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Service-learning 2.0 for the 21st century: Towards a holistic model for global social positive change

Karakas, Fahri and Kavas, Mustafa (2009). Service-learning 2.0 for the 21st century: Towards a holistic model for global social positive change. International Journal of Organizational Analysis, 17(1) pp. 40–59.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1108/19348830910948896
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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: Journal Article
Copyright Holders: 2009 Emerald Group Publishing Ltd
ISSN: 1934-8835
Keywords: globalization; intellectual capital; knowledge management; wordwide web
Academic Unit/Department: Open University Business School
Item ID: 22968
Depositing User: Fahri Karakas
Date Deposited: 09 Sep 2010 13:13
Last Modified: 24 Oct 2012 01:20
URI: http://oro.open.ac.uk/id/eprint/22968
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