Design conditions for learning in community service contexts

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Abstract
In this study, we investigated team‐based community service projects as action learning initiatives designed to facilitate two learning outcomes: community learning (knowledge of social, cultural, or economic issues) and personal learning (self‐awareness of managerial attitudes and abilities). We developed hypotheses to predict critical input conditions for action learning that promote community and personal learning. We tested these hypotheses with data collected from 381 MBA students and their team leaders who participated in a variety of community service projects. Results demonstrated that design conditions (task characteristics, social interactions, and affective responses) influenced community and personal learning differently. We supplemented survey results with interview and observational data from a subset of participants and conclude with a discussion of the theoretical implications for action learning and practical recommendations for designing community service programs. Copyright © 2001 John Wiley & Sons, Ltd.

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