Restore Empathy in Modern Business Education

2021 ◽  
pp. 901-919
Author(s):  
Maria Lai-Ling Lam
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Business Education ◽  
Ethical Decision Making ◽  
The United States ◽  
Interpersonal Process ◽  
Firm Level ◽  
Modern Business ◽  
Service Learning Projects ◽  
Developmental Characteristics

This chapter is based on the author's reflection using 27 years' experience in business education in Hong Kong and the United States and decades of research concerning empathy and character development. In this chapter, empathy is defined as a process to consider a particular perspective of another person, to feel as another person feels, and to take action for the needs of that other person. It is related to concern, perspective taking, and action through intersubjective discovery. It has developmental characteristics and includes shared experiences and insightful discoveries in the interpersonal process. She advocates these key four benefits of mature, informed, and mindful empathy: intellectual virtues, effective leadership development, ethical decision making, and social capital at firm level which ultimately enhances profitability and firm valuation. She also shares her years of practice of developing students' empathetic skills in service-learning projects and in her organization behavior course.

Restore Empathy in Modern Business Education

2019 ◽  
pp. 254-272
Author(s):  
Maria Lai-Ling Lam
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Business Education ◽  
Ethical Decision Making ◽  
The United States ◽  
Interpersonal Process ◽  
Firm Level ◽  
Modern Business ◽  
Service Learning Projects ◽  
Developmental Characteristics

This chapter is based on the author's reflection using 27 years' experience in business education in Hong Kong and the United States and decades of research concerning empathy and character development. In this chapter, empathy is defined as a process to consider a particular perspective of another person, to feel as another person feels, and to take action for the needs of that other person. It is related to concern, perspective taking, and action through intersubjective discovery. It has developmental characteristics and includes shared experiences and insightful discoveries in the interpersonal process. She advocates these key four benefits of mature, informed, and mindful empathy: intellectual virtues, effective leadership development, ethical decision making, and social capital at firm level which ultimately enhances profitability and firm valuation. She also shares her years of practice of developing students' empathetic skills in service-learning projects and in her organization behavior course.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

University Education: Leadership Development In and Outside the Classroom

2011 ◽  
pp. 116-132
Author(s):  
Suzanne L. Velázquez
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Transformative Learning ◽  
Student Leadership ◽  
Middle Eastern ◽  
University Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Student Leadership Development ◽  
Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the Social Change Model of Leadership and Leadership Challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners, including nontraditional-aged college students and students of varied cultural ancestry, such as Asian, Middle Eastern, and Indigenous Peoples.

Measuring Students' Attitudes toward College Education's Role in Addressing Social Issues

2008 ◽  
Vol 102 (3) ◽  
pp. 791-796 ◽  
Author(s):  
James E. Weber ◽  
Paula S. Weber ◽  
Barney L. Craven
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Normative Data ◽  
Social Issues ◽  
Business Students ◽  
Learning Experience ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Standard Techniques

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

scholarly journals Service Learning in Human Service Classes

2016 ◽  
Vol 4 (3) ◽  
pp. 33-39
Author(s):  
Baomei Zhao
Keyword(s):  
Service Learning ◽  
Real World ◽  
Human Service ◽  
Ecological Model ◽  
The United States ◽  
Academic Disciplines ◽  
The Real ◽  
Service Project ◽  
Service Learning Projects ◽  
The University

Service Learning is a form of application learning that applies what the students learned in the classroom to the real world in the context of a community service project. In recent years, Service Learning has been included in many academic disciplines throughout the United States. Most often these service-learning activities need students to use more than what they learned in the classroom to apply critical thinking on the real world cases. This requires the faculty to work on establishing community relationships to develop service-learning projects for relevant courses, site deputies to work closely with the professor and students, and students’ passion to apply theory to practice. This paper used the Ecological Model and demonstrates Service Learning designs for four human service classes at The University of Akron to help students’ success.

The Social Business Guidance Unit

2021 ◽  
pp. 857-867
Author(s):  
Carlos Ballesteros
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Social Inclusion ◽  
Social Dimension ◽  
Social Business ◽  
Spiritual Dimension ◽  
The Social ◽  
Modern Business ◽  
The University ◽  
Practical Dimension

The university work influences many areas of society: It generates jobs and influences employers; it is related to both internal and external publics; it takes part in economic processes and in local and regional decision-making process. This chapter presents a concrete case of a mission-driven approach in modern business education: the Social Business Guidance Service (SBGS), a service-learning structure created at a business school. The SBGS comprises a practical dimension (utilitas) because students have to apply their professional knowledge to concrete managerial problems; a social dimension (iustitia) as this service is concerned with organizations working with excluded people and other related problems. It also has a humanist approach (humanitas) as allow students meet people different from their lifestyles, people who often have real problems to foster their living (economic, stigma, social inclusion). Finally, there is a spiritual dimension (fides), as invite students to reflect on the sense of their acts.

Unconventional Delivery

2018 ◽  
pp. 259-273 ◽  
Author(s):  
T. J. Hendrix
Keyword(s):  
Distance Learning ◽  
Service Learning ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The Public ◽  
Service Learning Projects ◽  
Learning Options ◽  
Learning Projects ◽  
Very High

As university programs compete to retain and increase enrollment, online courses are being created to meet the demands of a rising population of students with preferences for self-paced learning. The 2015 Babson Survey Research Group report tracking online education in the United States shows 70.7% of active degree-granting institutions open to the public have some distance-learning options. In the same report, two- and four-year public institutions offering distance learning course were reported to have “very high” rates of offerings for distance learning, with both showing over 90% of enrolled students taking at least one online course. This chapter examines the need to gap between content and application in online learning through service-learning and outlines a process for implementing service-learning projects with emphasis on e-service-learning. As distance learning continues to grow, the need for innovative pedagogical methods will also grow, which makes service-learning an attractive strategy.

scholarly journals Service Learning And Business Education: Distinctions Between Undergraduate And Graduate Business Students

2009 ◽  
Vol 2 (3) ◽  
pp. 63-72
Author(s):  
Cleamon Moorer, Jr.
Keyword(s):  
Service Learning ◽  
Adult Students ◽  
Business Education ◽  
Liberal Arts ◽  
Business Students ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Graduate Business Students ◽  
Learning Projects ◽  
Undergraduate Business Students

Research on service learning in business education often enumerates its efficacy and overall value. The focus on business students attitudes toward service learning offers insight into program design and implementation of service learning into business curricula. This study investigates the distinctions between undergraduate and graduate business students attitudes related to service learning in the business college of a Midwestern liberal arts university. A survey was distributed to a total of 210 students in three of the colleges undergraduate and graduate business courses respectively. Students assessed their motivation, preparation, and skills to meet and fulfill service learning projects. Results of this study reflected that graduate business students possessed greater levels of commitment and skill sets to perform service learning projects. These data support an ideology that undergraduate business students may need more social development and academic preparation to gain the maximum benefit from service- learning projects. Traditional-age undergraduate business students were surveyed; thus responses to survey questions could have differed greatly if the undergraduate business students surveyed were non-traditional-aged or returning adult students.

University Education

2020 ◽  
Author(s):  
Suzanne L. Velázquez
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Transformative Learning ◽  
Student Leadership ◽  
University Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Social Change Model ◽  
Student Leadership Development ◽  
Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the social change model of leadership and leadership challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners.

The Social Business Guidance Unit

2019 ◽  
pp. 93-103
Author(s):  
Carlos Ballesteros
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Social Inclusion ◽  
Social Dimension ◽  
Social Business ◽  
Spiritual Dimension ◽  
The Social ◽  
Modern Business ◽  
The University ◽  
Practical Dimension

The university work influences many areas of society: It generates jobs and influences employers; it is related to both internal and external publics; it takes part in economic processes and in local and regional decision-making process. This chapter presents a concrete case of a mission-driven approach in modern business education: the Social Business Guidance Service (SBGS), a service-learning structure created at a business school. The SBGS comprises a practical dimension (utilitas) because students have to apply their professional knowledge to concrete managerial problems; a social dimension (iustitia) as this service is concerned with organizations working with excluded people and other related problems. It also has a humanist approach (humanitas) as allow students meet people different from their lifestyles, people who often have real problems to foster their living (economic, stigma, social inclusion). Finally, there is a spiritual dimension (fides), as invite students to reflect on the sense of their acts.

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