acbsp region 4 conference 2012 best of region presentation #10 - foote & krob
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Malone UniversityLaura Foote and Jamillee Krob
2012 ACBSP Region 4 Conference Presentation
Teaching Sustainability and Corporate Social Responsibility
through Service Learning Projects
“In My Own Little World” (Matthew West)
http://www.youtube.com/watch?v=M9Yasgzjc0w
Teaching Sustainability and Corporate Social Responsibility through
Service Learning Projects
• Corporate Social Responsibility• Service Learning–What–Why–How
Corporate Social Responsibility
• “… economic, legal, ethical, and discretionary expectations that society has of organizations at a given point in time” (Carroll & Buchholtz, 2003, p. 36)
• Discretionary responsibilities – society's expectation that
organizations be good citizens.
Carroll’s Ethical Model
• Corporate Citizenship –Actively engaging in
acts or programs to promote human welfare or goodwill
– Improve reputations, encourage loyalty and innovation while reducing risk exposure
Education: Sustainability and Corporate Social Responsibility
Management education can• be an important source of new ideas for shifting
toward an integrated business approach
• help to develop a culture that embraces sustainability
• foster corporate social responsibility through the integration of Service Learning
(D’Amato, Henderson, & Florence, 2009)
Service Learning - What
“. . . a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development”
(McCarthy & Tucker, 2002, p. 630 )
Effective Service Learning -What
• Preparation• Service• Reflection
Service Learning - Why
Benefits • development of managerial skills • increased sensitivity to moral issues • improved critical thinking• increased motivation • learning ethical corporate citizenship
( McCarthy & Tucker, 2002; Dumas, 2002).
Service Learning - Why
“Christian colleges and universities should prepare students to be active and engaged members of society” (Benne, as cited in Schaffer, 2004, p. 128).
From everyone who has been given much, much will be required; and to whom they entrusted much, of him they will ask all the
more (Luke 12:48).
Service Learning - Why
Aligns with the mission of Malone University:
The Mission of Malone is to provide students with an education based on biblical faith in order to develop men and women in intellectual maturity, wisdom, and Christian faith who are committed to serving the church, community, and world
Service Learning Programs- Why
Mission• The primary mission of Service-Learning
Programs (S-LP) is to engage students in experiences that address human and community needs together with structured opportunities for reflection intentionally designed to promote student learning and development.
© Council for the Advancement of Standards in Higher Education 4, 2011
Service Learning - Why• Students demonstrate Christ’s Kingdom First through
serving those in need and reaching out to the community.
• Students “engage in activities that address human and community needs.”
• Students are prepared “to be active and engaged members of society.” © Council for the Advancement of Standards in Higher Education 4, 2011
Service Learning - Why
Aligns with the MMP student learning outcomes:
• Students are given “structured opportunities intentionally designed to promote student learning and development.”
• Students are given the opportunity to “develop managerial skills, increase sensitivity to moral issues, improve critical thinking, and increase motivation.”
© Council for the Advancement of Standards in Higher Education 4, 2011
Service Learning - Why
Aligns with the adult learning model:• Students learn through experiential education.• Students implement course learning (group work,
decision making, planning, public speaking, advocacy, public relations).
• Students exercise practical application of managerial concepts and skills.
Service Learning - How
• Touch Points• Expectations• Responsibilities• Assignments• Time
Service Learning Touch Points
• Orientation• First Course - Principles of Management and
Leadership• Second Course – Business Communication• Third Course – Personal Values and Business
Ethics• Primary Instructor updates
Expectations of Cohort
• Each cohort selects a project(s) • All members participate• Project involves helping a non-profit
organization• Selection of Service Learning Coordinator
(ground cohort only)
Expectations of Student
• Each student participates a minimum of 4 hours
• Project must be completed before the last course
• All students participate in group speech• All students write a reflection paper
Estimated Time Requirement
Primary Instructor TimeStudent
Coordinator (Ground classes only)
Time Students Time
Prepare Introductory Lecture
2 hrs. Finalize project 2 hrs.Participate
in SL Project Selection
1hr.
Administration 2 hrs. Administration 4 hrs.
SL Project Participation
(optional)4 hrs.
SL Project Participation
4 hrs.SL Project
Participation4 hrs.
Review Reflection Papers
4 hrs. Assignments 4-6 hrs. Assignments 4-6 hrs.
Total 12 hrs. Total 18 -20 Total 9 - 10
Group Service Project Speech
• A. History of the Organization• B. How the Organization Serves the Community• C. The Service Project – If groups divided, each group presents each point– If one project completed, groups take one point
Online Group Service Project Power Point Presentation
• A. History of the Organization• B. How the Organization Serves the
Community• C. The Service Project
Reflection Paper• Discuss how project supported school mission • Discuss how school mission supported project• Discuss how project supported and enhanced
educational experience• Discuss impact on organization, people involved with
the organization• Discuss how project will impact further service• Discuss impact on Christian values
“The greatest people are the ones who have not sought greatness, but served greatly the causes, values, and missions that were much bigger than them. And by joining and serving those, we see greatness emerge”
(Henry Cloud, 2006, p. 243)
Integrity: The Courage to Meet the Demands of Reality
Student Testimonies
References
• Carroll, A.B., & A.K. Buchholtz (2003). Business and society: Ethics and stakeholder management (5th ed). Australia: Thomson South-Western.
• Cloud, H. (2006). Integrity: The courage to meet the demands of reality. New York, NY: Harper Collins.
• © Council for the Advancement of Standards in Higher Education 4, 2011. Retrieved from http://www.google.com/search?q=%C2%A9+Council+for+the+Advancement+of+Standards+in+Higher+Education+4%2C+2011&rls=com.microsoft:en-us&ie=UTF-8&oe=UTF-8&startIndex=&startPage=1
• D’Amato, A., Henderson, S., & Florence, S. (2009). Corporate social responsibility and sustainable business: A guide to leadership tasks and functions. Greensboro, NC: Center for Creative Leadership. Retrieved from http://www.ccl.org/leadership/pdf/research/CorporateSocialResponsibility.pdf
• Dumas, C. (2002). Community-based service learning: Does it have a role in management education? International Journal Of Value-Based Management, 15, 249-264.
• McCarthy, A. M. & Tucker, M. L. (2002). Encouraging community service through service learning. Journal of Management Education, 29(6), 629-647.
• Schaffer, R. H. (2004). Service-learning in Christian higher education: Bringing our mission to life. Christian Higher Education, 3, 127-145.
• West, M. [Official video]. (2010, October 20). My own little world [Video file]. Retrieved from http:// www.youtube.com/watch?v=M9Yasgzjc0w