Service Learning- Assessing Student Outcomes In A Strategic Manag

Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012) Volume Number Journal of Business & Leadership Article 1-1-2008 Service Learning: Assessing Student Outcomes In A Strategic Management Class Lisa C Lindley University of North Carolina - Chapel Hill Noreen Buhrnann Gustavus Adolphus College Follow this and additional works at: https://scholars.fhsu.edu/jbl Part of the Business Commons, and the Education Commons Recommended Citation Lindley, Lisa C and Buhrnann, Noreen (2008) "Service Learning: Assessing Student Outcomes In A Strategic Management Class," Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol : No , Article Available at: https://scholars.fhsu.edu/jbl/vol4/iss2/4 This Article is brought to you for free and open access by the Peer-Reviewed Journals at FHSU Scholars Repository It has been accepted for inclusion in Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012) by an authorized editor of FHSU Scholars Repository e r Jounld c s l of Outcomes lJu 111 ss & Leac lisIn lt.:r :R rch, hip esea acManag cc and T eac hing Lindley and Buhrnann: Service Learning: Assessing Student APrStrategic L11Ktlc y and nnon 13utn 2008, Vol 4, No 2, 24-29 SERV I CE LEA ASSESS RNI NG: I 1\ ANAGEMEN CLASS NG ST U D ENT OU T CO MES IN A ST R ATEG IC T Li sn C Lind ley, Uni versit y o r No rth Ca ro lina - C hapell fill Noree n Buhrnann , Gustav us Ado lphus Co ll ege Du e to th e fas t-paced, unp red ictable, and com p licated ll'o rld of business, edare educat challen business ors t: to co nn ect th em)' to practice S ervice le ances teeude hg th isarnin on e m eth od th at n ot o n/)' nh st nt aming roug p ractical application, it also provides benefits to CO IItmions tlltifl'in orga volved n iz at and th e sclient they ser ve It connects th eOt :J> to practice Th e hypot he sis proposed by this s lu nleing r~, , iswill th at sen 1ice ar result in alls schaseang m easured e in stud nt ki by th e i ng Ski Leam Profile Se n ior, r u ate und er bu sin J: ad e ss m aj ors enro lled in a capston class nagcm e S trategic e /'vla nt participated in a service learning project Skills tl'ereessed ass before and ajier th e service teaming exp erien ce Th e ttgs jindi sugg serv ice learn ing im pacted anal , rical, interp erso nal, in f(w,mbeational l and havinm skills 7'ltis project tt •as paniollyfilll ded hy a g mnt.fmm ation 1\e Fo SjJecio t!t e JSl thanks mper l'l tt and ot GAC und lls ested ro rit e sto{(a 'ers assislants, nd(n culryq uestion ons1veu!rs INTRODU C TION concept s and too ls o mf'r lec tures student s nssons istza orga ni ti within the scope o r the ir practi ce ! lands-on l'heess operates mode bu environm srn in e nt in a fas ted ucati onal pract1 ce in bu sin ess partt cul arly strateg ic paced, unpredi ctabl e ever-c hangi ng, and co mpli ca ted JllJna gc e mc nt du to the sevc, ns ttJ confid enti al, and c lim ~ll e andods meth or teac hi ng bu sin ess must 1·cs pond ard , co mpetiti ve nature o f' o n.c inlo nn ati is ran.: Se rvice l' hc s tand tex tboo k-drive n app roa ch to teaching Strateg ic learning prov ng es id a se tti to deveslop ski ll therwise tvla nagc at mc nt the un dcrgrodua te leve l is to leclU re on reserved for tex tboo k case s tud ies Service lea rnin g is an th eo ry and :1nal ts ys too ls Cosc s tudtcs ore the predomin ate exa mp le o f' co mpetency- ba sed edu ca tion, where instructi on metden hodts fo r stu to pra cti ce th eo ry and too ls Usg in is focused on dcvc lopm g skill co s etenc and iesmp required bac kg round , financ zatial ionnl nnd o rg:tni data , case studi es for mas tery in an occ upati on (A lba ,nese, owsZio19R9; lk ki ass ist stu dent s in prob lem identifi on cati and an;:ll ytica l 1996) In ad diti o n resea rch in d tcotcs that student re tent ion prac ti ce T h1 s method o r teachin g co mbi ned wit h lec ture 1s -based ed tcachcr-cc nten.:d , a lso r Of OUtCO mes IS 60% when th ey arc lea rnin g by in g, whi ch co ntent :1nd cf'c n- to as a provides a stronger dc1·e lopm base cntlor knoll'lcdge and tra d tt t o n :-~ l t e::tc hin g style Co nt ent to th e stud s ent is sk il ls (!Iinck & lhand , 1999) cll ll all ( 1994) suggests that prov1ded thro ugh see in g a nd hearing Th e resea rch shows " it is the doin g o f' th e di ~:c iplin c where one learns to acquire rc terates onti r o tt f' stud ent le arnin g ba sed on see in is I 0%, inform ation process it , and co mmuni cate it " (p l9 1) hca nn g I S'X, and scc 1ng a nd hearin g co mbined 20"~ (!Iinck , In a traditi o nal environm ent , assess dc o l ment s tu nt & 13rande ll 1999) lea rnin g foc uses o n tes ts projects, and ass igents nm that J3u sllleSS on illp caed g (ucato Pin a rs c have ad voc a ted for CG li ti Ill ge nerate pomd/o ints ;: r o grade ( Linn & Mi ll er, 2005; 1n Cunha ct a l , 2004 ; Dehler et al 200 I; Wigg ins, 1993 ) O'S ulli vJn a nd Coo per (2003) used tes t 13artune k et a l , 1983; Axl ey & Mc Ma hon 2006) esss IOna BuJsin sco res and overall co urse grad es to assess acti ve lea rnin g, ofCSS have advoca ted for g rea te r lin ka ge and ba!Jncc and showed stati sti ca ll y s i g nil l c ::~ nt improve ment in the ve ormance o l a between th eo ry and practi ce (Poer rt & Mc Kibb in, 1988; les, perf ti learne rs vs no n-ac ti ve lea rn ers Godfrey, Il & Berry, 2005; l'vlar>c so nri & Kab; badsc, cn ck, Whil e trad iti onal methods arc still vo luab elc, a a lt rn ti ve Cunningto n, Trevor-Robe rts, 198 4) 198 -l L11n methods o r assess arc me nt needed for new pedagog ics, in o na ltti pedagogy with its roo ts Sc rv1ce learn in g is a non-trad o rd er to benchm a rk their effecvetiness (Scrva & f ull er, 1n J C(J vc and cx pcri cntiJI ot esses a learnin g th ddr both 2004 ; Garfi eld, 1994) Wi gg ins ( 1990) stated students arc co ncc ms crv tcc lea rning co nn ec ts stud ents with apprenti ces, and assess should ment foc us on their rea l co mmunit y organi zations in o rd er to oss ist th e organi za ti on perfo rmance and use or know ledge There is a connection 1\'Jtlta need and pro vides a lcarn 1ng enviro nment in whic h betwee n Wi gg ins ( 1990) and outco me-based edu cati on that stude s nt can appl y c lass roo m kn ow ledge and skill s Se rvice locuses the assess ment on lea rnin coomes tg o ut J ndn the learn1 ng provides a 'co mpli cated ' learnin g environm ent process in volved (M ulholl and , 1994) Outco me-based Whil e facu lt y arc res pons ib le for establishin g re lati o nships assessment is o ft en used wit h co mpetency-based teaching andt prOJCC parameters, students o perate in the methods (D uke, 2002 ) T he purpose of this study is to assess o rgono1nza ti 's co mpl ex and rea l-wo rld se tting by ga therin g student learnin g in a service !cornin g enviro nment using a and ana lyz ing dJta , add ress ing the organi zat ion's issues, and non-trad iti onal, ex peri entia l, out co me-based learnin g deve lop ing CL) rnmuni ca ti o n skil ls wit h th e orga ni za ti on assessment too l - Learnin g Skil ls Prolefi (LSP) (13oyatzi s & Serv ice learnin g also link s theo ry to practi ce Using Published by FHSU Scholars Repository, 2008 24 Lindl ey a nd Buluna nn Jo u m a l or Bu siness & Lead e rs hi p: R ~sca rc h , Pt:ICIICC a nd Tcac htn g Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012), Vol [2008], No 2, Art 200R, Vo l 4, No 2, 24-29 Ko lb, 199 1b) The resea rc h qu es ti o n is does se rv ice lea rnin g impac t ana lyti ca l, interpersona l info rm at io na l, and behav iora l ski ll s The hyp o th es is is a na lyti ca l, interp erso na l, info rmati ona l, a nd behav io ral skill s w ill c nge a ft er a se rv ice lea g ex peri ence pro vides prac ti ca l appli ca ti o n fo r edu cato rs Thi s ac ross th e c urri culum ana lys is of se rv ice lea rnin g o ut co me meas ure me nt lite ture ind ica ted co urse g rades, s tu de nt/ fa cult y surve ys, co nte nt a na lys is o f stu de nt w ritin g, a nd stud e nt int erv iews we re th e mos t co mm o n resea rc h me thod s W hil e th e foc us o f thi s s tu d y w::~s o n app lica tio n to acco untin g c lasses, th e auth o r pro v id ed prac tical sugges tio ns fo r co nn ec tin g stu d e nt out co mes to co re co mpete nc ies to o utco me measures Mad se n (2004) co ndu c ted a q u;:llita ve ti assess me nt of stud e nt out co mes based o n se rvice learni ng in hu man reso urces und ergradua te co urse Thi s stud y ex ami ned s tud e nt s' feeling a nd mo ti va ti on, a nd found stud e nts had pos iti ve fee lin g abo ut the ir s kil l deve lopment Us ing a s m ::~ ll sa mple (n= 12) , th e g ro up was as ked o pe n-e nded qu es ti o ns abo ut th e s tud e nts' pe rspec ti ves a nd ex pe ri ences A p he no me no log ica l s tud y b y Madsen a nd Turnbu ll (2006) co nd ucted interv ie ws w ith und erg rad uate s tud e nts in a Co mpe nsa ti o n and Bene fit s c lass w ith a se rv ice lea rnin g co mp o ne nt T he re gene l findin g a nd th e mes sugges ted th:J t stu de nts leam ed a nd bene fit e d fro m th e ex pe rie nce Hage nbu c h (2006) assessed s tu d ent se ll ing sk ill s qua lita ti ve ly and qua ntit a tive ly in a n und e rg raduat e m arke tin g c lass w ith a se rvi ce leam ing compo ne nt Thi s s tud y (n= 22 ) e mp loyed a n o ri g ina l 27- ite m a ttit ude su rvey o n a prc- pos ttcs t me thodo lo g y, a nd used o pe n-e nd ed ques ti o ns w ith th e IDEA Eva lua ti o n instru me nt The qu a lit ati ve assess me nt provid ed dat:J o n s tud e nts ' pe rceived pos iti ve o utco me o f e nhan ced co mmuni ca ti o n ski lls Stud e nt co mmuni ca ti o n s ki ll s we re assessed in un de rg radua te bus iness s tud e nts (Tucker & M cCa rth y, 00 I) Th is stud y mea sured prese nt a ti o n self-e ffi cacy be fo re and afte r a serv ice lear nin g proj ec t a nd comp a red result s to students w ho d id no t pa rti c ipate in th e proj ec t Stu de nts prese nt ed bus iness princ iples to e le menta ry stu d ents T he res ults s ho wed serv ice lea g had s ig nifi ca nt impac t o n th e s tud e nts' se nse o f self-e ffi cacy and se rvi ce learn ers had a hi g he r se lf-e ffi cacy th a n no n-service lcamc rs T wo s tu d ies used stud e nt fce db::~ c k fo rm s to assess s tud e nt pe rcepti o n of th e se rv ice le amin g ex peri e nce ( Ko h ls, 1996; G ujara th i & M cQ uad e, 2002e) r O th studi es sugges ted se rv ice lca mi ng increased stud e nt s kill s, but provid ed no evid e nce ll e rvani a nd He lm s (2004)ddisc usse ho w to es tab lish se rv ice lea rnin g in eco no mi cs co urses T hey sugges ted it led to improved c riti ca l thinkin g, co ll abo tio n, and leade rs hip ski lls; howeve r, the s tud y fai led to pro v ide insig ht into meas ured o ut co mes McGo ld ri c k, Ba ttl e, a nd G a ll ag her (2000) e mp loyed se rv ice le amin g in a man ageria l eco no mi cs c lass, w here stud e nt s co ndu c ted s tu de nt -based in s tru c ti o n on eco no mi c top ics w ith g rad e sc hoo l s tud e nts T eac he rs fro m th e gr::~d e sc hoo ls we re asked to eva lua te s tu dent pe rformance; ho wever, tl1is s tud y did not repo rt an y fin d ings An ge lidi s, To mi c, a nd Ibrahim (2004) prov ided a summ a ry of stud e nt o ut co mes in a s trat egic mana ge me nt co urse wit h servi ce lea rnin g Based on the a uth o rs ' THEORY Serv ice learnin g is th e app lica ti o n o f e xp e ri e nti a l a nd acti ve lea rnin g theo ry Acti ve learnin g "req uires stud e nts to go so mew here, so me thin g , ex pe ri e nce a nd respo nd to en ge th emse lves , tes t th e boun dari es o f theo ry, s timuli , chall and re fl ec t on the ir expe ri e nce" (Kenwo rth y-U ' ren & Peterso n, 2005 , p 74- 275) Ac ti ve lea rnin g th eo ry de ri ves its theo re ti ca l found ati o n fro m cog niti ve lea m ing th eory, whi ch is gro und ed in two princ iples First, co nstructivi sm sugges ts stude nts co nstru c t kn owled ge th er th a n me mo ri zing info rm at io n g ive n to th e m Empiri ca l e vidence sugges ts th a t 'typica ll y sur fa ce' lca m crs had to adop t a deeper process ing s tra tegy beca use o f expec tati o ns a nd responsib iliti es in th e ac ti on lea rnin g e n viro nme nt (W il so n & Fowle r, 2005) Second ,vabo co is m llra ts ti sugges lea rnin g is co nstru cted throug h interacti o n w ith o th ers (S la vin , 1990) Experi enti a l learni ng , whi c h is a fo rm o f ac ti ve lea g, has th eo reti ca l roo ts in Ko lb ' s ( 1984) expe ri ent ial leam ing theory The theo ry sugges ts stud e nt s e xpe ri ence, re fl ec t, think, and ac t (Ko lb & Ko lb, 2005) T he lea rnin g o bj ec ti ve is to provide th e oppo rtunit y for s tu d ents to trans iti o n through a ll fo ur phases ( Ke nwo nh y-U ' rc n & Pet erso n, 2005) T he co nc re te ex peri ence is th e inte rac ti o n be twee n th e stud ent a nd e nv ironm e nt (Dewey, 19 38) A ft e r ex peri enc ing, criti ca l re fl ec ti o n o n th e ex pe ri ence s hould take place (Kenda ll , 1990) Fro m th e re fl ec ti o n, co nn ec ti o ns are drawn be tween th e re fl ec tio n a nd c lass roo m learnin g co ntent Fina ll y, ideas and kn owled ge a re trans lated in to ac ti o n Ac ti ve a nd ex peri e nti a l lea rnin g th eo ries a re re fl ec ted in se rv ice lea rnin g It requires s tud ents to p hys ica ll y go to th e ir co mmunit y c lie nt and interac t They must ga th er da ta a nd re fl ec t on it in re lati o n to th e prob le m th e co mmunit y c lie nt wa nts add ressed Stud e nts criti ca ll y e va lu a te th e ir d ata using th eo ry a nd ski ll s acquired in th e c lass roo m in a uni qu e way (Godfrey, 1999) The fin a l p ro posa l to th e com munit y c li ent is th e res ult o f th e s tud ent 's ac tio n o f :tpp lying re fl ec ti o n a nd sk ills; th ereb y co nstru c tin g kn o w led ge LITERAT U R E RI~ V I E \V Service lea rning literature pred o a te ly focuses o n the how- to o f proj ec t and co urse desig n In v iewing the litera ture o n stud ent assess me nt a t the un de rgrad ua te le ve l in bus iness co urses w ith se rv ice lea rnin g , th e re is a vo id o f e mpiri ca l da ta as to whethe r serv ice lca g impacts s tu den t skill s Ea rl y wo rk by G il es a nd Ey le r ( 1994) supp o rt ed th e positi ve e ffec t serv ice-lea rnin g ass ig nm e nt s in ge nera l on perso na l, attitudina l, mo ral , social, a nd cog niti ve development o f stude nts R a m::~ ' set a l (2000) me ta-a na lys is o f serv ice learnin g a nd assess me nt o f s tud e nt o ut co mes https://scholars.fhsu.edu/jbl/vol4/iss2/4 25 ~nd Buhm~nn Jo urna l or Bu sin ess & Lead aersh and rc Prac Rese tice Teach ing Lindley and Buhrnann: Service Learning: Assessing Student Outcomes Inh,ip:A Strategic Manag 2008, Vol 4, No 2, 24 -2 Lindley ex peri ence with service leam in g, they sugges ted pos itive o utco mes in persona l and interp erso na l developm ent , und erstanding and app lying kn o wledge, engage ment , curi os it y, and re fl ecti ve practi ce, critica l thin kin g, perspec ti ve trans fo rmati on, a nd citi ze nshi p No qua litati ve o r qu :)ll titati ve ev idence was prov ided to support these pos iti ve out co mes ISeve studir:-~es prov id ed how- to, case stud y in formati on on th e service learnin g ex peri ence in undergrad uate business c lasses s, 2000 (Petku ; I log ner, 1996 ; S mith , 1996 ; l3ush-Baccli s, 1998; Tucker, McCarth y, ll ox mcicr, & Lcnk, 1998) semester, the student groups we re requ ired to mee t with fa cult y o nce a month to upd ate proj ec t per orm ance, and they had spec ifi c mil esto nes which needed to be compl eted and s igned-o ff by fac ult y pri or to the co mpletio n of the projec t T he service learnin • ex peri ence was facilitated by fa cult y, who were business and co mmunit y service ex perience pri or to practi oneers with an avera ogt::f 15 yea rs their co ll ege appo in tment Instrum ent Th is stu dy assessed stud ent lea rnin g in ana lytica l, interpersonal, info , on;: rm a ti tl and bch:1Vio l skill s with the Lea rnin g Skill s Pro filFo e (LSP) rm !\ (Maincmeli s, Boya tz is, & Ko lb, 2002) T he too l o perationali zes the Kolb theo ry o r experi enti al learnin g The LS P is reli ab le, relati ona ll y va lid , and criteri on and co nstruct va li d (see l3 oya tzis & Ko lb, 199 1a, Boyatz is & Ko lb, 199 1b for d iscuss ion) T he paper ve rs ion o f the LS P was used as ad mini stered by the I lays G roup Students so rted 72 learnin g ski ll s tra it s into seven ca te •a ries : 111d desc ribed the ir leve l o f ski ll on a sca le o f I to 7, where leve l I was no skill or ab il it y :111d leve l was creator or lead er (Main melis, Boyatzis, & Kolb, 2002) There we re s ix questions per skil l Th e hi ghes t poss ibl e sco re lo r one ski ll was 126 and the lo wes t was :2 Data was co ll ected pri o r to the projec t onse t durin g the 2nd wee k (p re) o f c lass and the 15th week (post) o l c lass in a 16 wee k se meste r Data was co llected from two c l assc~ in the !a ll 2006 and sprin g 2007 se mesters MET IIOD Ocs i ~ n and S a111plc !\ qu as i-ex perim ent a l, prctest-pos tt cst des ign was used to dctem1ine whether bu sin ess students who engaged in s~.: r v i cc learnin g showe d a c h a n g~.: in ana lyti ca l, tn lcrp crsonal, inform o na atil, and beha viora l ski ll s A co nve ni ence sample (n = 39 ) o l seni or bus iness stude nts enro ll ed in a capsto ne Stra te >ic Manage me nt co urse at a Mid wes t co ll ege durin g !n il 2006 and spring 2007 part ic ipated in the stud y l' artic on tp::t ti in th e stud y was vo luntary Permi utioomss nalio stn fr th ~.: In it Rev iew Boa rd ( IRI3)was obtained thro u >h a co ll ege in the Mid wes t to co ndu ct thi s stud y Interve nti on l: ngag g in in scrmin vtccg,lc::t stude nt s co nduc ted researc h in the area o ! SWO T RESULTS (s tren •ths, weak nesses, oppo rtuniti es, and threats) anaislys S ixty- two und ergradua te stud ents 111 the ir fin al, seni o r with non-pro fit o rgani zat ions and co ll ege departme nt s T he year o l th c bu siness prog ram parti cd: c ip 11 in the stud y The o rga zati ni ons present ed a stra teg ic problem , which the da ta m fi·o thi rty-nin e (n=39 ) studse nt was used in th e stud y s tud ents add ressed with the ir S WOT ana lys is Stud ents T hi s in clu ded twe nty- lour mal es and fift ee n females Dat::t were ass igned to gro ups o r 3-4 stu dents based o n th eir init ia l was not used ila student d id not co mp lete the post req ues t Students co ll ec ted and :J ssessed intern a l ~t nd assess LSment I' or if they pa rti cipat ed i11 a se rvice lcam in g ~.:xtl: rn a l data in ord er to lo rmu lall: a SWOT T he student s projec t in anoth er c lass durin g the se mester T he difference co nnec t d theo ry to the ir SWOT isl ana ys and co nducted a in pos ttcs t and pretest sco res fo r ana lyti cal skill s ranged ltte rature review Lea rnin g o ut co mes focused o n cogniti ve !ro m 57 to -4 , bch:Jv ioral fro m 35 to - II , info rm atio nal !rom skill s: intcqJe rso nal, tnfo nn ~tti o n a l , ana lyti cal, ct nd to - I 0, and int erp ersona l from to -9 (Tab le I) bchav i J skill s In terperso s na l s ki ll arc de lincd as A one sa mp le T-tcst was conducted on the pretest and co ncre te ex periences Int erve nti on exa mples inc lude postt es t sco re (Tab le 2) A s ignificant d ifference (p < 05) wo rk in g with team membe rs and c li ent s In form onal ati betwee n pre and pos t ana lyti ca l, interperso nal, ski ll s were re ll ec ti ve obscrv: ntio t-ion lnt ntt exas.mpl es< : vt:: inform l, o ta ti ta and behav io l ski ll s lor student s engaged in 1nc lud ed on-s ight observa ti o ns and data g c~th e rin g, whic d h service lcam ing The wasreI OLmd was ev id ence to support rcq utr< : rc ll cc tin g how th at re la ted to S WOT and theory that the dillcrencc between pre and post ana lytical, A naislys skill s in vo lved abs tra c t conceptua lizati o n Us ingn fo at int erp erso nal , inform ati onal, and behnvio l sco res for seni o r lh s, stud ents e in rm io ga th ered fr o m the c li ent Strateg ic M a n :~ gc m e nt stude nt s was due to the interventi on co ndu cted S WOT ana lyses Behavioral s ki ll s were act ive o r service learn in g ex pe rime ntati on Stude nt s we re required to manage mil e sto nes and establi sh acti on p lans throughout the se mester T hey we re also requ ired to mct:: t with f~t c ult y o nce a mo nth fo r a progrt::ss update meeting The fina l products, whi ch we re submitted by the tea m, but graded indi v idu ~tll y based o n peer rev iew a nd project perfo rman ce, were a research paper and presentati on to th e organ iza ti o n During the o rga ni z a ti o n a l - b;-~ scd Published by FHSU Scholars Repository, 2008 26 Lindl ey Buhma nn & Leadership: Research, Practice, and Teaching Jou ma l o f Bus in ess & LeadersVol hip : Resear gcond h, Teac Pr ii No CC h1n Journal ofa ndBusiness (2005-2012), 4ac[2008], 2, Art 200R, Vol 24-29 ~ N o 2, Tab le I: Descripti ve S tati sti cs of T es t Scores (pos ttes t-pr e test) N 39 M inimum 1\laximum S td Deviation An a lyti ca l -4.00 57.00 13.70929 B e hav io l 39 - 11.00 35.00 Info rm a ti o na l 39 623 - 10.00 Inte rp e rso na l 39 -9.00 47 00 37.00 12.89 122 I 19 II 8866 Tabl e 2: O ne-Sa mpl e T -Tes t o f T es t S cores T df S ig (2t a il ed) 506 38 000 B e hav io l 5.98 38 Info rm a ti o na l 7.08 38 Int e rp e rso na l 809 38 000 An a lyti cal 5°/ o Co nfid e nce Int e r val o f th e Diffe r e n ce Lower Upper 14 282 9.8380 18.726 000 12.3590 180 16.5378 000 13 1795 9.4 17 16.947 1538 5.3007 13.007 In addi ti o n to thi s limitatio n o th e r fac to rs co ul d ve influe nced inte m a l va li di ty As co ll ege se ni ors, th e re mi g ht ts te nd to g::11n have mat ura ti o n dur in g th e fi na l yea r S tud en co nfid e nce as th ey e m o ll in uppe r le \·e l c lasses and J S th e y beg in the interview process fo r pos it io n a fte r graduation T he lim ita ti o n based o n hi s tory was pa rti a ll y co ntro ll ed by d isca rdi ng da ta from s tu de nts who had expe ri e nce th at semes te r in a no the r c lass w ith se rv ice lea rnin g H o weve r, stud e nts ma y have ga ined expe ri e nce in pri o r se meste rs whi c h co ul d have innu e nced the ir recepti ve ness a nd e ngage m e n t in the proj ec ts T es tin g co uld ha\'e a lso influ e nced the res u lts o f th is stud y T he stu de nts loo k th e sam r 'Jre tes l (Fo rm A) as the post les t (Form A) The ir exp e rience w ith th e instrum e nt fro m th e l~rs l data co llec ti o n m ay have intluc nced the ir a nswers o n th e subsequ e nt a nd fi na l da ta co ll ec ti o n whi c h was thirt ee n w eeks a part Fin a ll y the re was no co nt ro l g ro up in thi s s wd y wit h rand o m ass ignm e nt; th e re fo re , co nc lusio ns ab o ut GJU sali ty co uld no t be dra w n In lig ht o f th ese li mi tat io ns thi s stud y co ntn buted ne w e m pi rica l ev ide nce, w hi c h s ugges ts that sc1v ice leaming m ay ve a pos iti ve e ffec t o n cog niti ve s kill s Fo r bu sin ess edu ca to rs thi s s tud y addresses th e leg itimacy o f diffe re nt peda gog ica l app roac hes a nd sho u ld provide e nco urage me nt to ex pl o re o p ti o ns w he re thi s typ e o f cxp e n e ncc mak es se nse in the lea rnin g Fo r s tud e n ts thi s s tu d y co ntribut es to th e g rowin g ev ide nce tha t se rv ice learnin g is no t o nl y a bo ut lea g th e m a te ria l, b ut makin g th e lea rnin g ex pe n e nce m o re me:min l g fu a nd app li cab le to s tud e n ts Exp os ure to se rv ice lea rn in g a lso a ll ows s wd c nls a rare o ppo rtun1t y to ex pe rie nce e n viro nm e nts th e y mi g ht no t see until mu c h lat e r DISCU S SIO N The purpose o f thi s s tud y was to e mpiri ca ll y e xpa nd o n earli e r in ves ti ga ti o ns o f s tud e nts' s kill c nge as a res ult o f introdu c ing th e pe lidagog i c:: int e rve nti o n of serv ice lea rnin g into th e bus in ess c lass roo m W hil e mu c h o f th e lit e ture o n se rvi ce le arnin g s pea ks to th e be ne fit s to th e co mm uni ty, stude nts, a nd co llege, th e fa c ult y w e re int e res ted in m eas urin g the impac t o f se rv ice lea rnin g o n th e stu de nts Gil es a nd Ey le r ( 1994) fo und th a t se rv ice lea g had a pos iti ve impac t o n cog niti ve s kill s Thi s s tu d y s uppOiis th e no tion th a t cog niti ve skjJJ s s uc h as a na lyti ca l, be havior , info rn1 a ti o na l, a nd inte rp e rso na l skill s m a y be influe nced b y th e u se o f serv ice leamin g W t wa s s uqJr is in g fro m th ese res ult s are th a t a ll s kill ca tego ri es w e re pos iti ve ly affec ted Whil e the service lea rnin g ex p e ri e nce wa s des ig ned by fac ulty to m ax imi ze th e s tu de nts' ex pos ure to these sk ill s, it was imp o rtant to no te th e improve m e nt in a ll ca tego ri es Whil e th e res ult s o f thi s s tu dy s ugges ted th at service lea ming did influe nce stud e nt s' a na lyti ca l, int e rp e rso na l, info rmational , and be hav io l skill s , th e re we re limit ati o ns to the stud y Due to th e na ture o f th e co urse o ffe rin g a t th e college loca ted in the Mid wes t, S tra teg ic Ma nage m e nt was o ffe red o nl y o nce eac h se m es te r It was no t log isti ca ll y possible to es ta bli s h a co ntro l g ro up W ith o ut s uc h , howeve r, ca usati o n can no t b e f1.il ly co ntribut ed to se1v 1ce learnin g Future resea rc h s ho uld in ves ti ga te m ea ns o f es tabli shin g a co ntro l g ro up in o rd e r to d e te nnin e w he the r se rvi ce lea rnin g is th e ca u se o f th e s kill inc re ase, and th e re b y all ow fo r g reate r gene li za ti o n to a broade r gro up https://scholars.fhsu.edu/jbl/vol4/iss2/4 Tes t V alue = 1\1 ea n Diffe r e n ce 27 L1ndlcy and 13u hmand 1111 Lindley Jouma l of 13usin ess & Leadership : Rc:sc:arc h, Prac tice and Teac hing Buhrnann: Service Learning: Assessing Student Outcomes In A Strategic Manag 2008, Vo l 4, No 2, 24-29 Dewey, J 1938 Exep erie nc and Educat ion New York : Mac mill an in th e ir ca ree r Thi s is especia ll y true o f s trategic rmma ge mc nt w hi c h is o ften rese rved fo r upper ma nage me nt Fo r institut io ns o f hi gher educa ti o n thi s s tud y provides th e beg innin g e mpiri ca l assess me nt of a peda gog ical prac ti ce, whi c h is impo rt ant in ::~cc re dita ti o n a nd doc um entin g th e lea rnin g ex pe ri e nce to ex t e rn::~ I stake ho lde rs Duke, C 2002 Lca g o utcom es: arin Cogmp stud ent pe rce ptio ns o f ski ll leve l a nd impo rt a nce Journal of Marketing Ed ucation , 24(3) , 203 -2 17 Garfi e ld , J 1994 Beyo nd tes tin g a nd gradi ng: Us ing assess me nt to imp rove s tud e nt lea rnin g Journal of Stat istics Education , 2( I) , o nlin e www.a mstat or >/ Jubli c ati o ns/' se/v2 n 1/ , arfi e ld html CONCLUS ION T hrough th e qu antitati ve a na lys is of a na lyti ca l, info rmati o nal , a nd be hav io l skill s, thi s stud y inte nd ed to deepe n th e und erstandin g o f th e pos iti ve impac t service learnin g ca n have o n bus iness edu ca ti o n By c reat rn g a c ulture in th e c lass roo m o f co mpli catio n and rea lwo rld , se rvice lea rnin g a ll ows e du ca to rs to re info rce co nte nt by havi ng stud e nts apply hands-o n what th ey have lea rn ed in th e c lassroo m Business ed uca to rs s ho ul d be e nco uraged and e mp owered to try se rv ice lea rnin g in th e c lass roo m b::~sc d o n thi s s tud y In ad diti o n, th e Lea rnin g S kill s Pro fil e was de mon strat ed as ::~ n a lte rn ati ve, no n-tradit io na l me th od of s tud e nt assess me nt Q uantit a ti ve researc h e ffo rts should co ntinu e to inves ti ga te thi s importa nt and impac tful teac hin g pcuagogy e, int c rve rso n ::~ l , Gi les, D , & Eyler, J 1994 The impac t o f a co ll ege co mmunit y serv ice labo rato ry o n s tud e nts' pe rso na l, soc ia l, and cog iiti ve o ut co mes Journal o f Adolescence , 17(4) 327-339 Go dfrey, P 1999 Servicc- lea g a nd ma nage me nt ed uca ti o n: A ca ll to ac ti o n Journal of Management Education , 8(4) , 363-378 Godfrey, P., Ill es, L , & Be rTy, G 2005 C rea tin g breadth in bus iness edu ca ti o n thro ug h se rv ice- lea rnin g Aca d emy of Management Lear-ning & Edu ca tion , 4(3) 309323 RE FEREN CES Guj arathi , M , & McQ uade, R 2002 Scrvice-lea g in bus iness sc hoo ls: A case s tud y in a n inte nn ediate acco untin g co urse Journal of E du cation for Business , 144 - 150 banes R 1989mp Co e te ncybased manage me nt ccluca o n: tr T hree ope rative and no nn a ti ve iss ues Orga ni zationa l Behavior Teac hin g Review , 14( 1), 1628 ll agc nb uch, D 2006 Serv ice lea rnin o inputs and o ut co mes in a pe rsona l se ll in g co urse Jour nal of Mar ket in 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Jounld c s l of Outcomes lJu 111 ss & Leac lisIn lt.:r :R rch, hip esea acManag cc and T eac hing Lindley and Buhrnann: Service Learning: Assessing Student APrStrategic L11Ktlc y and nnon 13utn... g student learnin g in a service !cornin g enviro nment using a and ana lyz ing dJta , add ress ing the organi zat ion's issues, and non-trad iti onal, ex peri entia l, out co me-based learnin... https://scholars.fhsu.edu/jbl/vol4/iss2/4 25 ~nd Buhm~nn Jo urna l or Bu sin ess & Lead aersh and rc Prac Rese tice Teach ing Lindley and Buhrnann: Service Learning: Assessing Student Outcomes Inh,ip :A Strategic