Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs

Autor/inn/en	Mitchell, David; Buckingham, Gregg
Titel	Transforming Plans into Community Impact: Strategic Planning as Service-Learning in Public and Nonprofit Administration Graduate Programs
Quelle	In: Teaching Public Administration, 39 (2021) 1, S.9-25 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739420929380
Schlagwörter	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; Florida + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Service-Learning; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Programme evaluation; Programmevaluation; Programmplanung; Bildungsmittel; History of education; Bildungsgeschichte; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Magister course; Magisterstudiengang; Nonprofit-Organisation
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01