Design conditions for learning in community service contexts

In this study, we investigated ream-based community service projects as act ion learning initiatives designed to facilitate two learning outcomes: comm unity learning (knowledge of social, cultural, or economic issues) and pers onal learning (self-awareness of managerial attitudes and abilities). We de veloped hypotheses to predict critical input conditions for action learning that promote community and personal learning. We tested these hypotheses w ith data collected from 381 MBA students and their team leaders who partici pated in a variety of community service projects. Results demonstrated that design conditions (task characteristics, social interactions, and affectiv e responses) influenced community and personal learning differently. We sup plemented survey results with interview and observational data from a subse t of participants and conclude with a discussion of the theoretical implica tions for action learning and practical recommendations for designing commu nity service programs. Copyright (C) 2001 John Wiley & Sons, Ltd.