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Over the last three decades, service-learning has become a well-known experiential learning pedagogy in both management education and higher education more broadly. This popularity is observed in the increasing number of peer-reviewed publications on service-learning in management and business education journals, and on management education topics within higher education journals focused on civic engagement and community-based teaching and learning. In this field of study, it is known that service-learning can result in positive outcomes for students, faculty, and community members. In particular, for students, positive results are related to mastery of course content and group process skills like teamwork and communication, leadership, and diversity awareness. Despite the rise in scholarship, service-learning instructors still face several challenges in the area of best practice standards, fostering deep and cohesive partnerships, and managing institutional pressures that disincentivize engaged teaching practices. With constantly evolving challenges in management education, continued research is needed to understand a variety of service-learning facets such as platforms (face-to-face, hybrid, and virtual learning), populations (graduate vs. undergraduate populations and adult vs. traditional college-age learners), measurement (how to assess university-community partnerships and faculty instruction), and which institutional policies and procedures can enable and reward community-engaged teaching and learning approach.

Article

Tracey Bretag

Academic integrity is an interdisciplinary concept that provides the foundation for every aspect and all levels of education. The term evokes strong emotions in teachers, researchers, and students—not least because it is usually associated with negative behaviors. When considering academic integrity, the discussion tends to revolve around cheating, plagiarism, dishonesty, fraud, and other academic malpractice and how best to prevent these behaviors. A more productive approach entails a focus on promoting the positive values of honesty, trust, fairness, respect, responsibility, and courage (International Center for Academic Integrity, 2013) as the intrinsically motivated drivers for ethical academic practice. Academic integrity is much more than “a student issue” and requires commitment from all stakeholders in the academic community, including undergraduate and postgraduate students, teachers, established researchers, senior managers, policymakers, support staff, and administrators.

Article

E-learning expands options for teaching and learning using technology. This nomenclature has been solidly in use for the last ten years. The expansive and ever fertile frontier of e-learning—a term used interchangeably with distance and online learning—has become standard fare as an educational delivery solution designed to enhance knowledge and performance. Many educational institutions, corporate enterprises and other entities are utilizing web-based teaching and learning methodologies to deliver education either partially or wholly online using electronic platforms. The learning value chain, including management and delivery, has created multimodal systems, content, and processes to increase accessibility, measurability, and cost effectiveness by infusing advanced learning techniques, such as adaptive learning or communities of practice, among students, employee groups, and lifelong learners. It is interesting to note that e-learning encapsulates internet based courseware and all other asynchronous and synchronous learning, as well as other capabilities for supporting learning experiences. Student success and advancements in technology are now inextricably linked as a result of higher education institutions embracing and offering e-learning options. The absence of direct instructor guidance makes distance learning particularly difficult for some students. Certain students struggle with the lack of guidance inherent in online learning and the requisite need to work independently. In particular, the lack of high touch strategies in e-learning often leads students to drop or fail courses. While some students struggle to remain engaged in technology-enabled learning, technology is often the vehicle for keeping these same students on task. There are a variety of electronic tools designed to augment online learning and keep online learners on task. Podcasts, for example, can be easily downloaded, then played back on a student’s media player or mobile device at a later date. The student is not tied to a computer, which results in a more comprehensive learning experience. In many cases, e-learning has become a very lucrative and desirable marketplace for higher education institutions. The business case for e-learning is a clarion call for tight integration among business, human resources, and knowledge and performance management. Hence, it is incumbent upon educational institutions to instill approaches that focus on the learner, learning, and improved performance, more so than the tools and technology. Of further importance is the need for higher education institutions to provide stratagems for developing and supporting caring online relationships, individualized student environments, collaboration, communication, and e-learning culture. Ultimately, institutions should measure not only improved business and performance, but also improved student online learning aptitudes (more self-motivated, self-directed, and self-assessed learning).