Keywords: service learning, teaching social responsibility, significant learning, empathy, locus of control, moral identity, trait cynicism, moral engagement, pedagogy, management education, gender
Teaching social responsibility through service learning: a study of antecedents leading to change
In this study, we use ANCOVA models to test the effectiveness of service learning as a pedagogy employed to teach social responsibility. A sample of 341 students, enrolled in principles of management classes over six consecutive semesters, were given surveys before and after their service–learning projects to test for changes in empathy, internal locus of control, moral identity, trait cynicism and moral engagement. Results indicated significant changes in empathy, internal locus of control, moral identity, and moral engagement. Significant positive changes were attributed to female students and business majors, as opposed to male students and non–business majors.