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In the service of many masters: Do the plural logics of service-learning influence individual learning outcomes?

01 Jul 2011-Vol. 22, pp 502-510

AbstractThis paper examines the influence of service learning as a pragmatic skills- based teaching intervention. Conceptually, it builds on literature, legitimizing service learning in terms of four educational logics- civic engagement, practical relevance, skill development, and responsibility. We investigate whether service learning can always achieve this broad range of educational objectives, in view of students being increasingly exposed to a logic of 'educational performance', which they may perceive to be in conflict with the logics of 'civic engagement' and 'responsibility'. The theoretical part of this paper reviews the evolution of service learning literature and summarizes insights from experiential learning literature. We also report findings from a controlled field experiment with postgraduate management students. We find that service learning influences students' self-assessment of management skills and awareness stakeholder needs. Surprisingly, our findings provide no evidence for its influence on attitudes to responsibility.

Topics: Experiential learning (68%), Service-learning (65%), Active learning (65%), Cooperative learning (63%), Civic engagement (57%)

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01 Oct 1983

26,053 citations


"In the service of many masters: Do ..." refers background in this paper

  • ...The relationship between service learning interventions and individual learning outcomes are typically framed with regards to experiential learning theory (Kolb, 1984), suggesting the importance of practical experience and reflection upon it on the assimilation of abstract conceptual knowledge....

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01 Jan 1991

3,447 citations


"In the service of many masters: Do ..." refers background in this paper

  • ...…of management education at the fault-lines of multiple educational logics (Augier & March, 2007; Gabriel, 2009; Khurana, 2007) – defined as rationales that organizations and their members use to legitimize, implement and make sense of their practices (Friedland & Alford, 1991; Thornton, 2004).)...

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  • ...From this perspective, collective logics can be seen to influence the vocabularies, identities, and rationales by which students implement and make sense of their learning experiences (Friedland & Alford, 1991)....

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Journal ArticleDOI
Abstract: This article argues that academic research related to the conduct of business and management has had some very significant and negative influences on the practice of management. These influences ha...

3,086 citations


"In the service of many masters: Do ..." refers background in this paper

  • ...Others were pinpointing the moral crisis of business education after the ethical scandals erupting in the early 2000s and growing concerns about the environment and social justice (Ghoshal, 2005; Wadock, 2007)....

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Posted Content
Abstract: This paper examines practice diffusion in an environment where competing logics exist, focusing on how organizational and practice variations are institutionally shaped. Empirically, I study how trustee and performance logics in the mutual fund industry that were rooted in different geographic locations (Boston and New York) led to variation in how mutual funds established contracts with independent professional money management firms. This focus on competing logics redirects institutional research away from isomorphism and the segregation of institutional and technical forces, and towards an appreciation of how multiple forms of rationality provide a foundation for ongoing struggle and change in organizational fields. Implications for the dominant two-stage institutional model of diffusion as well as research on institutions, organizations, and professions are discussed.

1,044 citations


Journal ArticleDOI
Abstract: First published in 1962, Frederick Rudolph's study, "The American College and University", has been described as one of the most significant works on the history of higher education in America. Bridging the chasm between educational and social history, this book examines developments in higher education in the context of the social, economic and political forces that were shaping the nation at large. Surveying higher education from the colonial era through the mid-20th century, Rudolph explores a multitude of issues, from the financing of institutions and the development of curriculum to the education of women and blacks, the rise of college athletics and the complexities of student life. In his foreword to this new edition, John Thelin assesses the impact that Rudolph's work has had on higher education studies. The new edition also includes a bibliographic essay by Thelin covering major works in the field that have appeared since the publication of the first edition.

1,016 citations