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This paper aims to explore service learning with its insights in empowering corporate responsibility awareness. Attempts to build corporate responsibility widely in incorporating into the sustainability engagement could be demonstrated in fostering the transformative experiential learning with extensive evaluation and reconfiguration of existing programs. The focus on enhancing the learning experience in emphasizing the community engagement would be applied with strengthening the actual performance in encompassing the ability raising awareness about the environmental issues.

The approach used in this paper refers to develop the conceptual framework about the service learning with various strategies to give insight on corporate social responsibility (CSR). Incorporating the approach of conceptualizing the basis of service learning, key consideration was generated into particular enhancement of service learning in contributing to the CSR.

The finding reveals that getting benefit to serving into the community engagement may take beneficial outcomes with its valuable insight to assist in the progress of program designed with associating to enhance corporate responsibility and sustainability awareness. The advancement of the social control among the companies would be deployed within empowering service learning for CSR where sustainability awareness-based community service as embodiment of CSR should be enhanced through nurturing corporate responsibility-based transformative experiential learning. Moreover, this initiative refers to an attempt to strengthen the basis of corporate responsibility and sustainability awareness-based experiential learning, which could enlarge creative thinking with envisioning sustainability and corporate responsibility.

This study is expected to contribute to the experiential learning to enhance the sustainability within the learning setting engaged in achieving what to contribute to the environmental concern. In creating the situation where the balance between serving and learning can be achieved, attempts to encourage them in joining the service learning program should be collaborated with orienting both personal and social community oriented comprehensively in underlying the responsibility awareness, the sustainability-based moral values. These aim to enhance the understanding stage about the care for protecting the environmental concern within learning experience with the goal to produce responsible awareness especially by economic agents such as shareholders, managers, regulators and active participants to promote sustainable benefits.

This chapter highlights a College of Education’s revision of required undergraduate courses into service-based initiatives engaging students with their local communities to enact change. These courses include a 20-hour field experience component, where faculty provide education majors with hands-on experiences illustrating the importance of reciprocal community–university partnerships, linking theory and practice, and demonstrating the ways in which students can become engaged citizens. This chapter focuses on the development of one such partnership with a secondary school. In particular, the author discusses two course-specific projects: a mentoring program for students labeled as “at-risk” and a multicultural learning community where future educators taught students in In-School-Suspension (ISS). Both illustrate the importance of utilizing critical multicultural education (CME) and intersectionality as a combined framework for teacher education partnerships, but also for projects in other majors, disciplines, and colleges. This year-long qualitative case study shows that such a foundation can provide a space for all participants to understand cultures other than their own, participate in knowledge construction, and understand their roles and responsibilities in contributing to socially just environments. This is not a one-size-fits all approach to community–university partnership development, but such studies can highlight the challenges and successes faced along the journey.

Most educators recognize that social studies methods courses emphasize connecting knowledge to life, through experiential learning and actions based on individual and civic values. The authors developed a required participation lesson for secondary methods students to assure that future teachers had personally experienced and evaluated a civic service learning activity. A goal was to motivate these pre-service teachers to include such experiences in their future teaching with middle or high school students. The pre-service teachers established their own way of being actively involved in the election process in a manner that complimented their interests and complex schedules. This paper describes the assignment and its related discussions. Evidence of personal experiences and reactions from students’ reflection papers is presented describing newly gained perspectives about how exhaustive and significant the election process is. Pre-service teachers’ written reflections indicated they considered this experience critical for future social studies teachers.

Each year, millions of people around the world are affected by natural disasters. Following these disasters, many students from colleges and universities arrive to support the affected areas. These seamless leadership learning opportunities engage students by allowing them to implement the concepts they learned in a classroom. Humanitarian relief requires leadership and logistics to mobilize essential resources to aid vulnerable groups affected by these disasters. This qualitative study evaluates two separate relief projects that were hands-on, week- long service trips involving college students responding to two natural disasters in the United States of America. Using data collected from prompt-based journals, the researchers in this study sought to develop a deeper understanding of participant service experiences in relation to leadership education. Leadership education provides valuable reflection points for students and this manuscript outlines key themes from two unique service experiences. This project showcases these reflections and provides a potential qualitative assessment process for similar endeavors useful for both educators and researchers alike.

It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.

As a fundamental notion of transmitting civic responsibility with leadership, preparing service learning into the transformative experiential education aims to link classroom and community as an initiative in transforming civic responsibility among students. This paper aims to examine the insights of service learning to transmit the civic responsibility-based leadership.

This paper builds on recent reviews on ethical engagement for service learning to underlie in performing civic responsibility. This literature review stage critically investigates service learning for contributing leadership-based civic responsibility. In-depth analysis from referred books, journals and conferences using keywords such as service learning and leadership-based civic responsibility was conducted. Meta-synthesis was conducted from findings by searching for information organized using substantive keywords.

There are three core stages to understand and provide insight into the importance of civic responsibility-based leadership: strengthening commitment to work with a strategic plan in community engagement, nurturing creative thinking and professional skills with experiential leadership and enhancing leadership awareness with rational problem-solving. This study is supposed to contribute to the theoretical construction of civic responsibility with insights from service learning.

Civic responsibility-based leadership is mainly seen as a comprehensive method of putting individual and societal basis in experiential learning. It aims to give insights to enhance the personal and social awareness to get involved in the community engagement by which to be the citizen with responsible essences.

Gives an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses the strengths and weaknesses of traditional management development programmes. In particular, presents the so‐called fast‐track programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning and change, high‐flyer programmes are still mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development, which emphasizes the match between personal growth and organizational learning, and which links career, organizational development and the competitive advantage of the organization. In conclusion, discusses the implications for practice and research.

Provides an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses strengths and weaknesses of traditional management development programmes. In particular, presentsthe so‐called “fast‐track” programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning, and change, high‐flyer programmes are (still) mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development which emphasizes the match between personal growth and organizational learning, and which links career, organization development and competitive advantage of the organization. In conclusion, discusses implications for practice and research.

We live in a postindustrial/knowledge‐based society, the ramifications of which are transforming both manufacturing and service‐based organizations in the public and private sectors. The industrial models of leadership which were often autocratic and compliance demanding, are incongruent with the needs of people who search for intrinsic satisfaction from daily activities in an environment of rapid complex change, turbulence, ambiguity, diversity of interests, and information overload. New models of leadership such as post‐industrial, post‐heroic, collaborative, and critical theory, offer some measure of congruence with our postindustrial society. These models provide coherence with new organizational philosophies such as the learning organization. Building bridges or “microworlds” which provide a way in which leaders can investigate, analyze, interpret and build confidence in new models of leadership and the principles of the learning organization, are vitally important to the future of organizations and communities. Realistic, custom designed, table top, non‐computer‐based simulations, such as LeadSimm can be used to build such bridges.