1. Teaching Sustainability and
Corporate Social Responsibility
through Service Learning Projects
Malone University
Laura Foote and Jamillee Krob
2012 ACBSP Region 4
Conference Presentation

2. “In My Own Little World”
(Matthew West)
http://www.youtube.com/watch?v=M9Yasgzjc0w

3. Teaching Sustainability and
Corporate Social Responsibility through
Service Learning Projects
• Corporate Social Responsibility
• Service Learning
– What
– Why
– How

4. Corporate Social Responsibility
• “… economic, legal, ethical,
and discretionary
expectations that society has
of organizations at a given
point in time”
(Carroll & Buchholtz, 2003, p. 36)
• Discretionary responsibilities
– society's expectation that
organizations be good citizens.

5. Carroll’s Ethical Model
• Corporate Citizenship
– Actively engaging in
acts or programs to
promote human
welfare or goodwill
– Improve reputations,
encourage loyalty and
innovation while
reducing risk exposure

6. Education: Sustainability and
Corporate Social Responsibility
Management education can
• be an important source of new ideas for shifting
toward an integrated business approach
• help to develop a culture that embraces
sustainability
• foster corporate social responsibility through the
integration of Service Learning
(D’Amato, Henderson, & Florence, 2009)

7. Service Learning - What
“. . . a form of experiential education
in which students engage in
activities that address human and
community needs together with
structured opportunities
intentionally designed to promote
student learning and development”
(McCarthy & Tucker, 2002, p. 630 )

8. Effective Service Learning -What
• Preparation
• Service
• Reflection

9. Service Learning - Why
Benefits
• development of managerial skills
• increased sensitivity to moral issues
• improved critical thinking
• increased motivation
• learning ethical corporate citizenship
( McCarthy & Tucker, 2002; Dumas, 2002).

10. Service Learning - Why
“Christian colleges and universities should
prepare students to be active and engaged
members of society” (Benne, as cited in Schaffer,
2004, p. 128).
From everyone who has been given much, much will be required;
and to whom they entrusted much, of him they will ask all the
more (Luke 12:48).

11. Service Learning - Why
Aligns with the mission of Malone University:
The Mission of Malone is to provide students with
an education based on biblical faith in order to develop
men and women in intellectual maturity, wisdom, and
Christian faith who are committed to serving the
church, community, and world

12. Service Learning Programs- Why
Mission
• The primary mission of Service-Learning
Programs (S-LP) is to engage students in
experiences that address human and
community needs together with structured
opportunities for reflection intentionally
designed to promote student learning and
development.
© Council for the Advancement of Standards in Higher Education 4, 2011

13. Service Learning - Why
• Students demonstrate Christ’s Kingdom First through
serving those in need and reaching out to the
community.
• Students “engage in activities that address human
and community needs.”
• Students are prepared “to be active and engaged
members of society.” © Council for the Advancement of
Standards in Higher Education 4, 2011

14. Service Learning - Why
Aligns with the MMP student learning outcomes:
• Students are given “structured opportunities intentionally
designed to promote student learning and development.”
• Students are given the opportunity to “develop
managerial skills, increase sensitivity to moral issues,
improve critical thinking, and increase motivation.”
© Council for the Advancement of Standards in Higher Education 4, 2011

15. Service Learning - Why
Aligns with the adult learning model:
• Students learn through experiential education.
• Students implement course learning (group work,
decision making, planning, public speaking,
advocacy, public relations).
• Students exercise practical application of managerial
concepts and skills.

16. Service Learning - How
• Touch Points
• Expectations
• Responsibilities
• Assignments
• Time

17. Service Learning Touch Points
• Orientation
• First Course - Principles of Management and
Leadership
• Second Course – Business Communication
• Third Course – Personal Values and Business
Ethics
• Primary Instructor updates

18. Expectations of Cohort
• Each cohort selects a project(s)
• All members participate
• Project involves helping a non-profit
organization
• Selection of Service Learning Coordinator
(ground cohort only)

19. Expectations of Student
• Each student participates a minimum
of 4 hours
• Project must be completed before the last
course
• All students participate in group speech
• All students write a reflection paper

20. Estimated Time Requirement
Student
Primary Instructor Time Coordinator Time Students Time
(Ground classes only)
Participate
Prepare Introductory
2 hrs. Finalize project 2 hrs. in SL Project 1hr.
Lecture
Selection
Administration 2 hrs. Administration 4 hrs.
SL Project
SL Project SL Project
Participation 4 hrs. 4 hrs. 4 hrs.
Participation Participation
(optional)
Review Reflection
4 hrs. Assignments 4-6 hrs. Assignments 4-6 hrs.
Papers
Total 12 hrs. Total 18 -20 Total 9 - 10

21. Group Service
Project Speech
• A. History of the Organization
• B. How the Organization Serves the Community
• C. The Service Project
– If groups divided, each group presents each point
– If one project completed, groups take one point

22. Online Group Service Project
Power Point Presentation
• A. History of the Organization
• B. How the Organization Serves the
Community
• C. The Service Project

23. Reflection Paper
• Discuss how project supported school mission
• Discuss how school mission supported project
• Discuss how project supported and enhanced
educational experience
• Discuss impact on organization, people involved with
the organization
• Discuss how project will impact further service
• Discuss impact on Christian values

24. “The greatest people are the ones who have not
sought greatness, but served greatly the
causes, values, and missions that were much
bigger than them. And by joining and serving
those, we see greatness emerge”
(Henry Cloud, 2006, p. 243)
Integrity: The Courage to Meet the Demands of Reality

25. Student Testimonies

26. References
• Carroll, A.B., & A.K. Buchholtz (2003). Business and society: Ethics and stakeholder
management (5th ed). Australia: Thomson South-Western.
• Cloud, H. (2006). Integrity: The courage to meet the demands of reality. New York,
NY: Harper Collins.
• © Council for the Advancement of Standards in Higher Education 4, 2011. Retrieved from
http://www.google.com/search?q=%C2%A9+Council+for+the+Advancement
+of+Standards+in+Higher+Education+4%2C+2011&rls=com.microsoft:en-us&ie=UTF-
8&oe=UTF-8&startIndex=&startPage=1
• D’Amato, A., Henderson, S., & Florence, S. (2009). Corporate social responsibility and
sustainable business: A guide to leadership tasks and functions. Greensboro, NC: Center
for Creative Leadership. Retrieved from
http://www.ccl.org/leadership/pdf/research/CorporateSocialResponsibility.pdf
• Dumas, C. (2002). Community-based service learning: Does it have a role in management
education? International Journal Of Value-Based Management, 15, 249-264.
• McCarthy, A. M. & Tucker, M. L. (2002). Encouraging community service through service
learning. Journal of Management Education, 29(6), 629-647.
• Schaffer, R. H. (2004). Service-learning in Christian higher education: Bringing our mission to
life. Christian Higher Education, 3, 127-145.
• West, M. [Official video]. (2010, October 20). My own little world [Video file]. Retrieved
from http:// www.youtube.com/watch?v=M9Yasgzjc0w