Can business students benefit from academic service learning?

Abstract

Service learning, in contrast to professional work placement, is rarely included in business and related course offerings in Australian universities. This paper suggests that service learning has considerable scope to equip students with many of the skills critical to modern workplaces, including effective communication, problem solving, the ability to work with others from diverse backgrounds, and in particular, an appreciation of the ethical issues linking business and society. In the paper, service learning is defined, and three key paradigms are delineated. The first two, referred to in the literature as the moral and pedagogical paradigms, were developed in the North American context. The third paradigm, introduced here, is referred to as the conscience-based paradigm. It is framed as an approach to service learning that is particularly suited to the Australian social and higher education context. The discussion then turns to a pilot study of service learning in Western Sydney. The experience gained from this small project is considered in terms of its implications for further projects, which are envisaged as building on the conscience-based paradigm of service learning. The educational and practical challenges of proceeding in this way are considered in the final section of the paper.

2007

E1

Yes