Achieving Responsible Management Learning through Enriched Reciprocal Learning

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dc.contributor Hanken School of Economics, Management and Organisation, Helsinki en
dc.contributor Hanken School of Economics, Supply Chain Management and Social Responsibility, Helsinki en
dc.contributor Hanken School of Economics, CCR - Centre for Corporate Responsibility, Helsinki en Fougère, Martin Solitander, Nikodemus Maheshwari, Sanchi 2021-11-02T13:15:00Z 2021-11-02T13:15:00Z 2019-11-28
dc.identifier.citation Fougère , M , Solitander , N & Maheshwari , S 2019 , ' Achieving Responsible Management Learning through Enriched Reciprocal Learning : Service-Learning Projects and the Role of Boundary Spanners ' , Journal of Business Ethics , vol. 162 , no. 4 , pp. 795-812 . en
dc.identifier.issn 0167-4544
dc.identifier.other PURE: 10799887
dc.identifier.other PURE UUID: 83f52e35-a66d-4814-ad1e-dd38ec0ade01
dc.identifier.other Scopus: 85075951120
dc.identifier.other Mendeley: e2658da9-5175-3cc3-a8a9-015d8dea0e96
dc.identifier.other ORCID: /0000-0003-4293-8286/work/102531905
dc.identifier.other ORCID: /0000-0002-4780-6832/work/102531940
dc.description.abstract Through its focus on deep and experiential learning, service-learning (SL) has become increasingly popular within the business school curriculum. While a reciprocal dimension has been foundational to SL, the reciprocality that is emphasized in business ethics literature is often on the relationship between the service experience and the academic content, rather than reciprocal learning of the service providers (students) and the recipients (organizations and their managers), let alone other stakeholders. Drawing on the notion of enriched reciprocal learning and on Aristotle’s typology of modes of knowing, we (1) revisit reciprocal learning by illustrating what kinds of learning occur for server and served in four SL projects from a project course in CSR, and (2) emphasize the role of boundary spanners from the project organizations in making this reciprocal learning happen and translating the various types of student learning in ways that are useful for their organizations. We find that when boundary spanners are particularly engaged at making the projects impactful, they contribute to making the learning experiences of students, managers (including themselves) and sometimes other stakeholders useful, multidimensional, and ultimately rewarding. en
dc.format.extent 18
dc.language.iso eng
dc.relation.ispartof Journal of Business Ethics
dc.rights en
dc.subject 512 Business and Management en
dc.subject Responsible management learning en
dc.subject Service-learning en
dc.subject Boundary spanners en
dc.subject KOTA2019 en
dc.subject PREM2019_extra en
dc.subject 2 - Hybrid open access publication channel en
dc.subject 1 - Self archived en
dc.subject en
dc.subject 1- Minst en av författarna har en utländsk affiliation en
dc.subject 1- Publicerad utomlands en
dc.subject 0- Ingen affiliation med ett företag en
dc.subject AoS: Responsible organising en
dc.subject SDG 4 - Quality Education en
dc.subject SDG 5 - Gender Equality en
dc.subject SDG 10 - Reduced Inequalities en
dc.subject SDG 12 - Responsible Consumption and Production en
dc.subject SDG 17 - Partnerships for the Goals en
dc.title Achieving Responsible Management Learning through Enriched Reciprocal Learning en
dc.title Service-Learning Projects and the Role of Boundary Spanners en
dc.type Article
dc.description.version Peer reviewed
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion

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