A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams

Autor/inn/en	Snell, Robin Stanley; Chan, Maureen Yin Lee; Ma, Carol Hok Ka; Chan, Carman Ka Man
Titel	A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams
Quelle	In: Journal of Management Education, 39 (2015) 3, S.372-399 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562914545631
Schlagwörter	Undergraduate Students; Service Learning; Program Descriptions; Teamwork; Trust (Psychology); Interpersonal Relationship; Assignments; Course Content; Outcomes of Education; Qualitative Research; Leadership Training; Foreign Countries; Focus Groups; Interviews; Student Attitudes; Case Studies; Student Empowerment; Hong Kong + Suchen Sie Ihr Suchwort? Service-Learning; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Assignment; Auftrag; Zuweisung; Kursprogramm; Lernleistung; Schulerfolg; Qualitative Forschung; Führungslehre; Ausland; Interviewing; Interviewtechnik; Schülerverhalten; Case study; Fallstudie; Case Study; Studienberechtigung; Hongkong
Abstract	We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students receive a complete orientation to service leadership, and project themes align with course curricula. Infrastructure and support involves a bridge of interinstitutional commitment and trust, initial site visits, in-class project consultations, helping teams to form and to elect conveners, providing service leadership reporting templates, and requiring project reports as graded coursework assignments. Potential road blocks include diversion from genuine service needs, POR/data unavailability, free riders, and failure to connect the project to course content. A bridge of student commitment leads to four other ingredients for successful project experiences: a sense of progress toward making a difference, constructive student-POR learning relationships, distributed leadership and initiative-taking, and applying course material to gain insight, guide actions, and frame recommendations. Besides attaining course-level goals, desired outcomes are that students and PORs perceive that the project has delivered good service, and that students can explain their practices and development as service leaders. We present three qualitative case illustrations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01