An Assessment of Experiential Learning of Global Poverty Issues through International Service Projects

Autor/inn/en	Le, Quan V.; Raven, Peter V.
Titel	An Assessment of Experiential Learning of Global Poverty Issues through International Service Projects
Quelle	In: Journal of Teaching in International Business, 26 (2015) 2, S.136-158 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2015.1051692
Schlagwörter	Service Learning; Business Administration Education; Poverty; Experiential Learning; Developing Nations; International Trade; Study Abroad; Foreign Countries; Statistical Analysis; Qualitative Research; Outcomes of Education; Program Descriptions; Transformative Learning; Decision Making; Political Attitudes; Surveys; Student Attitudes; Personal Narratives; Content Analysis; College Students; Cambodia; Vietnam + Suchen Sie Ihr Suchwort? Service-Learning; Armut; Experiental learning; Erfahrungsorientiertes Lernen; Developing country; Developing countries; Entwicklungsland; Trade; International relations; Handel; Internationale Beziehungen; Studies abroad; Auslandsstudium; Ausland; Statistische Analyse; Qualitative Forschung; Lernleistung; Schulerfolg; Pädagogische Transformation; Decision-making; Entscheidungsfindung; Political attitude; Politische Einstellung; Survey; Umfrage; Befragung; Schülerverhalten; Erlebniserzählung; Inhaltsanalyse; Collegestudent; Kambodscha
Abstract	Service learning has been used to supplement a standard business curriculum, but not typically in an international business context. We report the results of two short-term study abroad programs in which we incorporated service learning projects, one in Cambodia and the other in Vietnam. Our objective is to assess how we organized and delivered effective service learning projects in short-term study tours, and to assess students' learning outcomes on global poverty issues in a business curriculum. We used both quantitative and qualitative assessment measures. The findings suggest that several types of learning outcomes did occur through the service learning projects, as the literature suggested. Seeing poverty firsthand and doing something about it through service learning may be a first experience for many students, but it seems to be a transformational one for many. We conclude that students may approach business and even political decisions with a greater understanding of their impact on poverty in the developing world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01