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In this chapter, the author builds from foundational scholarship which suggests that service-learning yields positive outcomes for students, faculty, and community partners. The author first suggests that service-learning can be a vehicle for humanizing community partners as well as students, faculty, and course content, then describes a program evaluation context wherein community partners would benefit from a humanizing service-learning experience. The author then introduces the field of program evaluation and the foundational documents espoused by the American Evaluation Association, and looks at the organizational structure of the Department of Organizational Leadership, Policy, and Development at the University of Minnesota – Twin Cities, which houses the Evaluation Studies specialization. Next, the author presents a foundational program evaluation course, discussing its emphasis on service-learning and on humanizing the students, community partners, and course content, and introducing the textbooks, readings, and activities used to bring the experience to life. The author concludes by looking at opportunities and challenges to integrating program evaluation into a departmental core at other universities.

The study examines organization citizenship behavior (OCB) as a mediating variable between instrumental work values (IWVs) and organizational performance; and group differences between family manager and nonfamily manager for integrated models in family hotels. Data were collected from 189 hotels (n = 921) ranging from budget to three-star family hotels in Ghana using questionnaire administered conveniently. Data were analyzed using structural equation modeling. Work value positively influences OCB and organizational performance of family hotels. OCB mediates the relationship between work values and organizational performance. The study also found significant support for group differences between family and nonfamily firms for IWVs and mediating effect of OCB on the relationship between IWVs and performance.

Educators strive to develop and implement high impact educational experiences, which are critical to ensuring university courses and curricula serve as memorable and transferable learning experiences for students. It is not clear, however, which experiences are exceptional from a student perspective, or what kinds of illustrative examples exist in applied disciplines. In this chapter, we ground our discussion of high impact educational experiences in the field of program evaluation, contextualize it as organized at the University of Minnesota, describe three experiences that have been repeatedly described as impactful by students, and engage in a collective dialogue as teachers and learners.

March 2, 1970 Docks — Dock work — Waterside manufacturers carrying on loading and unloading operations from and into ships — Port transport work — Labour scheme equating “port transport work” with “dock work” — “Port transport work” not to include work of “waterside manufacturers” except where work that of “a public whar‐finger and/or master lighterman and/or master stevedore” — Whether work carried on within exception — Whether “dock work” — Docks and Harbours Act, 1966 (c.28), s.58(l) — Dock Workers (Regulation of Employment) (Amendment) Order, 1967 (S.I.1967, No. 1252), Sch. 2.

Provides an overview of the real business cycle research agenda, tackling the main theoretical and empirical issues. Concludes that although this methodological approach has been popular in terms of the number of papers published, it has not been completely convincing in providing a theory of the business cycle.

March 9, 10, 1970 Redundancy — Calculation of payment — Normal working hours — National agreement providing for remuneration based on shifts for a five‐day week — Provision for district or local arrangements to be negotiated “forthwith” for working additional shifts — Mineworker emloyed for 20 years as continuous shiftman on seven‐day week — Whether presumption that additional shifts arrangements made covering colliery or district in which situated — Continuity of operations ceasing — Employee working and paid for five‐day week — Whether consensual variation of contract of employment to be inferred — Contracts of Employment Act, 1963 (11 & 12 Eliz. II, c. 49), Sch. 2, para. 1 — Redundancy Payments Act, 1965 (c. 34), s. 1(1), Sch. 2(5)

March 24, 1970 National Insurance — Industrial injuries benefit — Disablement benefit — Special hardship allowance — “Standard of remuneration” — Method of calculation of amount — National Insurance (Industrial Injuries) Act, 1965 (c.52), s. 14(6).

November 10, 1970 Docks — Dock work — Waterside manufacturers carrying on loading and unloading operations from and into ships — Port transport work — Labour scheme equating “port transport work” with “dock work” — “Port transport work” not to include work of “waterside manufacturers” except where work that of “a public wharfinger and/or master lighterman and/or master stevedore” — Whether work carried on within exception — Whether “dock work” — Docks and Harbours Act, 1966 (c.28), s.58(1) — Dock Workers (Regulation of Employment) (Amendment) Order, 1967 (S.I.1967, No. 1252), Sch. 2.

This case study was designed using the qualitative research method of interviews with key employees to investigate university social responsibility (USR) practices within Institut Catholique de Kabgayi (ICK) in Rwanda and to advance understanding of ways USR is defined against a postgenocide history, to identify its core components, and to track how it is communicated. Key respondents in accordance with their relationships with internal and external stakeholder groups were interviewed from among functions/departments of public relations, human resource management, community outreach, student services, courses and examination office, and the ombudsperson who plays an intermediary role between employees and employer in case of conflict. Findings suggest that for this higher education organization, on one hand, USR is understood mainly as stakeholder aid and Christian engagement benefitting employees, students, and community members according to specific needs. On the other hand, USR also is understood in terms of privacy protection and as a research driver that integrates openness, flexibility, and autonomy. Core components comprising USR are extension services, business incubation, student volunteer services, public relations activities, public works services, alumni relations, and employee outreach services. Means for communicating USR are face-to-face communication, partnerships, and mass media channels.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.