Amy L. Kenworthy

The effect of synchronous and asynchronous participation on students' performance in online accounting courses

Keith Duncan et al. — Wed, 05 Jun 2013 18:05:40 PDT

This article examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board) at an Australian university. The quality and quantity of students' participation is used to predict their final examination and course grade performance outcomes. We find that the total quality of students' participation is positively related to final examination performance but the total quantity of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined quality and quantity) drives these results and has twice the examination and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise students' performance.

Five short exercises for groups

Rae Andre et al. — Wed, 05 Jun 2013 18:05:38 PDT

Short exercises that illustrate key aspects of group process are important classroom tools for both novice and veteran instructors. We present five exercises that engage your students and demonstrate fundamental concepts, beginning with teambuilding and group process observation, then moving to group planning and, finally, to the issues of process loss and social loafing across cultures. These exercises blend classic teachings about groups with experiential learning adapted to students in today’s dynamic and international learning environment.

Do sweat It: Using a fitness session as an introduction to research on the relationship between physical and mental states

A. L. Kenworthy et al. — Wed, 05 Jun 2013 18:05:37 PDT

In this article, a hands-on experiential exercise session in a fitness centre is presented as a teaching tool for management instructors to facilitate a theoretically based discussion about the connection between individuals' physical and mental states. Before discussing the components of the exercise session itself, a rationale for integrating this exercise into management courses is presented. The exercise session is then described, with an overview of the logistics and operational components including both the legal release form and the reflection questions that are used before and after the session. Readers are encouraged to consider integrating this teaching tool into any level of management course from undergraduate through executive. To assist in this regard, readers are provided with a list of suggested readings and research findings as well as a discussion of both the potential risks and beneficial outcomes of using this teaching tool.

Careers in transition: Job loss, unemployment and dislocation. Toward authenticity or defeat: The jolting effect of layoff

Suzanne C. de Janasz et al. — Tue, 03 Jul 2012 17:11:24 PDT

Can we fix it? Yes we can!: Daring to care about teaching in a multicultural classroom

Amy L. Kenworthy et al. — Tue, 03 Jul 2012 17:11:20 PDT

Service-learning with government organizations: Challenges, benefits, and paper trails

Wayne Fallon et al. — Wed, 30 May 2012 22:43:25 PDT

Gather 'round the experiential fire!

George Hrivnak et al. — Wed, 30 May 2012 22:43:24 PDT

Gather around the experiential fire once again to experience and enjoy a collection of engaging experiential exercises from a number of presenters in a “speed dating” format. This session includes exercises on sustainability, decision making, team building, teamwork, social perceptions and bias, leadership, and cultural bias. The full details for using these exercises are available in the Proceedings.

Taking service-learning to the next level: The 'one goal, one community: Moving beyond bullying and empowering for life' initiative

Amy Kenworthy — Wed, 30 May 2012 20:53:36 PDT

This session is designed to engage attendees in a discussion of a service-learning project called “One Goal, One Community: Moving beyond bullying and empowering for life”. This project started out as a partnership between one local high school and one university course on Negotiation and within twelve months it expanded into a large-scale international initiative involving over 35,000 people, 24 schools, and two universities on different sides of the globe. If you are interested in taking a stand against bullying, with your students as agents of positive change, then this is a discussion you will not want to miss.

Explicating the how of service-learning: A proposal for the use of Schwartz's value theory

George Hrivnak et al. — Wed, 30 May 2012 19:01:33 PDT

A service-learning framework for enacting social change: Engaging 30,000+ people in an international anti-bullying program in less than one year

Amy Kenworthy et al. — Wed, 30 May 2012 17:19:44 PDT

Community engagement in contemporary legal education: pro bono, clinical education and service-learning

Patrick Keyzer et al. — Wed, 30 May 2012 16:46:47 PDT

The service-learning scholarship antinome: Our research is focused on educating students yet we neglect the education literature

Amy Kenworthy et al. — Wed, 30 May 2012 16:46:46 PDT

Passionately & strategically walking a controversial path: Daring to care about teaching & learning

A. L. Kenworthy — Sun, 05 Feb 2012 22:51:58 PST

Toward a scholarship of engagement: A dialogue between Andy Van de Ven and Edward Zlotkowski

Fri, 22 Jul 2011 14:28:43 PDT

Components of Successful Service-Learning Programs: Notes from Barbara Holland, Director of the U.S. National Service-Learning Clearinghouse

Amy Kenworthy-U'Ren et al. — Fri, 22 Jul 2011 14:28:40 PDT

This paper presents one expert's views on the required components of successfully designing and implementing an interactive teaching pedagogy called service-learning. The paper is largely drawn from an interview with Barbara Holland, a respected pioneer and international advocate for service-learning and university-community engagement. The paper aims to provide interested faculty with both a better understanding of what service-learning is as well as an overview of the student, faculty, community partner, and institutional motivations and commitments related to service-learning program success. © 2006 WACRA®. All rights reserved.

Creating paths forward for service-elearning: A ten-year review of the Michigan journal of community service learning

Amy Kenworthy-U'Ren — Fri, 22 Jul 2011 14:28:38 PDT

Extract:
The emergence of the term service-eLearning stems from the recent shift in our teaching environments- in today's educational systems, technology has permeated many facets of the teaching and learning process. Implementation and integration of service-learning into higher education practice have bourgeoned over the past twenty years (Kenworthy-U'Ren & Peterson, 2005; Lowery et al., 2006) in both international and domestic (United States) settings (Kenworthy-U'Ren, Petri, & Taylor, 2006).

Electronic Negotiation: A teaching tool for encouraging student self-reflection

Brooks C. Holtom et al. — Fri, 22 Jul 2011 14:28:35 PDT

As the amount of negotiation taking place electronically increases, the responsibility of negotiation instructors to prepare students to successfully operate in electronic environments grows.We believe that skills related to electronic negotiation — like many other negotiation skills — are best taught by providing students opportunities to gain firsthand experience followed by self-reflection. For the past five years, we have used an electronic negotiation exercise to allow students to personally experience the complexities associated with negotiations completed exclusively over the Internet. Further, with the use of e-mail and instant messaging, a powerful record emerges: a complete transcript of the negotiation encounter. After describing the preparation and structure of this exercise, we explain how to harness the power of this vehicle to lead students to significant insights through self-reflective activities.

Integrating Entrepreneurship, Business Planning and Service-Learning: Preparing Students for Business Plan Composition and Community Engagement

Amy Kenworthy-U'Ren et al. — Fri, 22 Jul 2011 14:28:32 PDT

The following exercise describes the Bond University Business Plan Training Program. The program is grounded in entrepreneurship concepts and uses a teaching design called service-learning. The program was created as a partnership between the local Chamber of Commerce and Bond University with the aim of increasing sustainable economic development in the local community as well as student learning via real-world application of classroom-based knowledge. The exercise can be used in either business planning or entrepreneurship courses at the undergraduate and graduate levels. © 2006 WACRA®. All rights reserved.

A decade of service-learning: A review of the field ten years after JOBE’s seminal special issue

Amy L. Kenworthy-U'Ren — Fri, 22 Jul 2011 14:28:29 PDT

This article reviews developments in the field of service-learning, both in terms of general management education and business ethics specific courses, over the past 10 years. Using the 1996 Journal of Business Ethics special issue on service-learning as a benchmark, numerous accomplishments are presented and continued barriers are discussed. Finally, three issues are raised as next steps for service-learning authors and practitioners as we move forward into the next decade: (1) designing effective and sustainable university/community partnerships, (2) addressing problems stemming from the conspiracy of courtesy, and (3) optimizing the intersection between online learning and service-learning.

Service-learning and negotiation: Engaging students in real-world projects that make a difference

Amy Kenworthy-U'Ren — Fri, 22 Jul 2011 14:28:26 PDT

In recent years, the normative approach to teaching negotiation (i.e., using a combination of lectures, case discussions, and simulation exercises) has been under scrutiny. Calls for change stem from the need to increase the "real-world" applicability of our courses. The author presents service-learning as a potential pedagogical solution. In doing so, she addresses the fit between service-learning and recent calls for change in teaching negotiation; discusses issues related to student learning, course design, and faculty member involvement; and provides sample reflections from past service-learning negotiation students.