ACBSP Region 4 Conference 2012 Best of Region Presentation #10 - Foote & Krob

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