissertation Abstracts International 68-02A
主題 Education, Business
Education, Higher
0688
0745
Alt Author University of Massachusetts Lowell
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