RT Article
T1 Achieving responsible management learning through enriched reciprocal learning: service-learning projects and the role of boundary spanners
JF Journal of business ethics
VO 162
IS 4
SP 795
OP 812
A1 Fougère, Martin
A1 Solitander, Nikodemus
A1 Maheshwari, Sanchi
LA English
PB Springer
YR 2020
UL https://www.ixtheo.de/Record/1700563971
AB Through its focus on deep and experiential learning, service-learning (SL) 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 (students) and the recipients (organizations and their managers), let alone other stakeholders. Drawing on the notion of enriched reciprocal learning and on Aristotle’s typology of modes of knowing, we (1) 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 (2) 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 (including themselves) and sometimes other stakeholders useful, multidimensional, and ultimately rewarding.
K1 Aufsatz in Zeitschrift
DO 10.1007/s10551-019-04365-8