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• W234348548 abstract "EXECUTIVE SUMMARY Teaching Organizational Theory to undergraduates poses some significant challenges. Their lack of work experience makes it very difficult to engage them and hold their attention. This article describes an action-learning approach to teaching the subject. Conditions are created for students to self-organize themselves around a service learning project using a complexity theory framework. By taking action and reflecting on their actions, students learn about organizing in the face of ambiguity. Specific examples of service learning classes and their results are discussed. Keywords: Service-learning, action-learning, self-organization, complexity theory INTRODUCTION The use of service projects as a vehicle for learning is becoming more prevalent in business education. Service projects enable students to practice a variety of theories and skills, reflect on the results and learn from the process. Servicelearning provides the opportunity for students to work in world settings, thus preparing them better for their future work environments. Furthermore, service-learning has the potential to expose students to the major societal problems we face. This exposure is critical at a time when students are about to step into their careers and will hopefully be a factor in the decisions they make. In this article, I will discuss my experience with service-learning in the context of an Organization Theory course for undergraduates. . The original organization theory course was a source of frustration to most faculty. Undergraduates rarely have the appropriate experience to relate to organization theory concepts. Without experience it is extremely difficult to engage students in the material and they do not gain any meaningful knowledge from such a course. Even the use of case studies becomes an exercise in abstraction. Overall, the course used to be boring for both-faculty and students. A colleague and I decided to develop an alternative. Noting that lack of experience was the major obstacle to student interest and learning, we felt that the use of experiential learning would be appropriate. We decided to adopt action learning (Revans, 1998; Raelin, 2006) as our pedagogical tool. To enable action, we decided to incorporate a service project as a major part of the course. This service project would enable students to learn about organization theory and design through action. They would be required to take major decisions, design an organization to deliver on those decisions, reflect on the results of their actions and learn from them. We, as faculty, would facilitate the process and build in cycles of decision making, action, reflection and learning. In the following pages I will describe my experience with service-learning, analyzing it from a complexity theory (Anderson, 1999) perspective. However, to place the course within context, I will first provide a brief overview of the literatures on action learning and servicelearning. ACTION LEARNING As the name implies, the field emphasizes the learning that takes place in the midst of action (Revans, 1998). Participants engage in a project with some starting knowledge which is then tested through action. Knowledge creation and utilization takes place in a collective setting and is the responsibility of each learner. It is important that the learner be willing to step back from the traditional classroom setting and be willing to learn how to learn. According to Raelin (2006), a typical action learning program would involve teaching or drawing on concepts about a particular topic. Students would be asked to apply their knowledge to a project approved by a sponsor. Mutual learning would take place as participants and facilitators put theories and concepts to test in real life settings. Facilitators enable learning by helping the participants make connections between the theory, action and the results obtained. …" @default.
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• W234348548 title "Learning through Service: Complexity Theory in the Classroom" @default.
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