DOCUMENT RESUME HE 033 733 ED 449 733 Godfrey, Paul C., Ed.; Grasso, Edward T., Ed. AUTHOR Working for the Common Good: Concepts and Models for TITLE Service-Learning in Management. AAHE's Series on Service-Learning in the Disciplines. American Association for Higher Education, Washington, DC. INSTITUTION ISBN-1-56377-021-0 ISBN 2000-00-00 PUB DATE 216p.; For other documents in this series, see HE 033 NOTE 726-743. Initial funding for this series was supplied by Campus Compact. American Association for Higher Education, One Dupont AVAILABLE FROM Circle, Suite 330, Washington, DC 20036-1110 (828.50). Tel: 202-293-6440; Fax: 202-293-0073; Web site: www.aahe.org. General (020) Collected Works Books (010) PUB TYPE MF01/PC09 Plus Postage. EDRS PRICE *Administration; *Administrator Education; *College DESCRIPTORS Students; Higher Education; Intellectual Disciplines; School Community Relationship; *Service Learning; *Student Participation ABSTRACT The articles in this volume, 15th in a series of monographs on service learning and the academic disciplines, show hcw student learning can be enhanced by joining management theory with experience and management analysis with action. Service learning prepares business students to see new dimensions of relevance in their coursework, and it provides structures for students to establish relationships that are valuable personally and "Business Education for the 21st professionally. The chapters are: (1) "A Moral Argument for Service-Learning in Century" (Judith Samuelson); (2) "Transforming Management Management Education" (Paul C. Godfrey); (3) Education: The Role of Service-Learning" (Sandra Waddock and James Post); (4) "Management Students as Consultants: A Strategy for Service-Learning in "A Postmodern Management Education" (Amy L. Kenworthy-U'Ren); (5) Service-Learning Pedagogy: The Story of the Greenback Company" (Grace Ann "Experiencing Strategy at the University of Notre Rosile and David Boje); (6) "Teaching Leadership and Dame" (James H. Davis and John G. Michel); (7) "The More We Management through Service-Learning" (Gaylen N. Chandler); (8) Serve, the More We Learn: Service-Learning in a Human Resource Management "The Oklahoma Integrated Business Core: Course" (Sue Campbell Clark); (9) Using a Service-Learning Experience as a Foundation for Undergraduate Business Education" (Larry K. Michaelsen, James M. Kenderdine, John Hobbs, (10) "Learning Well by Doing Good: Service-Learning in and Forest L. Frueh); Management Education" (Christine H. Lamb, James B. Lee, Robert L. Swinth, and "The ICIC Program: An Executive MBA Business Karen L. Vinton); and (11) School Service-Learning Program Model" (Marilyn L. Taylor). An appendix contains an annotated bibliography of 16 items and a list of contributors to the volume. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. SERIES ON SERVICE-LEARNING IN THE DISCIPLINES ,AAHE'S PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) and'Edward Grasso, editors COPYWAILABLE-1 BEST EDUCATION U.S. DEPARTMENT OF and Improvement Office of Educational Research INFORMATION EDUCATIONAL RESOURCES CENTER (ERIC) reproduced as his document has been organization received from the person or originating it made to Minor changes have been quality improve reproduction stated in this ° Points of view or opinions represent document do not necessarily policy official OERI position or = WA'S al a = A wow / 1=1 MIMI MN& 1= M AAHE'S SERIES ON SERVICE-LEARNING IN THE DISCIPLINES Working for the Common Good Concepts and Models for Service-Learning in Management Paul C Godfrey and Edward T. Grasso, volume editors Edward Zlotkowski, series editor A PUBLICATION OF THE l . VIM.= IM 1=0= Mil IIM11/ 1 Mt .1111 MIM NMI .1I1 WM/ INE WNW MO 4 'V /MIMI WM AMERICAN ASSOCIATION FOR HIGHER EDUCATION Working for the Common Good: Concepts and Models for Service-Learning in Management (AAHE's Series on Service-Learning in the Disciplines) Paul C. Godfrey and Edward T. Grasso, volume editors Edward Zlotkowski, series editor © 2000 American Association for Higher Education. All rights reserved. Printed in the United States of America. Opinions expressed in this publication are the contributors' and do not necessarily represent those of the American Association for Higher Education or its members. About This Publication This volume is part of AAHE's Series on Service-Learning in the Disciplines. For information about additional copies of this publication or others in the series from other disciplines, contact: AMERICAN ASSOCIATION FOR HIGHER EDUCATION One Dupont Circle, Suite 360 Washington, DC 20036-1110 ph 202/293-6440, fax 202/293-0073 www.aahe.org ISBN 1-56377-021-0 ISBN (18 vol. set) 1-56377-005-9 Contents About This Series v Edward Zlotkowski Preface ix Charles Wankel Introduction Paul C. Godfrey and Edward T. Grasso 1 Part 1 Theoretical Chapters Business Education for the 21st Century Judith Samuelson 11 A Moral Argument for Service-Learning in Management Education 21 Paul C. Godfrey Transforming Management Education: The Role of Service-Learning 43 Sandra Waddock and James Post Management Students as Consultants: A Strategy for Service-Learning in Management Education 55 Amy L. Kenworthy-U'Ren A Postmodern Service-Learning Pedagogy: The Story of the Greenback Company 69 Grace Ann Basile and David Boje Part 2 Pedagogical Papers: Individual Courses Experiencing Strategy at the University of Notre Dame 89 James H. Davis and John G. Michel Teaching Leadership and Management Through Service-Learning Gaylen N. Chandler 111 The More We Serve, the More We Learn: Service-Learning in a Human Resource Management Course 133 Sue Campbell Clark Part 3 Pedagogical Papers: Institutional Programs The Oklahoma Integrated Business Core: Using a Service-Learning Experience as a Foundation for Undergraduate Business Education Larry K. Michaelsen, James M. Kenderdine, John Hobbs, and Forest L. Frueh 149 Learning Well by Doing Good: Service-Learning in Management Education Christine H. Lamb, James B. Lee, Robert L. Swinth, and Karen L. Vinton 167 The ICIC Program: An Executive MBA Business School Service-Learning Program Model Marilyn L Taylor 179 Appendix Annotated Bibliography Service-Learning and Management Education Daniel R. Mc Kell 203 Contributors to This Volume 209 6 About This Series by Edward Zlotkowski The following volume, Working for the Common Good: Concepts and Models for Service-Learning in Management, represents the 15th in a series of monographs on service-learning and the academic disciplines. Ever since the early 1990s, educators interested in reconnecting higher education not only with neigh- boring communities but also with the American tradition of education for service have recognized the critical importance of winning faculty support for this work. Faculty, however, tend to define themselves and their respon- sibilities largely in terms of the academic disciplines/interdisciplinary areas in which they have been trained. Hence, the logic of the present series. The idea for this series first surfaced late in 1994 at a meeting convened by Campus Compact to explore the feasibility of developing a national net- work of service-learning educators. At that meeting, it quickly became clear that some of those assembled saw the primary value of such a network in its ability to provide concrete resources to faculty working in or wishing to explore service-learning. Out of that meeting there developed, under the auspices of Campus Compact, a new national group of educators called the Invisible College, and it was within the Invisible College that the monograph project was first conceived. Indeed, a review of both the editors and contrib- utors responsible for many of the volumes in this series would reveal signif- icant representation by faculty associated with the Invisible College. If Campus Compact helped supply the initial financial backing and impulse for the Invisible College and for this series, it was the American Association for Higher Education (AAHE) that made completion of the proj- ect feasible. Thanks to its reputation for innovative work, AAHE was not only able to obtain the funding needed to support the project up through actual publication, it was also able to assist in attracting many of the teacher-schol- ars who participated as writers and editors. AAHE is grateful to the Corporation for National ServiceLearn and Serve America for its financial support of the series. Three individuals in particular deserve to be singled out for their contri- butions. Sandra Enos, former Campus Compact project director for Integrating Service With Academic Study, was shepherd to the Invisible College project. John Wallace, professor of philosophy at the University of Minnesota, was the driving force behind the creation of the Invisible College. Without his vision and faith in the possibility of such an undertaking, assembling the human resources needed for this series would have been very difficult. Third, AAHE's endorsement and all that followed in its wake ZLUTKOWSKI 7 V was due largely to then AAHE vice president Lou Albert. Lou's enthusiasm for the monograph project and his determination to see it adequately sup- ported have been critical to its success. It is to Sandra, John, and Lou that the monograph series as a whole must be dedicated. Another individual to whom the series owes a special note of thanks is Teresa E. Antonucci, who, as program manager for AAHE's Service-Learning Project, has helped facilitate much of the communication that has allowed the project to move forward. The Rationale Behind the Series A few words should be said at this point about the makeup of both the gen- with its eral series and the individual volumes. Although management might seem an unusual discipline predominantly private-sector focus with which to link service-learning, "natural fit" has not, in fact, been a determinant factor in deciding which disciplines/interdisciplinary areas the series should include. Far more important have been considerations related to the overall range of disciplines represented. Since experience has shown from architecture to zoology that there is probably no disciplinary area where service-learning cannot be fruitfully employed to strengthen stu- dents' abilities to become active learners as well as responsible citizens, a primary goal in putting the series together has been to demonstrate this disciplines such as fact. Thus, some rather natural choices for inclusion have been passed over in favor of other, anthropology and geography sometimes less obvious selections, such as management. Should the present series of volumes prove useful and well received, we can then consider fill- ing in the many gaps we have left this first time around. If a concern for variety has helped shape the series as a whole, a con- cern for legitimacy has been central to the design of the individual volumes. To this end, each volume has been both written by and aimed primarily at academics working in a particular disciplinary/interdisciplinary area. Many individual volumes have, in fact, been produced with the encouragement and active support of relevant discipline-specific national associations. Furthermore, each volume has been designed to include its own appro- priate theoretical, pedagogical, and bibliographical material. Especially with regard to theoretical and bibliographical material, this design has resulted in considerable variation both in quantity and in level of discourse. Thus, for example, a volume such as Accounting contains more introductory and less simply because there is bibliographical material than does Composition less written on and less familiarity with service-learning in accounting. However, no volume is meant to provide an extended introduction to service-learning as a generic concept. For material of this nature, the reader is MANAGEMENT V I referred to such texts as Kendall's Combining Service and Learning: A Resource Book for Community and Public Service (NSEE, 1990) and Jacoby's Service-Learning in Higher Education (Jossey -Bass, 1996). I would like to conclude with a note of thanks to Paul Godfrey and Ed Grasso, coeditors of the present volume. Their sense of professional and social responsibility has given us a text that points to exciting new possibil- ities in business education. March 2000 9 VII ZLOTKOWSKI Preface by Charles Wankel The Academy of Management's Management Education and Development (MED) Division endorses this ManageMent service-learning monograph as an excellent vehicle for management departments around the world to see ways to enhance student learning by joining management theory with expe- rience, and management analysis with action Service-learning prepares business students to see new dimensions of relevance of their coursework. It provides structures for students to estab- lish caring relationships with others that validate their humanity. Service- learning is an important way for management faculty to help their depart- ments, schools, and universities to better fulfill their missions and visions. This volume is an excellent way to get involved. Charles Wankel is chair of the Management Education and Development (MED) Division of the Academy of Management. He also is associate professor of management at St. John's University, in New York City. 10 IX WANKEL