JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
How Written and Oral Reflection in MBA Capstones Enhance the Ability to Complete a Service-Learning Project
Author(s): Molly J. Wickam
Citation: Molly J. Wickam, (2018) "How Written and Oral Reflection in MBA Capstones Enhance the Ability to Complete a Service-Learning Project," Journal of Higher Education Theory and Practice, Vol.18, Iss. 4, pp. 43-54
Article Type: Research paper
Publisher: North American Business Press
Abstract:
This study investigated whether reflection enhances the employability skills of graduate business students who participate in service-learning during a capstone course. Participants were recent MBA alumni from three U.S.-based universities who participated in team-based, client-focused service-learning. Qualitative data were analyzed through semi-structured interviews. Findings showed that written and oral reflection improves the ability to accomplish a team-based client project. This is good news for the workplace because business needs workers who can accomplish tasks, meet deadlines, and complete projects. Higher business education must actively prepare students for this workplace need by intentionally building reflective activities into service-learning projects
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