Service Learning and academic credit - matters arising!
Ann Bourke (University College Dublin), Mary Finlay (University College Dublin), Clare Fay (University College Dublin)
Abstract
According to Govekar and Rishi (2007) service learning is an educational approach that combines community service projects with credit bearing educational experience. Furco (1996) differentiates between internships and service learning, and maintains that service learning programmes ensure equal focus on both the service being provided and the learning that is occurring. The potential of service learning to enhance technical and cognitive capabilities and citizenship skills among students (Rama et al (2000) has to some extent shaped the design and development of the University College Dublin (UCD) Business School Service Learning (SL) module.
The UCD Business School SL module was first offered during the 2004/05 academic year and it has evolved over the 5 year period. The module is an elective for students and it combines an academic focus with collaborative input from community based organizations (currently there are 10) to achieve the specified learning outcomes. The aims of this paper are as follows (i) to document the rationale underpinning the introduction and design of the UCD Business School SL module (ii) to profile the module participants (students and host organizations) and the motivating factors for their involvement, (iii) to outline and explain the key changes (academic, professional, administrative etc) which have occurred since the first offering and (iv) to critically appraise the student and host organizations’ participation with a view to further enhancing the quality of the module.
Both secondary and primary data were used for the project. The secondary source materials include host organization documentation and reports, module projects and learning tasks, the module manual and learning supports provided for students along with student reports, journals and input from the host organizations (mainly via formal evaluations). Primary data has been gathered by way of personal interviews using convenience sampling. Representatives from the host organizations and the current class were interviewed with a view to identifying the positive and negative features associated with SL as a concept and the Business School module in particular. The outcomes from this exercise affirm the view that a SL module (a) is a valid way of exposing students to understanding the special issues associated with the management of community based organizations, (b) it further develops students’ teamwork and communication competencies and skills (written and oral), (c) it provides a setting in which students can balance theory and practice of business concepts and (d) it generates an awareness among students of future employment opportunities within such bodies.
References
Furco, A. 1996, Expanding Boundaries: Serving and learning, Washinton DC Corporation for National Service.
Govekar, M. and Rishi, M. 2007, Service Learning: Bringing Real-World Education into the B-School Classroom, Journal of Education for Business, Sept/Oct. 3 – 10.
Rama, D. V, Ravenscroft, S.P, Wolcott, S.K and Zlotkowski, E. 2000, Service Learning Outcomes: Guidelines for Educators and researchers, Issues in Accounting Education, 15, 657 – 694.
