Achieving Responsible Management Learning through Enriched Reciprocal Learning: Service-Learning Projects and the Role of Boundary Spanners

Martin Fougère, Nikodemus Solitander*, Sanchi Maheshwari

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Peer-reviewed scientific journalJournal of Business Ethics
Number of pages18
ISSN0167-4544
DOIs
Publication statusPublished - 28.11.2019
MoE publication typeA1 Journal article - refereed

Keywords

  • 512 Business and Management
  • Responsible management learning
  • Service-learning
  • Boundary spanners

Sustainable Development Goals

  • GOAL 04: Quality Education
  • GOAL 05: Gender Equality
  • GOAL 10: Reduced Inequality
  • GOAL 12: Responsible Consumption and Production
  • GOAL 17: Partnerships to achieve the Goal

Areas of Strength and Areas of High Potential (AoS and AoHP)

  • AoS: Responsible organising

Fingerprint Dive into the research topics of 'Achieving Responsible Management Learning through Enriched Reciprocal Learning: Service-Learning Projects and the Role of Boundary Spanners'. Together they form a unique fingerprint.

  • Cite this