Incorporating Service Learning in Business and Economics Education Responsible Research and Innovation (RRI): societal actors work together during the whole research and innovation process in order to better align both the process and its outcomes, with the values, needs and expectations of society. RRI is an ambitious challenge for the creation of a Research and Innovation policy driven by the needs of society and engaging all societal actors via inclusive participatory approaches. (European Union, 2012) Service-Learning (SL) is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. SL is an educational approach integrating community service with intentional learning activities. Students, educators, and communities build partnerships to learn from each other while working together to strengthen individuals, communities, and society Purpose of the study: (1) to identify the SL practices carried out at the Faculty of Business and Economics in the context of the Universitat Rovira i Virgili (URV); (2) to explore the main factors that have contributed to its development. Methodology: case study, descriptive analysis 2013-2014 2014-2015 Nº Aps experiences /students 1 11 Subjects /Course 1 Final project, optional 11 Final project, optional Degree 1 ADE 6 ADE, 2 FIC., 3 ECO Involved Departments 1 Business Management 8 Business Management; 3 Economics Involved Tecahers 1 8 Social organizations 1 10 ∆ 1000% Results: ∆ 700% ∆ 900% SL is embedded primarily in the course that corresponds to the degree final project, where students voluntarily choose this option. Dramatic increase in SL practices in the Faculty of Business and Economics from the first experience. Which factors had contributed to development of SL? 2). Conducting a workshop for teachers of Business and Economics to explain how the SL methodology can be incorporated into their courses. 3). The realization of a marketplace at Faculty of Business and Economics for social projects that allows contacting social organizations, teachers and students. 1) The incorporation of one professor of Business and Economics to the “URV-SL network. (Social impact) Dolors Setó-Pamies , Miquel Àngel Bové–Sans Universitat Rovira i Virgili [email protected] 1 st HEIRRI Conference Barcelona, 18 th of Març 2016 Conclusions and implications This study provides universities with some tools to facilitate incorporating SL into their courses

Incorporating service learning in business and economics education

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Incorporating Service Learning in Business and Economics Education

Responsible Research and Innovation (RRI): societal actors work together during the whole research and innovation process in order to better align both the process and its outcomes, with the values, needs and expectations of society. RRI is an ambitious challenge for the creation of a Research and Innovation policy driven by the needs of society and engaging all societal actors via inclusive participatory approaches. (European Union, 2012)

Service-Learning (SL) is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. SL is an educational approach integrating community service with intentional learning activities. Students, educators, and communities build partnerships to learn from each other while working together to strengthen individuals, communities, and society

Purpose of the study: (1) to identify the SL practices carried out at the Faculty of Business and Economics in the context of the Universitat Rovira i Virgili (URV); (2) to explore the main factors that have contributed to its development.

Methodology: case study, descriptive analysis

2013-2014 2014-2015

Nº Apsexperiences/students

1 11

Subjects/Course

1 Final project, optional

11 Final project,optional

Degree 1 ADE 6 ADE, 2 FIC., 3 ECO

InvolvedDepartments

1 BusinessManagement

8 BusinessManagement;3 Economics

InvolvedTecahers 1 8

Socialorganizations 1 10

∆ 1000%

Results:

∆ 700%

∆ 900%

SL is embedded primarily in the course that corresponds to the degree final project, where students voluntarily choose this option.

Dramatic increase in SL practicesin the Faculty of Business and Economics from the first experience.

Which factors hadcontributed to development of SL?

2). Conducting a workshop for teachers of Business and Economics to explain how the SL methodology can be incorporated into their courses.

3). The realization of a marketplace at Faculty of Business and Economics for social projects that allows contacting social organizations, teachers and students.

1) The incorporation of one professor of Business and Economics to the “URV-SL network.

(Social impact)

Dolors Setó-Pamies , Miquel Àngel Bové–SansUniversitat Rovira i Virgili [email protected]

1st HEIRRI ConferenceBarcelona, 18th of Març 2016

Conclusionsand implications

This study provides universities with some tools to facilitate incorporating SL into their courses