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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 0000-0002-7046-8317), Buckingham, Gregg
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
FullText Text:
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  Data: Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs
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  Data: <searchLink fieldCode="AR" term="%22Mitchell%2C+David%22">Mitchell, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7046-8317">0000-0002-7046-8317</externalLink>)<br /><searchLink fieldCode="AR" term="%22Buckingham%2C+Gregg%22">Buckingham, Gregg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+Public+Administration%22"><i>Teaching Public Administration</i></searchLink>. Mar 2021 39(1):9-25.
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  Data: 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
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  Data: Y
– Name: Pages
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  Data: 17
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  Label: Publication Date
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Administration+Education%22">Public Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprofit+Organizations%22">Nonprofit Organizations</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 10.1177/0144739420929380
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  Data: 0144-7394
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2021
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  Data: EJ1286893
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        Value: 10.1177/0144739420929380
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      – Text: English
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      – SubjectFull: Strategic Planning
        Type: general
      – SubjectFull: Service Learning
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Educational Resources
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      – SubjectFull: Masters Programs
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      – SubjectFull: Nonprofit Organizations
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      – SubjectFull: Florida
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      – TitleFull: Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs
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