This empirical study reports the implementation and assessment of service learning in management education. Principles of Management students worked in teams to support Campus Kitchens, a national program affiliated with colleges and universities, in recovering surplus food and delivering it to community members. Student perceptions regarding civic engagement and social responsibility, application of skills, and professional development were assessed. Two complete cycles of implementation and assessment are chronicled. The sample size for Cycle 1 was 123 students and for Cycle 2 (...) the sample size was 91 students. The authors describe how empirical as well as anecdotal data drove the changes made to improve the service-learning experience. (shrink)

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold (...) that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. (shrink)

Moral education through service learning at post-secondary level is an important but under-researched field. Most existing studies center on its learning outcomes like academic progress, personal development, communication, and leadership skills, with only a few evaluating the moral development of college students participating in service-learning projects. The lack of study on moral development in service learning indicates a need for clarification of the theoretical underpinnings of service learning, John Dewey's ideas on moral growth, in particular his model of moral imagination (...) and the implications thereof, for current service-learning research and practice. We argue that Dewey's work here can help strengthen .. (shrink)

In 1999, the Journal of Business Ethics published its 1 500th article. This article commemorates the journal's quest "to improve the human condition" (Michalos, 1988, p. 1) with a summary and assessment of the first eighteen volumes. The first part provides an overview of JBE, highlighting the journal's growth, types of methodologies published, and the breadth of the field. The second part provides a detailed account of the quantitative research findings. Major research topics include (1) prevalence of ethical behavior, (2) (...) ethical sensitivities, (3) ethics codes and programs, (4) corporate social performance and policies, (5) human resource practices and policies, and (6) professions – accounting, marketing/sales, and finance/strategy. Much remains to be done. (shrink)

El objetivo de este estudio es presentar la apreciación de estudiantes y microempresarios, respecto de la aplicación de la metodología de aprendizaje-servicio. Se utilizó una encuesta de autoeficacia aplicada a estudiantes y una de satisfacción a microempresarios que recibieron la asesoría. Se pudo constatar que la experiencia de aprendizaje-servicio implementada, impactó positivamente en los estudiantes en su proceso de enseñanza aprendizaje, desarrollando habilidades profesionales y sociales. Los microempresarios destacaron que se cumplieron las expectativas propuestas, y entre los aspectos por mejorar (...) señalaron: el tiempo asignado, la organización, y el alcance de la asesoría, les habría gustado desarrollar algo con mayor impacto. (shrink)

The article briefly reviews the external pressures for teaching business ethics. It then summarizes why teaching business ethics across the curriculum is essentially a necessity in the current environment. This leads to a discussion of six commonly adopted elements used when seeking to improve a business ethics curriculum. The case study uses these six elements to provide insights into contemporary challenges facing many business schools. The particular contribution of this article is in the area of methods to assess the status (...) of the curriculum. The case study provides details about a faculty survey used as a compelling tool to kick-start a business ethics curriculum upgrade, not only based on the information that it yields, but the potent opportunity for conversation and collaboration. The conclusion summarizes the contemporary challenges and opportunities that business schools face. The instrument itself is in the appendix. (shrink)

Business and society scholars have analyzed the citizenship activities of private firms, but what of their own institutions? This article introduces the concept of business school citizenship (BSC), examining it as a response to the legitimacy pressures created by competing corporate and university interests in the U.S. management-education context. Theories of corporate and of university social responsibility are used to explain BSC, and these theories form the basis of the argument that such activities can be justified and should be increased.

The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in other (...) disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry. (shrink)

We provide an empirical investigation of leadership characteristics and social justice issues in the context of financial literacy service-learning. Using a unique dataset of student self-ratings, we find that students experience statistically significant increases in 8 of the 10 leadership dimensions and 7 of the 7 social justice issues examined in this study. Leadership dimensions include: persuasion, building community, “commitment to the growth of people,” stewardship, empathy, awareness, foresight, and listening. Interest in social justice issues include: dignity of the human (...) person, community and the common good, rights and responsibilities, option for the poor, dignity of work, solidarity, and care for God’s creation. The statistically significant increases in these dimensions following the completion of the service-learning suggest positive effects on students’ self-perception of leadership qualities and interests in social justice issues: business school students sense improvement in nurturing growth of employees and colleagues, commitment to serving the need of others, understanding and empathizing with others, ethics, ability to foresee the likely outcome of a situation, and listening intently to others. As a consequence of the financial literacy service-learning, we believe that business students become more prepared toward becoming ethical leaders and citizens with compassion to serve the world for the well-being of all people, rich and poor alike. (shrink)

Through its focus on deep and experiential learning, service-learning has become increasingly popular within the business school curriculum. While a reciprocal dimension has been foundational to SL, the reciprocality that is emphasized in business ethics literature is often on the relationship between the service experience and the academic content, rather than reciprocal learning of the service providers and the recipients, let alone other stakeholders. Drawing on the notion of enriched reciprocal learning and on Aristotle’s typology of modes of knowing, we (...) revisit reciprocal learning by illustrating what kinds of learning occur for server and served in four SL projects from a project course in CSR, and emphasize the role of boundary spanners from the project organizations in making this reciprocal learning happen and translating the various types of student learning in ways that are useful for their organizations. We find that when boundary spanners are particularly engaged at making the projects impactful, they contribute to making the learning experiences of students, managers and sometimes other stakeholders useful, multidimensional, and ultimately rewarding. (shrink)