Transforming plans into community impact: Strategic planning as service-learning in public and nonprofit administration graduate programs
| Author | David Mitchell,Gregg Buckingham |
| DOI | 10.1177/0144739420929380 |
| Published date | 01 March 2021 |
| Date | 01 March 2021 |
| Published By | Sage Publications, Inc. |
| Subject Matter | Articles |
Article
Transforming plans into
community impact:
Strategic planning as
service-learning in public
and nonprofit administration
graduate programs
David Mitchell
School of Public Administration, University of Central Florida, USA
Gregg Buckingham
School of Public Administration, University of Central Florida, USA
Abstract
Service-learning is highly praised as a successful pedagogical tool for students’ learning.
Benefits are attributed to students, the university, and the community. However, the lit-
erature also cautions that the benefits of service-learning are largely assumed without
empirical testing, warranting a closer review of this pedagogical method. The purpose of
this research is to investigate how previously identified service-learning best practices
affect the level ofstrategic impact for community partners. The study utilizes the rich and
varied 20-year history of a strategic planning service-learning course at the University of
Central Florida School of Public Administration to test these relationships, producing
evidence to demonstrate that group team structure and the designation of a service-
learning director do indeed improve partner outcomes while longer semesters and
greater organizational capacity may not. Ultimately, the study endorses a programmatic
approach to service-learning that transcends a particular assignment or course, requiring
significant attention, investment, and evaluation to ensure positive community impact—
especially in cases where broader university service-learning resources are lacking.
Keywords
Strategic planning, service-learning
Corresponding author:
David Mitchell, School of Public Administration, University of Central Florida, 528 W Livingston St, 448M,
Orlando, FL 32801, USA.
Email: david.mitchell@ucf.edu; Phone: þ1 (407) 823-5365
Teaching Public Administration
2021, Vol. 39(1) 9–25
ªThe Author(s) 2020
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0144739420929380
journals.sagepub.com/home/tpa
Service-learning is highly praised as a successful pedagogical tool for students’ learning.
Benefits are attributed to students, the university, and the community (Bushouse and
Morrison, 2001; Fredericksen, 2000; Thomas and Landau, 2002). In addition, organi-
zations such as the Association of American Colleges and Universities (AAC&U)
support teaching methods that help students connect to the community through inte-
grative learning, as service-learning does. Integrative learning fosters “students’ abilities
to integrate learning—across courses, over time, and between campus and community
life” (AAC&U, 2009). These approaches “can help [students] find ways to put the pieces
together and develop habits of mind that will prepare them to make informed judgments
in the conduct of personal, professional, and civic life” (Huber and Hutchings, 2004: 1).
Dipadova-Stocks (2005) goes further, arguing that service-learning is the most signifi-
cant advance in higher education since graduate degrees, and may help higher education
re-establish its societal relevance. However, Basinger and Bartholomew (2006) caution
that the benefits of service-learning are largely assumed without empirical testing,
warranting a closer review of this pedagogical method.
The purpose of this research is to investigate the efficacy of a strategic planning
service-learning project in graduate public administration and nonprofit management
courses at the University of Central Florida (UCF). Beyond description, the UCF case
advances understanding of service-learning pedagogical approaches due to its rich and
varied history, complete with multiple instances of innovation. The study also provides
one of the few examinations of community impact from service-learning activities. By
comparing this service-learning program to the existing literature, the findings help
validate previously endorsed pedagogical practices while adding additional ones to the
scholarly conversation. Ultimately, the study endorses a programmatic approach to
service-learning that transcends a particular assignment or course, requiring significant
attention, investment, and evaluation to ensure positive community impact—especially
in cases where broader university service-learning resources are lacking.
Service-learning and its community impact
Jacoby (2003: 3) defines service-learning as “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 devel-
opment. Reflection and reciprocity are key concepts of service-learning.” The founda-
tions of service-learning date back to John Dewey (1966) and his view of the importance
of real-world experiences in education.
Theoretically, a service-learning assignment should be mutually beneficial for the
university, the students, and the community partners. A university academic program
may choose to initiate a service-learning partnership in pursuit of (a) its public service
mission; (b) increased quality of life within the community where faculty, staff, and
students live, work, and play; and (c) a positive public relations opportunity (Olberding
and Hacker, 2016). Community partners seek improved services, greater capacity,
exposure to potential new hires, and access to expertise and innovation. The students
should receive professional and volunteer experience, better connections between theory
10 Teaching Public Administration 39(1)
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