From Transactions to Transformation: Rethinking Business Management Education Through Service-Learning

This study examined the effectiveness of service-learning as a pedagogical approach in a course offered to business management students. Employing a quasi-experimental design, the research compared student outcomes between an experimental group that incorporated service-learning and a control group that underwent traditional teaching methods. These student outcomes included knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. The results revealed that students participating in service-learning significantly gained self-reflection skills, self-efficacy, and a sense of social responsibility compared to their peers undergoing traditional teaching approaches. However, no statistically significant differences were observed in the other areas. These results suggest that while service-learning offers unique advantages in specific areas, its broader impact may depend on the depth and duration of community immersion in service-learning. This study shows the transformative potential of service-learning in rethinking business management education, emphasizing its ability to bridge theory and practice while fostering socially responsible professionals.