he 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.
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.
responsible management learning (RML)
RME as practice is a promising avenue for realizing the potential of both RML and RME.
between managers and students in service-learning courses organized by business schools. We aim to illustrate how student projects embedded within business organizations, with a focus on social and environmental challenges (under the label ‘CSR’, broadly construed) can enhance RML within those organizations, with the potential for further learning of stakeholders of those organizations.
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