Full Record

New Search | Similar Records

Author
Title Impact of the Social Engagement Project on the 2013 full-time MBA cohort of the University of Stellenbosch Business School
URL
Publication Date
Date Available
Degree MBA
University/Publisher Stellenbosch University
Abstract ENGLISH ABSTRACT: The University of Stellenbosch Business School integrates environmental, social responsibility and corporate governance teaching in all its MBA courses. In 2012, it also introduced a stand-alone course, Business in Society, to improve students‟ knowledge of these topics and improve their decision-making ability. To enhance the course further, a social engagement project was piloted with the 2013 full-time cohort. The aim of the research paper is to determine the impact that the Social Engagement Project had on the participating students and to make recommendations for improving future engagements. The research method employed was content analysis of the reflective essays that the students wrote on assessing the course. Only essays for which permission was obtained from the students were used in the research. The success of the engagement in terms of experiential learning was firstly determined in relation to the Kolb learning cycle and literature regarding specifically service-learning. The impact on the students was then measured against Bloom‟s taxonomy, specifically focusing on the affective domain. Lastly, the effect the theory of planned behaviour was used to determine the influence the engagement had on the behavioural intentions of the students. From the content analysis it was determined that as an experiential learning engagement the project was a success In terms of Bloom‟s affective learning domain the learning dimension achieved by most students was the organisation dimension. Considering the limited duration of the course, this can be deemed a success. Two of the three independent determinants in the theory of planned behaviour that could be analysed, namely perceived behavioural control and attitude towards behaviour, were both positively influenced by the engagement. From a theoretical point of view, the Social Engagement Project could therefore be deemed a success. Areas for improvement that were however identified relate to students original motivations for choosing their projects that were not met. The main reason for this was very high initial expectations that were never congruent with the time available for projects. This factor can have a negative effect on the future behavioural intentions of the students, and the writer therefore proposes that the expectations of students be managed in order to obviate these shortcomings. The analysis of student recommendations revealed three main themes requiring attention, i.e. appropriate project identification, better time allocation, and improved support from faculty. Using these themes and the information learnt from the content analysis, final recommendations were made.
Subjects/Keywords Social responsibility of business  – Study and teaching (Graduate); Master of business administration degree; Business education  – Curricula; UCTD
Contributors Volschenk, Jako
Language en
Rights Stellenbosch University
Country of Publication za
Format xi, 79 pages
Record ID handle:10019.1/97321
Repository stellenbosch
Date Indexed 2018-01-05

Sample Search Hits | Sample Images | Cited Works

Stellenbosch University http://scholar.sun.ac.za viii 6.1 INTRODUCTION 68 6.2 SUMMARY OF THE PROPOSALS FROM THE MAIN FINDINGS 68 6.3 RECOMMENDATIONS FOR FUTURE OFFERINGS OF THE SOCIAL ENGAGEMENT PROJECT 68 6.4 RECOMMENDATIONS FOR FURTHER…

…Impact on students codes summary 77 APPENDIX E: Motivation to choose a project codes summary 78 APPENDIX F: Recommendations codes summary 79 Stellenbosch University http://scholar.sun.ac.za ix LIST OF TABLES Table 2.1: Bloom‟s taxonomy – Structure…

…personal responsibility code 77 Table E.1: Distribution of the motivation to choose a project codes 78 Table F.1: Distribution of the students‟ recommendations codes 79 Stellenbosch University http://scholar.sun.ac.za x LIST OF FIGURES Figure 2.1…

…and negative students view of the Social Engagement Project comments 29 Figure 4.3: Distribution of the positive and negative view on client comments 32 Figure 4.4: Diagram of the impact on student category 37 Stellenbosch University http…

…Stellenbosch Business School Stellenbosch University http://scholar.sun.ac.za 1 CHAPTER 1 INTRODUCTION 1.1 INTRODUCTION In an increasingly globalised and complex business environment, the growing challenges of climate change, ethical crises and the…

…institutions to improve their offerings and better prepare current and future leaders to fulfil their roles as both economic developers and socio-environmental stewards (Parkes & Blewitt, 2011: 208,213). Stellenbosch University http…

…USB, 2014a). This also links with Stellenbosch University‟s HOPE project, in which the USB aims to make a positive impact on the challenges on the African continent by “putting our strengths and expertise at the service of human need” (…

Stellenbosch University, 2014). On the teaching level, the USB, as a signatory to the United Nations PRME and a triple accredited business school (AACSB, AMBA and EQUIS), gives the following learning outcomes in its MBA brochure (USB, 2014b…

.