The Service Learning Component in Business Education: The Values Linkage Void
研究发现，在注重服务学习的大学商业课程中，近半数课程将服务学习视为普通作业，仅18%的课程目标强调公民责任，指出商业教育需明确价值观目标以发挥服务学习的潜力。
Leavitt's assertion that business education fosters “critters with lopsided brains, icy hearts, and shrunken souls” (1989: 39) reflects criticisms centering on the omission of external stakeholders and ethical factors in business curricula. Proponents have heralded service learning as a compelling method for addressing these criticisms because it can enhance students' understanding of and commitment to their civic responsibilities and the community. Does service learning live up to its potential? We examined the syllabi of business courses taught at universities noted for their service learning programs and courses. Surprisingly, almost half of the courses treated service learning projects like any other assignment. Only 18% emphasized civic responsibility and community involvement in their course objectives. Effective curricular design is founded upon clearly articulated, meaningful course objectives. We assert that business educators must establish and promote course objectives related to civic values and responsibilities in order to utilize this powerful pedagogical tool fully.