Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs
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| Title: | Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs |
|---|---|
| Language: | English |
| Authors: | Mitchell, David (ORCID |
| Source: | Teaching Public Administration. Mar 2021 39(1):9-25. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Strategic Planning, Service Learning, Educational Benefits, Public Administration Education, Teaching Methods, Best Practices, Course Descriptions, Program Evaluation, Program Development, Educational Resources, Educational History, Graduate Study, Teamwork, Graduate Students, Masters Programs, Nonprofit Organizations |
| Geographic Terms: | Florida |
| DOI: | 10.1177/0144739420929380 |
| ISSN: | 0144-7394 |
| Abstract: | Service-learning is highly praised as a successful pedagogical tool for students' learning. Benefits are attributed to students, the university, and the community. However, the literature also cautions that the benefits of service-learning are largely assumed without empirical testing, warranting a closer review of this pedagogical method. The purpose of this research is to investigate how previously identified service-learning best practices affect the level of strategic impact for community partners. The study utilizes the rich and varied 20-year history of a strategic planning service-learning course at the University of Central Florida School of Public Administration to test these relationships, producing evidence to demonstrate that group team structure and the designation of a service-learning director do indeed improve partner outcomes while longer semesters and greater organizational capacity may not. Ultimately, the study endorses a programmatic approach to service-learning that transcends a particular assignment or course, requiring significant attention, investment, and evaluation to ensure positive community impact--especially in cases where broader university service-learning resources are lacking. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1286893 |
| Database: | ERIC |
| Abstract: | Service-learning is highly praised as a successful pedagogical tool for students' learning. Benefits are attributed to students, the university, and the community. However, the literature also cautions that the benefits of service-learning are largely assumed without empirical testing, warranting a closer review of this pedagogical method. The purpose of this research is to investigate how previously identified service-learning best practices affect the level of strategic impact for community partners. The study utilizes the rich and varied 20-year history of a strategic planning service-learning course at the University of Central Florida School of Public Administration to test these relationships, producing evidence to demonstrate that group team structure and the designation of a service-learning director do indeed improve partner outcomes while longer semesters and greater organizational capacity may not. Ultimately, the study endorses a programmatic approach to service-learning that transcends a particular assignment or course, requiring significant attention, investment, and evaluation to ensure positive community impact--especially in cases where broader university service-learning resources are lacking. |
|---|---|
| ISSN: | 0144-7394 |
| DOI: | 10.1177/0144739420929380 |
