Service-learning 2.0 for the twenty-first century: Towards a holistic model for global social positive change

Karakas, Fahri and Kavas, M. (2009) Service-learning 2.0 for the twenty-first century: Towards a holistic model for global social positive change. International Journal of Organizational Analysis, 17 (1). pp. 40-59.

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Abstract

Purpose – The purpose of this paper is to introduce service-learning 2.0 model based on four new paradigms in the global business landscape: connectivity, creativity, community, and complexity. Design/methodology/approach – The paper reviews four paradigm shifts and their effects on service-learning practices and methodology: wikinomics and mass collaboration, collective intelligence and open innovation, appreciative inquiry and positive organizational scholarship (POS), and self-organizing systems and the new sciences. Findings – Service-learning 2.0 can be used to develop our students' twenty-first century thinking skills through applied community engagement projects, namely: interactivity and interconnectedness, innovation and insight, and inspiration and intuition, integrative and interdisciplinary thinking. Practical implications – Service-learning 2.0 principles and pedagogy can help students appreciate and prepare for increasing complexity and paradox of management and organizations in the light of global, social and organizational changes of the twenty-first century. Originality/value – Service-learning 2.0 model represents the pedagogy, principles, and processes that are better suited to the global, technological, and social changes and challenges of the 21st century.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > Norwich Business School
Depositing User: Elle Green
Date Deposited: 25 Jul 2012 09:54
Last Modified: 21 Apr 2020 17:39
URI: https://ueaeprints.uea.ac.uk/id/eprint/39173
DOI: 10.1108/19348830910948896

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