!!!

The$Impact$of$International$Service$Learning$on$

Undergraduate$Student$Perceptions$of$

Corporate$Social$Responsibility$!!!!

An!essay!submitted!in!partial!fulfillment!of!!!

the!requirements!for!graduation!from!the!!

!Honors$College$at$the$College$of$Charleston$$

with!a!Bachelor!of!Science!in!!!

Business!Administration!!!!!

Michelle!Smith!!

May!2015!!!!!!!!!

!!Advisor:!Dr.!Brumby!McLeod!

!!

! !

SMITH& 1&

!

Introduction**

The&idea&that&a&business&has&a&responsibility&to&uphold&a&social&contract&to&the&

surrounding&community,&otherwise&known&as&Corporate&Social&Responsibility&(CSR),&was&a&

thought&penned&by&H.R.&Bowen&in&The$Social$Responsibility$of$the$Businessman$in&1953.&&Now&

widely&regarded&as&the&father&of&modern&corporate&social&responsibility,&Bowen’s&concept&of&

CSR&gradually&transformed&from&a&novel&idea&at&the&time&of&its&inception&into&an&ethical&standard&

of&business&practice&that&many&modern&corporations&try&to&follow.&&&

&Since&Bowen&introduced&the&idea&over&60&years&ago,&CSR&has&been&heavily&researched&

(e.g.,&Bowen,&1953;&Carroll,&1999;&Dahlsrud,&2008;&Freeman,&2010;&Friedman,&1970,&Singhapakdi,&

1999)&and&has&transitioned&from&the&abstract&‘social&consciousness’&of&a&business&towards&more&

concrete&topics&such&as&stakeholder&theory,&business&ethics,&and&corporate&citizenship&(Carroll,&

1999).&

Modern&interest&in&CSR&is&due,&in&part,&to&the&series&of&scandals&that&opened&the&21st&

century&including&Arthur&Anderson,&Enron,&and&WorldCom,&to&name&a&few&(Seider,&2010).&&

Searching&for&the&underlying&cause&of&these&executives’&unethical&behavior,&some&placed&

responsibility&on&the&business&schools&themselves,&as&schools&claim&to&train&the&next&generation&

of&business&leaders,&going&so&far&as&to&state&“Faculty&members&need&to&own&up&to&their&own&role&

in&creating&Enrons”&(Ghoshal,&2003).&&&

&&&&&&&&&&&&&&&&&&&In&reaction&to&these&allegations,&the&American&Assembly&of&Collegiate&Schools&of&

Business&(AACSB)&mandated&in&2004&that&ethics&be&taught&in&the&business&school&curriculum&

(Thompson,&2004).&&As&business&schools&sought&ways&to&implement&ethics&into&the&classroom,&

various&styles&of&infusion&were&used.&&Some&used&case&studies,&others&used&civic&engagement,&

and&some&began&to&turn&towards&service&learning&experiences&(Campus&Compact,&2009).&&&

&&&&&&&&&&&&&&&&An&emerging&concept,&community&service&learning&is&defined&as&actions&that&meet&

“needed&tasks&[within&a]&community&with&intentional&learning&goals&[and]&conscious&reflection&

and&critical&analysis”&(Kendall,&1990).&&Much&research&has&been&conducted&on&community&service&

learning&(Govekar,&2007;&Howard,&1999;&Seider&2010;&Hanks&2009)&and&experimental&methods&

designed&to&effectively&teach&undergraduate&business&students&responsible&ethical&behavior&

(Heaney,&2008;&Stewart,&2013).&&However,&little&research&has&been&conducted&on&International&

Service&Learning&(ISL)&projects&in&business&schools&and&their&effect&on&student’s&viewpoints&of&

Corporate&Social&Responsibility.&

& This&gap&in&research&is&surprising;&particularly&because&the&learning&outcomes&

determined&by&these&studies,&including&an&effect&on&student&perspectives&of&community&and&

civic&engagement&(Cox,&2014;&Vigier,&2009),&are&also&dimensions&of&CSR&(Dahlsrud,&2006).&&The&

impact&these&experiences&had&on&students’&perspectives&of&dimensions&of&CSR,&in&addition&to&the&

influence&of&other&learning&outcomes&that&the&researchers&attribute&to&the&students’&overall&

worldview,&indicate&a&potential&for&these&ISL&experiences&to&also&shape&student’s&perceptions&of&

CSR&as&a&whole.&&

*

Literature*Review&

Corporate(Social(Responsibility(Theory(&

& Widely&regarded&among&researches&as&the&Father&of&Modern&CSR&Theory&(e.g.&Carroll,&

1999;&Elias,&2004;&Dahlrsud,&2006)&Bowen&introduced&the&topic&to&society&in&1953&with&the&Social$

SMITH& 3&

!

Responsibility$of$the$Businessman.$$In&this&monumental&piece,&Bowen&argued&that&corporations&

have&a&responsibility&to,&“purse&those&policies,&make&those&decisions,&or&follow&those&lines&of&

actions&which&are&desirable&in&terms&of&the&objectives&and&values&of&our&society”&(Bowen,&1953,&

p.&6).&&&Definitions&of&CSR&expanded&throughout&the&1960s&and&1970s.&&Empirical&research&and&a&

breadth&of&CSR&themes&developing&in&the&1980s,&continuing&to&provide&a&sustainable&core&to&

many&alternative&frameworks&in&the&90s&(Carroll,&1999).&&As&modern&CSR&theory&evolved,&it&

became&evident&that&the&bottom&line&was&no&longer&the&only&pivotal&piece&corporate&executives&

needed&to&deliver&successfully&to&the&stockholders,&rather,&managers&began&to&think&about&

policies&that&would&reflect&well&on&the&company&as&the&consumer&appetite&to&support&socially&

responsible&firms&continued&to&grow&throughout&the&next&several&decades.&&&

& Bowen’s&theory&directly&conflicts&with&Friedman&(1970),&who&lobbied&that&a&corporation&

only&has&a&responsibility&to&its&shareholders&(Shareholder$theory).&&Friedman&expounds&upon&the&

fact&that&while&individuals&can&have&personal&responsibilities&to&society,&placing&that&

responsibility&in&the&hands&of&a&corporation&can&lead&to&manager&manipulating&the&CSR&concept&

to&further&their&own&personal&agenda.&&Ultimately,&Friedman&states,&firms&are&better&off&shifting&

CSR&funds&into&efficiency&and&optimization&developments&for&the&firm&instead.&&&

& Freeman&(1984)&challenged&this&theory,&and&proposed&instead&the&Stakeholder$theory,$

which&argues&that&firms&have&a&responsibility&to&the&various&stakeholders&that&their&decisions&

affect,&including&stockholders,&suppliers,&employees,&customers,&and&the&larger&community.&&

This&viewpoint&firmly&ties&ethical&behavior&to&a&corporation.&&&

$ While&these&two&arguments,&the&stakeholder$theory,$and&the&shareholder$theory,&are&the&

two&primary&schools&of&CSR&thought,&the&stakeholder$theory&has&become&the&dominant&theory&

of&CSR&in&recent&years&(McWilliams&and&Siegel,&2001).&&CSR&has&since&continued&to&evolve&into&an&

incredibly&complex&ideology,&as&illustrated&in&Carroll’s&1999&Corporate$social$responsibility,$

evolution$of$a$definitional$construct$and&Dahlsrud’s&2008&How$corporate$social$responsibility$is$

defined:$an$analysis$of$37$definitions.$$

$ In&the&1999&piece,&Carroll&reviewed&the&history&of&CSR&and&explored&the&various&branches&

of&thought&that&have&stemmed&from&it,&including&corporate&social&performance,&stakeholder&

theory,&and&business&ethics&theory.&&He&also&established&a&separate&definition&for&Corporate&

Social&Performance&(CSP)&a&related&concept&he&defined&as&the&interaction&between&principles,&

the&response&in&the&process,&and&ultimately&the&policies&developed&as&a&result&of&Corporate&

Social&Responsibility.&&&

& Dahlsrud’s&2008&article&also&identified&the&many&schools&of&thought&surrounding&CSR&by&

analyzing&the&frequency&count&of&5&specific&CSR&dimensions:&stakeholder,&social,&economic,&

voluntariness,&and&environmental,&through&Google&Search.&&These&dimensions&provide&a&link&

between&CSR&and&ISL,&as&several&learning&impacts&of&the&international&service&experiences&align&

with&the&ideologies&that&together&encapsulate&CSR.&The&definition&with&the&highest&frequency&

count,&“A&concept&whereby&companies&integrate&social&and&environmental&concerns&in&their&

business&operations&and&in&their&interaction&with&stakeholders&on&a&voluntary&basis,”&aligns&well&

the&framework&behind&Singhapakdi’s&PRESOR&construct,&and&provides&a&base&definition&for&this&

study.&&

& The&PRESOR&was&the&result&of&a&research&effort&between&Singhapakdi,&Kraft,&Vitell,&&&

Rallapalli&in&1996&to&measure&members&of&the&American&Marketing&Association&perceptions&of&

CSR&on&organizational&effectiveness.&Since&the&16hitem&construct&was&created,&adapted&to&13h

SMITH& 5&

!

items&for&this&study,&it&has&been&administered&to&determine&student&perceptions&of&Corporate&

Social&Responsibility&by&Elias&(2004)&and&Etheredge&(1999),&and&is&a&reliable&construct&for&use&in&

this&study&to&measure&undergraduate&student’s&perceptions&of&CSR.&&&

& Elias’&study&particularly&relates&to&this&study&due&to&his&examination&of&student&

perceptions&of&CSR&before&and&after&investigating&high&profile&bankruptcies.&&In&his&study,&Elias&

broke&down&results&into&varying&demographics&to&look&at&potential&outside&factors&that&may&play&

an&important&role&in&determining&the&student’s&perceptions.&Gender&and&major&were&included&in&

these&demographics&and&determined&to&be&important&shaping&factors.&&&

$

Service(Learning((

& The&primary&theory&behind&service&learning&is&credited&to&John&Dewey&(1938)&who&

established&the&concept&of&experiential&learning,&linking&academic&theory&to&practical&

experience.&&Since&its&inception,&a&significant&body&of&research&(e.g.&Eyler&&&Giles,&1999;&Govekar,&

2007;&Seider,&2011)&has&been&conducted&on&service&learning&in&the&setting&of&higher&education.&&

&Berry&&&Chisholm&(1999),&in&particular,&studied&service&learning&within&these&institutions&

and&focused&on&how&university&administrative&policies&can&influence&students’&levels&of&

engagement&in&community&service&learning&and&also&analyzed&possible&ways&for&administrators&

to&effectively&facilitate&service&learning&programs.&&Their&research&represents&a&growing&interest&

among&higher&education&institutions&around&the&world&to&implement&successful&service&learning&

projects,&furthering&the&need&to&understand&the&full&impact&these&programs&have&on&students.&&

& Eyler&and&Giles&(1999)&explored&this&potential&impact&more&specifically&in&their&book:&

Where’s$the$Learning$in$Service$Learning?$$Within&this&research,&they&offered&insight&into&the&

positive&impact&international&service&learning&specifically&has&on&student’s&perspectives&of&the&

world,&problem&solving&skills,&and&unique&to&their&research,&their&ability&to&transfer&learning&from&

one&context&to&the&other.&&The&shift&in&these&student’s&worldview&after&an&ISL&experience&points&

to&a&potential&impact&on&student&perspectives&of&CSR&as&well,&since&several&dimensions&of&CSR&

are&also&incorporated&in&an&individual’s&worldview&(Dahlsrud,&2006).&&Eyler&and&Giles&focused&on&

the&raised&awareness&and&sense&of&social&responsibility&domestic&learning&spurs&in&students,&and&

encouraged&the&further&development&of&these&programs&on&a&national&scale.&&

& Quantitative&and&qualitative&analysis&on&the&impact&of&service&learning&on&undergraduate&

business&students&has&previously&indicated&positive&personal&and&professional&growth&(Gokevar&

&&Rishi,&2007),&with&the&stipulation&that&faculty&often&have&to&conduct&the&courses&a&few&times&

before&the&courses&become&effective.&&Gokevar&and&Rishi&noted&that&special&care&should&also&be&

taken&throughout&the&course&to&address&student&needs&as&ambiguity&arises&in&these&experiential&

situations.&&To&obtain&these&results,&Gokevar&and&Rishi&administered&a&survey&of&15&questions&

operating&on&a&5&point&Likert&scale&to&quantitatively&measure&student&responses.&&While&the&

questions&in&this&scale&addressed&personal&growth&rather&than&worldview,&the&results&

nevertheless&indicate&potential&for&a&positive&impact&on&student&perception&of&CSR&as&a&result&of&

service&learning.&

A&different&study&on&the&impact&of&service&learning&isolated&business&and&nonhbusiness&

undergraduate&students&(Seider&&&Rabinowicz,&2011)&to&look&for&possible&differences&on&the&

impact&between&majors,&with&the&result&that&nonhbusiness&majors&experienced&a&greater&change&

in&their&worldview&then&business&majors.&&This&suggests&that&preconceived&worldview&may&shape&

SMITH& 7&

!

and&affect&a&student’s&choice&in&major,&as&well&as&the&likelihood&of&participating&in&a&service&

learning&program.&&

While&all&the&above&studies&offer&a&significant&body&of&research&on&the&impact&of&service&

learning&on&undergraduate&students,&no&studies,&to&this&date,&have&assessed&the&impact&of&

service&learning&on&undergraduate&student&perceptions&of&CSR&using&the&PRESOR&as&the&method&

of&measurement.&&

& &

International(Service(Learning((

& While&there&is&a&significant&body&of&research&analyzing&the&impact&that&international&

learning&via&traditional&study&abroad&programs&has&on&undergraduate&students&(e.g.,&Williams,&

2005;&Dwyer,&2004;&Kitsantas,&2004;&McKeown,&2009),&these&studies&have&not&researched&the&

potential&impact&ISL&may&have,&either&incorporated&into&student’s&traditional&study&abroad&

programming&or&as&an&isolated&experience.&&The&research&that&has&been&conducted&on&ISL&

includes&a&study&that&administered&pre&and&post&surveys&in&an&effort&to&capture&the&perceived&

worldview&of&undergraduate&students&at&the&University&of&Florida&who&traveled&to&Botswana&on&

a&service&initiative&(Cox,&2014).&&&

Another&study&conducted&by&GaineshHanks&and&Grayman&in&2009&administered&post&

surveys&to&undergraduate&students&at&the&University&of&Delaware&who&participated&in&an&ISL&

program&to&South&Africa.&&This&study&was&also&designed&to&measure&students’&perceptions&of&

their&personal&worldview,&which&further&ties&together&the&potential&for&ISL&experiences&to&effect&

student’s&perceptions&of&CSR&due&to&the&previously&stated&shared&dimensions&that&construct&

both&worldview&and&CSR&ideologies&(Dahlsrud,&2006).&

& These&studies&implemented&different&surveys&that&were&created&internally&at&their&

respective&universities&and&both&revealed&positive&results&on&the&impression&of&the&students’&

perceived&worldview&and&personal&and&professional&growth&following&an&international&service&

learning&experience.&&The&positive&shift&of&student&perception&on&global&issues&and&sense&of&self&

after&these&ISL&experiences&may&also&translate&into&a&positive&shift&in&undergraduate&student&

perception&of&CSR&after&participating&in&an&ISL&experience.&&&

*

Methodology**

& In&an&effort&explore&possible&positive&trends&between&ISL&experiences&and&undergraduate&

student&perceptions&of&CSR&as&a&method&for&incorporating&ethics&into&the&business&school&

curriculum,&this&preliminary&study&surveyed&two&courses&of&undergraduate&business&students&at&

the&College&of&Charleston.&&Each&of&the&courses&surveyed&included&an&international&travel&

component&over&Spring&Break&2015.&&One&course&traveled&to&Honduras&on&an&international&

service&learning&trip&to&execute&microfinance&programming&and&other&efforts&in&partnership&with&

a&nonhprofit&organization,&Global&Brigades.&&The&second&course,&serving&as&a&control&group,&

traveled&to&Dubai&to&participate&in&a&tour&of&organizations&and&cultural&sites.&&

& The&survey&administered&to&all&the&students&before&and&after&the&trips&included&the&

PRESOR&(Singhapakdi,&1996);&an&instrument&developed&specifically&to&measure&individual&

perceptions&of&corporate&social&responsibility,&and&has&been&administered&to&business&students&

and&professionals&alike&(Elias,&2004;&Etheredge,&1999).&&The&expectation&was&that&students&

participating&in&the&Honduras&service&learning&trip&would&have&higher&PRESOR&scores&posthtrip&

SMITH& 9&

!

than&the&students&who&participated&in&the&Dubai&tour&of&organizations;&thereby&indicating&a&

positive&correlation&between&international&service&learning&and&CSR.&&

Sample(Selection((

The&undergraduate&student&sample&was&selected&out&of&College&of&Charleston&

Undergraduate&Business&School&courses&in&Spring&2015&that&included&a&required&international&

travel&component&over&spring&break.&&One&course&was&required&to&incorporate&service&learning&

into&the&travel&experience,&while&one&course&needed&to&offer&a&study&abroad&experience&that&did&

not&incorporate&service&learning.&&&

The&students&enrolled&in&the&INTB&313&Global&Commerce&and&Enterprise,&with&a&Spring&

Break&2015&trip&to&Dubai,&and&the&INTB&390&International&Social&Enterprise&and&Development,&

with&a&Spring&Break&2015&trip&to&Honduras,&met&these&requirements&and&provided&a&convenient&

sample&given&the&timing&of&international&travel.&&The&faculty&conducting&the&respective&courses&

agreed&to&brief&their&class&on&the&purpose&of&the&survey&while&the&survey&itself&established&

informed&consent&and&confidentiality.&&The&students&were&asked&to&complete&the&online&survey&

that&incorporated&the&PRESOR&via&Qualtrics&before&and&after&their&international&travel&

experience&on&their&own&time.&

Sample(Population((

According&to&the&Center&for&International&Education&at&the&College&of&Charleston,&the&

potential&respondents&to&the&survey&comprised&of&39&total&undergraduate&business&students.&20&

students&were&enrolled&in&INTB&313,&the&course&that&traveled&to&Dubai&and&19&were&enrolled&in&

INTB&390,&the&course&that&raveled&to&Honduras.&&

Enrollment&in&the&Dubai&course&was&split&evenly&between&gender,&with&10&Male&students&

and&10&Female&students.&&All&of&the&students&enrolled&in&the&Dubai&course&were&upperclassmen,&

with&11&individuals&declared&majors&in&the&School&of&Business,&6&declared&majors&in&Liberal&Arts,&

and&3&individuals&declared&majors&in&the&School&of&Science&and&Mathematics.&&Of&the&20&students&

participating&in&this&course,&5&had&previous&studied&abroad&experience.&&The&average&GPA&of&the&

students&enrolled&in&Dubai&was&a&3.209&on&a&4.0&scale.&&Table&1&summarizes&the&population&

information&of&the&Dubai&course.&&

Participants&in&the&Honduras&course&comprised&of&9&Male&students&and&10&Female&

students.&&14&of&the&individuals&were&classified&as&Upperclassmen&(Junior&level&or&higher)&and&5&

were&classified&as&Underclassmen&(Sophomore&level&or&lower).&&Echoing&the&Dubai&course,&11&

students&enrolled&in&the&Honduras&trip&were&declared&School&of&Business&majors,&6&students&

were&declared&Liberal&Arts&majors,&2&students&were&declared&School&of&Mathematics&and&

Sciences&majors,&and&5&students&had&previously&studied&abroad.&&The&average&GPA&of&the&

students&enrolled&in&the&Honduras&trip&was&a&3.14&on&a&4.0&scale.&&Honduras&course&population&

information&is&summarized&in&Table&2.&

Table(1((& & & &

& &

Sample*Population*Dubai**

& & &

N* *Sample*%*

*Gender* Male&& 10& 50%&

& &

Female&& 10& 50%&

Class*Status** Upperclassmen& 20& 100%&

& & & & &

*Majors** SOB&& 11& 55%&

& &

Liberal&Arts&& 6& 30%&

& &

Mathematics&/&Science&& 3& 15%&

Previous*Study*Abroad*** Yes&& 5& 25%&

& &

No& 15& 75%&

SMITH& 11&

!

(

Table(2((& & & &

(Sample*Population*Honduras**

&

& * &

N* *Sample*%*

*Gender* Male&& 9& 47%&

& &

Female&& 10& 53%&

Class*Status** Upperclassmen& 14& 74%&

& &

Underclassmen&& 5& 26%&

&

Majors** SOB&& 11& 58%&

& &

Liberal&Arts&& 6& 32%&

& &

Mathematics&/&

Science&& 2& 11%&

Previous*Study*Abroad* Yes&& 5& 26%&

& &

No& 14& 74%&

(

Description(of(Course(Objectives(/(Syllabi((

INTB&313&Global&Commerce&and&Enterprise&was&taught&by&Dr.&Desplaces&of&the&

Entrepreneurship&Department,&and&met&twice&a&week&before&their&trip.&&&The&course&syllabus&is&&

attached&in&Appendix&A.&While&the&expectation&was&that&students&participating&in&the&

INTB&390&Honduras&course&would&have&a&higher&posthPRESOR&score&due&in&large&part&to&the&

servicehlearning&nature&of&their&trip,&it&is&important&to&note&that&ethical&concepts&were&also&

incorporated&into&the&Dubai&INTB&313&Course.&&

Particularly&relevant&to&CSR&and&ethics&is&the&Department&Statement&of&Excellence&that&

was&referenced&in&the&INTB&313&course&syllabus.&&This&statement&emphasizes&the&Department&of&

Management&&&Entrepreneurship’s&goal&to&achieve&financial,&ecological,&and&social&objectives&in&

today’s&increasingly&competitive&markets.&&Moreover,&the&statement&continues&to&clarify&the&

professor’s&goals&to&prepare&to&students&to&be&global&citizens&who&will&learn&to&manage&

organizations&in&a&responsible&way.&&The&course&objectives&also&offer&more&focused&goals&of&

developing&an&appreciation&for&various&business&cultures,&developing&crosshcultural&analytical&

and&international&trade&skills,&and&learning&to&identify&and&investigate&international&business&

opportunities.&&

&The&INTB&390&course&traveling&to&Honduras&was&taught&by&Dr.&Rene&Mueller,&with&Su&

Frost&serving&as&group&leader&and&liaison&between&the&Global&Brigades&NonhGovernmental&

Organization&(NGO)&and&the&College&of&Charleston&program.&&The&syllabus&for&this&course&is&also&

attached&via&Appendix&A.&&Course&objectives&directly&reference&CSR&concepts,&aiming&to&increase&

student’s&understanding&of&economic&and&social&problems&in&other&cultures&and&communities&as&

well&as&service&learning&objectives&which&included&directly&connecting&the&students’&academic&

studies&with&practical&experience&of&working&in&overseas&communities.&&Furthermore,&the&

students&on&this&trip&also&applied&conscious&reflection&and&critical&analysis&to&their&work&in&the&

community&through&daily&logs,&an&action&that&allows&the&course&to&formally&meet&the&formal&

definition&of&community&service&learning&(Kendall,&1990).&&

Description(of(Course(Itineraries((

& Designed&as&a&cultural&immersion&trip,&the&Dubai&course&itinerary&featured&tours&of&

numerous&luxury&tourist&destinations&as&well&as&fine&dining&experiences.&&These&excursions&

included&an&evening&dining&at&Latitude,&a&highly&regarded&restaurant&in&the&United&Arab&

Emirates&featuring&cuisine&from&many&Asian&and&European&countries&where&the&dinner&buffet&is&

priced&at&approximately&$60.00&per&person&(Jumeriah&International,&2015)&as&well&as&a&stop&at&

the&Emirates&Palace,&home&of&the&22&Carat&Gold&Cappuccino.&&&

SMITH& 13&

!

& Other&sites&included&the&Emirates&Mall,&where&some&students&participated&in&indoor&

skiing,&the&American&Consulate,&the&Dubai&Marketing&Department,&the&Dubai&International&

Finance&Center,&and&a&Desert&Trip&that&incorporated&dunning,&a&sunset&dinner,&and&camel&back&

riding.&&The&complete&itinerary&of&the&Dubai&course&can&be&found&in&Appendix&B.&&&&

& The&Honduras&trip&featured&extensive&microfinance&fieldwork,&with&nightly&reflections&

and&multiple&meetings&with&the&community&bank&board.&&Meals&were&served&on&site&at&the&

compound&where&the&group&was&housed&or&in&El&Jute,&the&local&community&the&students&spent&

the&week&working&with,&approximately&2&hours&away&from&the&compound.&&Home&visits&were&

extensively&incorporated&in&an&effort&to&better&understand&daily&life&in&El&Jute,&where&the&

population&is&380&individuals&and&the&average&family&income&per&month&is&around&18.00&USD&

(Global&Brigades,&2015).&&&

& The&last&two&days&of&the&Honduras&trip&featured&workshops&with&the&local&children&and&

the&Caja,&and&culminated&with&the&students&making&recommendations&for&the&community&bank&

and&Collective&Investment&Funds&allocation.&&Following&these&events,&the&cohort&participated&in&

one&final&dinner&and&reflection&period&before&departing&the&next&morning.&&The&complete&

itinerary&for&the&Honduras&trip&can&also&be&found&in&Appendix&B.&&

Measurement((

* The&measurement,&Perceived&Role&of&Ethics&and&Social&Responsibility&(PRESOR),&was&

designed&in&1996&by&Dr.&Anusorn&Singhapakdi&to&measure&the&perception&held&by&marketing&

professionals&of&corporate&social&responsibility&and&its&effect&on&organizational&effectiveness.&&

Adapted&from&the&original&PRESOR,&the&survey&implemented&for&this&research&comprised&of&

demographic&questions&as&well&as&13&PRESOR&items&accompanied&by&a&9hpoint&Likert&scale&to&

assess&undergraduate&student&perceptions&of&CSR&before&and&after&an&international&travel&

experience.&&&

Design(and(Procedures(

* The&PRESOR&construct&offered&a&reliable&tool&for&measuring&individuals’&perception&of&

CSR&in&relation&to&organizational&effectiveness,&and&was&appropriate&to&measure&undergraduate&

student&perception&of&CSR&before&and&after&international&travel&components.&&The&survey&was&

administered&online&via&Qualtrics.&&It&is&important&to&note&that&the&pre&and&post&surveys&were&

identical.&&The&students&had&access&to&the&pre&survey&one&week&before&the&travel&component&of&

their&respective&courses.&&When&the&travel&component&of&the&courses&was&over,&students&had&

two&weeks&to&access&the&post&survey.&&The&extended&survey&time&for&the&posthsurvey&helped&to&

capture&the&maximum&amount&of&survey&responders.&&

& When&opening&the&survey,&the&students&were&first&directed&to&a&consent&form.&&If&the&

student&did&not&consent&to&participate&in&the&study,&they&could&not&complete&the&survey&and&an&

automatic&response&thanked&them&for&their&participation.&&If&the&student&did&consent&to&

participate,&they&were&asked&to&complete&demographic&information&before&being&directed&to&

the&PRESOR.&&The&PRESOR&was&displayed&in&a&matrix&format&as&opposed&to&individual&questions,&

to&allow&for&students&to&complete&the&survey&efficiently&and&effectively.&&

To&address&possible&previous&influences&on&the&students’&perceptions&of&CSR,&the&

students&were&asked&to&account&for&any&previous&study&abroad&experience.&&If&the&student&had&

previously&studied&abroad,&they&were&directed&to&an&open&text&box&to&detail&when&they&studied&

abroad,&the&length&of&the&trip,&and&any&secondary&purpose&of&the&trip&(international&internship,&

independent&research,&etc).&&Other&demographic&information&collected&included&gender&and&

SMITH& 15&

!

specific&School&of&Business&Major.&&The&students&also&identified&if&they&were&not&a&School&of&

Business&major&or&if&they&were&Undecided.&None&of&the&demographic&information&required&a&

response&for&the&student&to&continue&to&the&next&question.&&The&complete&survey&is&attached&in&

Appendix&C.&

& Based&on&prior&research&conducted&for&the&literature&review,&it&was&expected&that&the&

students&participating&in&the&Honduras&course&would&have&a&higher&mean&PRESOR&score&than&

the&students&participating&in&the&Dubai&trip&for&both&the&pre&and&post&surveys.&&It&was&also&

anticipated&that&both&groups&would&have&a&higher&PRESOR&score&post&trip.&&Women&were&

expected&to&have&an&overall&higher&PRESOR&score&than&men&regardless&of&which&course&they&

participated&in.&&Similarly,&SOB&PRESOR&scores&were&expected&to&be&less&impacted&than&nonhSOB&

majors&in&both&courses.&&Finally,&students&who&had&previously&studied&abroad&were&expected&to&

have&a&higher&PRESOR&score&in&the&pre&trip&survey&than&those&who&had&not,&and&the&difference&

between&this&demographic’s&pre&and&post&PRESOR&scores&was&expected&to&be&less&than&the&

students&who&had&not&previously&studied&abroad.&&&

*

Results**

Data(Organization(*

The&pre&and&post&survey&data&was&exported&from&Qualtrics&to&Microsoft&Excel&before&

being&analyzed.&The&demographic&data&was&extracted&and&manually&entered&into&a&Microsoft&

Word&table&before&any&data&analysis&began.&All&the&data&was&then&broken&into&6&separate&Excel&

sheets:&the&first&sheet&contained&all&the&raw&data&and&second&sheet&organized&the&data&to&

calculate&the&average&of&each&PRESOR&item&and&the&total&average&PRESOR&score&of&the&specific&

survey.&&The&remaining&4&sheets&were&filtered&to&examine&the&average&score&of&each&individual&

PRESOR&item&and&total&average&PRESOR&score&of&both&men&and&women,&those&with&and&without&

study&abroad&experience,&the&different&majors&within&the&school&and&those&majoring&outside&of&

the&School&of&Business&(SOB),&and&those&participating&on&the&Honduras&or&Dubai&trip.&&

The&first&sheet&that&contained&all&the&data&from&each&respective&survey&was&edited&from&

numeric&code&into&qualitative&responses,&and&the&5&reversehscored&items&embedded&in&the&

PRESOR&instrument&were&manually&altered&to&reflect&this&scoring&system.&&Once&this&was&

accomplished,&the&raw&data&in&the&first&sheet&was&filtered&to&reflect&the&specific&topics&being&

compared.&&First,&the&data&was&filtered&between&the&Honduras&course&and&the&Dubai&course.&&

Following&this,&the&both&pre&and&post&surveys&was&calculated&and&compared,&then&the&data&was&

cross&tabulated&to&review&PRESOR&results&for&each&course&by&gender,&major,&and&previous&study&

abroad&experience.&&All&results&were&rounded&into&2&decimal&places,&and&then&manually&entered&

into&tables&to&provide&visual&aids.&&

*Demographics((** Both&the&pre&and&post&survey&had&a&relatively&high&response&rate.&&&Of&possible&

respondents&74%&participated&in&the&pre&survey&and&89%&of&possible&respondents&completed&

the&post&survey.&&The&demographic&information&collected&indicated&an&approximately&even&

distribution&of&males&and&females&in&the&pre&survey&(52%&and&48%,&respectively)&while&the&post&

survey&had&more&women&participate&then&men&(42%&male&and&58%&female).&&The&number&of&

students&who&indicated&previous&study&abroad&experience&varied.&&Only&34%&of&total&

respondents&indicated&previous&abroad&experience&in&the&pre&survey,&while&56%&indicated&

previous&experience&in&the&post&survey.&&

SMITH& 17&

!

& There&was&a&relatively&even&distribution&between&courses&in&the&pre&survey&(52%&Dubai&

and&48%&Honduras)&while&the&post&survey&reflected&a&higher&distribution&of&students&who&

participated&in&the&Dubai&course&(60%).&&Regarding&majors,&approximately&56%&of&the&

respondents&identified&as&School&of&Business&majors&in&the&pre&survey,&with&44%&identifying&as&

majors&outside&of&the&Business&School.&&The&post&survey&was&similar,&with&52%&of&the&students&

identifying&as&a&Business&School&major&and&48%&identifying&as&an&outside&major.&&

*Table*3:*PRESOR*Scores,*Honduras*&*Dubai**

Table&3&organizes&the&pre&and&post&mean&PRESOR&scores&for&each&PRESOR&item,&

separated&by&course.&&It&was&important&to&analyze&each&individual&item&result&when&comparing&

courses&in&addition&to&the&overall&average&score&to&check&for&variance&between&items&and&

possible&outliers.&*

& The&pre&survey&recorded&higher&PRESOR&scores&in&most&items&for&the&Dubai&course,&

indicating&that&before&the&travel&component,&the&students&participating&in&the&Dubai&course&

were&more&perceptive&to&Corporate&Social&Responsibility.&&Seventy&seven&percent&(10&out&of&the&

13&items)&of&the&pre&survey&items&under&the&Dubai&course&had&a&higher&PRESOR&mean&than&the&

Honduras&course,&contrary&to&our&expectation&that&Honduras&would&have&a&higher&PRESOR&score&

for&both&pre&and&post&surveys.&&

Table(3(

&

Table*4:*PRESOR*Scores,*Magnitude*of*Change**

Table&4&highlights&the&magnitude&of&PRESOR&score&change&between&pre&and&post&surveys&

for&each&course,&as&well&as&the&absolute&difference&of&the&change&between&courses.&When&

analyzing&individual&items,&92%&(12&out&of&13&of&the&questions)&demonstrated&positive&change&in&

!

Survey'PRESOR'Results,'Full'Sample,'Pre'(N=27)'&'Post'(N=32)'' Please'indicate'your'agreement'or'disagreement'with'each'of'the'following'statements'according'to'the'

following'scale.''1:'Totally'Disagree;'9:'Totally'Agree'b'='Reverse'Scored'item'

Question' Pre''Dubai'Mean''

Post''Dubai'Mean''

Pre''Honduras''Mean'

Post''Honduras''Mean'

1.'To'remain'competitive'in'a'global'environment,'business'firms'will'have'to'disregard'ethics'and'social'responsibility'b'!

'6.43'

'6.75'

'6.23'

'6.50'

2.''Social'responsibility'and'profitability'can'be'compatible'''

7.64' 7.75' 7.31' 7.40'

3.'Good'ethics'is'often'good'business''

7.21' 6.56' 7.15' 7.50'

4.'If'survival'of'a'business'enterprise'is'at'stake,'then'you'must'forget'about'ethics'and'social'responsibility'b''

6.43' 6.44' 5.15' 7.00'

5.'Being'ethical'and'socially'responsible'is'the'most'important'thing'a'firm'can'do''

6.21' 6.00' 6.15' 7.30'

6.'A'firm’s'first'priority'should'be'employee'morale'''

6.71' 6.31' 5.38' 5.50'

7.'The'ethics'and'social'responsibility'of'a'firm'is'essential'to'it’s'long'term'profitability'''

7.86' 7.44' 6.92' 7.70'

8.'The'overall'effectiveness'of'a'business'can'be'determined'to'a'great'extent'by'the'degree'to'which'it'is'ethical'and'socially'responsible''

6.43' 5.50' 6.38' 7.00'

9.'Business'ethics'and'social'responsibility'are'critical'to'the'survival'of'a'business'enterprise'''

6.79' 6.75' 7.00' 7.30'

10.'Business'has'social'responsibility'beyond'making'a'profit'''

7.57' 7.63' 7.62' 7.50'

11.'The'most'important'concern'for'a'firm'is'making'a'profit,'even'if'it'means'bending'or'breaking'the'rules'b'' '

5.86' 5.81' 5.31' 6.60'

12.'Efficiency'is'much'more'important'to'a'firm'than'whether'or'not'a'firm'is'seen'as'ethical'or'socially'responsible'b''

4.36' 4.56' 4.38' 5.80'

'13.'If'the'stockholders'are'happy,'nothing'else'matters'b''

5.43' 5.31' 4.38' 5.20'

PRESOR'' 6.53' 6.37' 6.11' 6.79'b.!=!reversed!scored!item!! ' ' ' '

SMITH& 19&

!

the&Honduras&course&after&the&travel&component,&which&aligned&with&our&expectation&that&each&

course&would&have&a&higher&PRESOR&score&in&the&post&survey.&&Also&following&the&expected&

outcome,&the&Honduras&course&PRESOR&scores&were&higher&than&the&Dubai&PRESOR&score&in&the&

post&survey&for&62%&(8&out&of&13&questions)&of&the&items.&&&This&is&contrary&to&only&30%&of&the&

items&(4&out&of&13&questions)&that&demonstrated&positive&change&in&the&Dubai&course&between&

the&pre&and&post&surveys.&&&

&It&is&also&worthy&to&note&that&the&Dubai&course&PRESOR&scores&not&only&lacked&behind&on&

positive&change&between&pre&and&post&survey&results,&but&that&approximately&46%&of&the&

questions&(6&out&of&13)&recorded&negative&change&between&the&PRESOR&score&pre&and&post&

survey&results.&&The&average&PRESOR&score&for&the&pre&survey&of&the&Dubai&course&was&6.53&and&

the&average&post&score&for&the&course&was&6.37;&an&negative&overall&change&of&0.16.&&This&is&a&

stark&contrast&to&average&PRESOR&scores&of&the&Honduras&course,&which&were&6.11&and&6.79&for&

the&pre&and&post&course;&a&positive&overall&change&of&0.68.&

(

(

(

(

(

(

(

(

(

Table(4(&

*

*

*

*

!

! Survey!PRESOR!Results,!Full!Sample,!Pre!(N=27)!&!Post!(N=32)!! Please!indicate!your!agreement!or!disagreement!with!each!of!the!following!statements!

according!to!the!following!scale.!!1:!Totally!Disagree;!9:!Totally!Agree!b!=!Reverse!Scored!item!

Question! Dubai!Δ! Honduras!Δ! Difference!!Of!!Δ!Between!!Honduras!and!Dubai!!

1.!To!remain!competitive!in!a!global!environment,!business!firms!will!have!to!disregard!ethics!and!social!responsibility!b!

!

!0.32!!

!0.27!!

!0.05!!

2.!!Social!responsibility!and!profitability!can!be!compatible!!!

0.11!!

0.09!!

0.02!!

3.!Good!ethics!is!often!good!business!!

*0.65!!

0.35!!

0.70!!

4.!If!survival!of!a!business!enterprise!is!at!stake,!then!you!must!forget!about!ethics!and!social!responsibility!b!

!

0.01!!

1.85!!

1.84!!

5.!Being!ethical!and!socially!responsible!is!the!most!important!thing!a!firm!can!do!!

*0.21!!

1.15!!

1.36!!

6.!A!firm’s!first!priority!should!be!employee!morale!!!

*0.4!!

0.12!!

0.52!!

7.!The!ethics!and!social!responsibility!of!a!firm!is!essential!to!it’s!long!term!profitability!!!

*0.42!!

0.78!!

1.2!!

8.!The!overall!effectiveness!of!a!business!can!be!determined!to!a!great!extent!by!the!degree!to!which!it!is!ethical!and!socially!responsible!!

*0.93!!

0.62!!

1.55!!

9.!Business!ethics!and!social!responsibility!are!critical!to!the!survival!of!a!business!enterprise!!!

*0.04!!

0.3!!

0.34!!

10.!Business!has!social!responsibility!beyond!making!a!profit!!!

0.06!!

*0.12!!

0.18!!

11.!The!most!important!concern!for!a!firm!is!making!a!profit,!even!if!it!means!bending!or!breaking!the!rules!b!

!

*0.05!!

1.29!!

1.34!!

12.!Efficiency!is!much!more!important!to!a!firm!than!whether!or!not!a!firm!is!seen!as!ethical!or!socially!responsible!b!

!

0.2!!

1.42!!

1.22!!

!13.!If!the!stockholders!are!happy,!nothing!else!matters!b!

!*0.12!!

0.82!!

0.94!!

PRESOR!! *0.16!!

0.68!!

0.84!!

b.!=!reversed!scored!item!!

SMITH& 21&

!

Tables*5AN7B:*Gender,*Previous*Study*Abroad*Experience,*and*Major*Analysis*

*!

The&remaining&charts&cross&tabulated&these&results&by&both&course&and&demographic&

factors&(gender,&previous&study&abroad&experience,&and&major)&to&look&for&possible&PRESOR&

score&influences&outside&of&the&course&travel&component.&&Tables&5A&and&5B&display&the&pre,&

post,&and&difference&in&PRESOR&scores&by&gender.&&Table&5A,&representing&the&Dubai&course,&

displays&higher&overall&PRESOR&scores&among&Females,&which&was&expected&from&the&outcomes&

of&prior&research.&&Additionally,&Table&5A&recorded&a&negative&change&between&Male’s&PRESOR&

scores&and&very&little&change&between&Female’s&PRESOR&scores.&

Representing&the&Honduras&course,&Table&5B&indicatede&a&positive&change&between&both&

Male&and&Female&PRESOR&scores,&with&Males&experiencing&a&higher&positive&change&than&

Females.&&While&Females&held&a&higher&PRESOR&score&in&the&pre&survey,&the&significant&positive&

change&in&the&Male&score&between&the&pre&and&post&survey&(0.79)&resulted&in&a&higher&Male&

PRESOR&score&in&the&post&survey,&which&was&contrary&to&our&expectation.&&

Table(5A(

(

(

(

Table(5B(

((((((((((((((((&

&

& &

Dubai((&Gender* Pre** Post* Δ*

Male** 6.32& 6.01& h0.31&

Female* 6.75& 6.83& 0.08&

Honduras((&Gender* Pre* Post* Δ*

Male** 5.98& 6.77& 0.79&

Female* 6.26& 6.74& 0.48&

&

Tables&6A&and&6B&highlight&previous&study&abroad&experience.&&Those&with&previous&

study&abroad&experience&in&the&Dubai&course&had&significantly&lower&PRESOR&scores&(a&

difference&of&0.73)&in&the&PRESOR&survey&than&those&who&had&not&previously&studied&abroad.&&

Such&a&result&was&the&opposite&of&our&predication;&based&on&prior&research,&we&anticipated&that&

students&in&either&course&who&had&previously&studied&abroad&would&record&higher&PRESOR&

scores&in&the&prehtrip&survey.&

This&trend&also&continued&the&post&survey&for&Dubai,&when&those&who&previously&studied&

abroad&continued&to&have&a&lower&PRESOR&score&than&those&who&had&not.&&One&piece&of&the&

Dubai&gender&analysis&did&meet&the&expected&result,&which&was&that&those&who&had&previously&

studied&abroad&experienced&much&less&of&a&change&than&students&who&had&not.&The&Honduras&

students&who&had&previously&studied&abroad,&represented&in&Table&6B,&also&defied&expectation,&

albeit&differently.&&Both&the&pre&and&post&PRESOR&scores&in&the&Honduras&course&indicated&a&

higher&score&and&greater&positive&change&among&students&who&had&previously&studied&abroad&

than&those&who&had&not.&&

(((((((((((((((((((((((((((((((((Table(6A(

!&

&

&

((((((((((((((((((((((((((((((((((Table(6B(

!

Dubai Previous**Study*Abroad*** Pre* Post* *****Δ*Yes** 6.12& 6.09& h0.02&

No* 6.85& 6.73& h0.12&

Honduras((Previous*Study*Abroad*** Pre* Post* ******Δ*Yes** 6.23& 6.94& 0.71&

No* 6.08& 6.48& 0.40&

SMITH& 23&

!

!

!

The&final&tables,&7A&and&7B,&separate&pre,&post&and&change&of&PRESOR&score&by&declared&

major.&&We&expected&that&students&with&declared&majors&in&the&School&of&Business&would&

experience&less&of&an&overall&change&than&those&who&were&not&in&the&School&of&Business.&&

However,&both&the&Dubai&and&the&Honduras&major&analysis&related&a&greater&change&between&

pre&and&post&scores&among&students&with&Business&School&majors.&&In&the&Dubai&course,&these&

students&recorded&a&greater&negative&change&than&Non&Business&School&majors,&while&in&the&

Honduras&scores,&these&students&indicated&a&greater&positive&change&than&their&Non&Business&

School&peers.&&

Table(7A(

&

(

(

Table(7B(

(

&

*

Discussion*

& This&study&aimed&to&analyze&undergraduate&student&perceptions&of&Corporate&Social&

Responsibility&on&organizational&effectiveness&before&and&after&an&International&Service&Learning&

(ISL)&experience,&in&an&effort&to&explore&ISL&as&a&method&for&incorporating&ethics&teaching&into&

Dubai(Major* Pre* Post* Δ*Bus* 6.88& 6.42& h0.46&

Non*SOB* 6.06& 6.29& 0.22&

Honduras(Major* Pre* Post* Δ*Bus* 6.04& 6.73& 0.69&

Non*SOB* 6.08& 6.35& 0.28&

the&undergraduate&business&classroom.&&In&an&effort&to&create&a&control&group,&a&course&that&

offered&an&international&travel&experience&without&a&service&learning&component&was&also&

analyzed.&&The&results&indicated&that&students&who&participate&in&an&ISL&program&experience&a&

greater&positive&shift&in&perception&of&CSR&on&organizational&effectiveness&than&students&who&do&

not.&&&

This&conclusion&stems&from&a&review&of&the&Results&section,&beginning&with&Table&3,&

which&recorded&a&much&higher&post&survey&PRESOR&score&for&Honduras,&despite&the&Dubai&

course&displaying&a&higher&PRESOR&score&in&the&pre&survey.&&Supporting&this&initial&finding,&Table&

4&recorded&a&greater&positive&change&in&PRESOR&score&among&participants&of&the&Honduras&

course&for&nearly&every&PRESOR&item,&with&only&two&exceptions.&&Finally,&Tables&5Ah7B&further&

this&indication,&with&all&demographics&who&participated&in&the&Honduras&course&experiencing&a&

positive&change&in&PRESOR&score,&regardless&of&gender,&previous&study&abroad&experience,&or&

major.&&This&is&in&great&contrast&to&the&participating&demographic&of&the&Dubai&program,&who&

recorded&negative&or&little&change&post&trip&in&nearly&every&category&with&the&exception&of&Non&

School&of&Business&Majors.&&

& While&the&results&of&this&preliminary&study&follow&many&of&the&expected&results,&we&have&

to&view&them&through&the&many&limitations&to&this&research&effort.&&First&and&foremost,&due&to&

time&constraints&and&lack&of&preparation,&we&were&unable&to&meet&the&Internal&Review&Board&

Requirements&that&would&have&made&it&possible&to&link&individual&responses&between&the&pre&

and&post&survey.&&This&would&have&been&ideal&both&to&track&the&individual&growth&between&

surveys&as&well&as&offer&more&accurate&results&within&the&defined&demographics.&However,&

SMITH& 25&

!

without&this&link,&the&study&was&unable&to&do&so&and&therefore&is&not&able&to&determine&

differences&in&individual&scores.&&&

Also&due&to&time&constraints,&we&were&not&able&to&incorporate&the&surveys&as&a&

mandatory&part&of&the&courses.&&If&we&had&been&able&to&do&so,&we&may&have&seen&higher&

participation&and&achieved&more&accurate&results.&&Finally,&we&also&have&to&account&for&human&

error.&&Several&students&completed&the&survey&in&5&minutes&or&less,&and&may&have&

misinterpreted&the&questions,&particularly&the&reverse&scored&questions,&in&haste&to&complete&

the&survey.&These&limitations&are&in&addition&to&possible&errors&made&when&transcribing&the&data&

and&possible&skewed&results&due&to&the&small&population&size.&&

Further&research&that&would&explore&the&preliminary&findings&of&this&study&could&involve&

administering&a&pre&and&post&PRESOR&survey&to&ISL&and&study&abroad&programs&with&a&larger&

population;&either&through&a&joint&university&effort&or&through&study&abroad&agencies&such&as&

Cultural&Experiences&Abroad,&The&Institute&for&the&International&Education&of&Students,&the&

Center&for&Education&Abroad,&and&others.&&Another&possibility&of&expanding&this&study&would&

involve&administering&a&pre&and&post&PRESOR&to&students&involved&a&specific&ISL&program&and&

analyze&consistency&in&scores&over&a&period&of&years.&&&

& &&

&

&

&

&

*

*

*

Works*Cited**

Berry,&H.&A.,&&&Chisholm,&L.&A.&(1999).&ServicehLearning&in&Higher&Education&around&

& the&World:&An&Initial&Look.&

Bowen,&H.&R.,&&&Johnson,&F.&E.&(1953).&Social$responsibility$of$the$businessman.&

Harper.&

Campus&Compact:&2009,&‘Who&We&Are’,&http://&www.campuscompact.org.&Retrieved&1&Oct&

2009.&&

Carroll,&A.&B.&(1999).&Corporate&social&responsibility&evolution&of&a&definitional&

construct.&Business$&$society,&38(3),&268h295.$

Cox,&T.,&Murray,&L.&I.,&&&Plante,&J.&D.&(2014).&Undergraduate&Student&Diversity&&

Paradigm&Expansion:&The&Role&of&International&Service&Learning.&Dr.$Kathleen$P.$King,$

University$of$South$Florida,$USA,&3.&

Dahlsrud,&A.&(2008).&How&corporate&social&responsibility&is&defined:&an&analysis&of&37&

definitions.&Corporate$social$responsibility$and$environmental$management,&15(1),&1h13.&

Dewey,&J.&(1998).&Experience$and$education.&Kappa&Delta&Pi.&

Dwyer,&M.&M.&(2004).&More&Is&Better:&The&Impact&of&Study&Abroad&Program&&

& Duration.&Frontiers:$The$Interdisciplinary$Journal$of$Study$Abroad,&10,&151h163.&

Etheredge,&J.&M.&(1999).&The&perceived&role&of&ethics&and&social&responsibility:&An&

alternative&scale&structure.&Journal$of$Business$Ethics,&18(1),&51h64.&

Eyler,&J.,&&&Giles&Jr,&D.&E.&(1999).&Where's$the$Learning$in$ServiceXLearning?$JosseyXBass&

Higher$and$Adult$Education$Series.&JosseyhBass,&Inc.,&350&Sansome&St.,&San&Francisco,&CA&

94104.&

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Friedman,&M.&(2007).&The$social$responsibility$of$business$is$to$increase$its$profits&(pp.&173h178).&

springer&berlin&heidelberg.&

Freeman,&R.&Edward.&Strategic$management:$A$stakeholder$approach.&

Cambridge&University&Press,&2010.&

GaineshHanks,&N.,&&&Grayman,&N.&(2009).&International&servicehlearning&in&South&&

Africa&and&personal&change:&An&exploratory&content&analysis.&NASPA$Journal,&46(1).&

Ghoshal,&S:&2003,&July&17,&‘Business&Schools&Share&the&Blame&for&Enron’,&&&

Global&Bridgades.&(2015).&www.globalbrigades.org&&

Govekar,&M.&A.,&&&Rishi,&M.&(2007).&Service&learning:&Bringing&realhworld&education&

into&the&Bhschool&classroom.&Journal$of$Education$for$Business,83(1),&3h10.&

Jumeirah&International.&(2015).&www.jumeirah.com&

Johnson,&A.&M.,&&&Notah,&D.&J.&(1999).&Service&learning:&History,&literature&review,&and&a&pilot&

& study&of&eighth&graders.&The$Elementary$School$Journal,&453h467.&

Kendall,&J.:&1990,&‘Combining&Service&and&Learning:&An&Introduction’,&in&J.&Kendall&&(ed.),&

& Combining&Service&and&Learning:&A&Resource&Book&for&Community&and&Public&Service&

& (National&Society&for&Internships&and&Experih&ential&Education,&

& Raleigh,&NC),&pp.&1–33.&&

Kitsantas,&A.&(2004).&Studying&abroad:&The&role&of&college&student's&goals&on&the&& development&

& of&crosshcultural&skills&and&global&understanding.&College$Student$Journal.&

McKeown,&J.&S.&(2009).&The$first$time$effect:$The$impact$of$study$abroad$on$college$student$

$ intellectual$development.&SUNY&Press.&

McWilliams,&A.,&&&Siegel,&D.&(2001).&Corporate&social&responsibility:&A&theory&of&the&firm

& perspective.&Academy$of$management$review,&26(1),&117h127.&

Porcano,&T.&M.&(2011).&An&Analysis&of&a&StudyhAboard&Learning&Effort.&Journal$of$the$

Academy$of$Business$Education,&12.&

Seider,&S.&C.,&Gillmor,&S.&C.,&&&Rabinowicz,&S.&A.&(2011).&The&impact&of&community&

service&learning&upon&the&worldviews&of&business&majors&versus&nonhbusiness&majors&at&

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Integrating&academics&and&active&learning&in&the&world.&Journal$of$Public$

Affairs,&8,&75h96.&

Thompson,&Kenneth&R.&"A&conversation&with&Milton&Blood:&The&new&AACSB&&

standards."&Academy$of$Management$Learning$&$Education&3.4&(2004):&429h439.&

Williams,&T.&R.&(2005).&Exploring&the&impact&of&study&abroad&on&students’&intercultural&

& communication&skills:&Adaptability&and&sensitivity.&Journal$of$Studies$in$International$

$ Education,&9(4),&356h371.&

&

&

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&

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APPENDIX(A(!Attachment(1:!!Course'Syllabus,'INTB'313'Global'Commerce'&'Enterprise!!_________________________________________________________________________________________________________!

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INTB 313Global Commerce & Enterprise

Class Days Class Hours Class Location Instructor

T Th 8-9:15 EDCR 115/Online/Study Abroad in Dubai Professor David Desplaces but call me “Prof. D”

Spring 2015

Office Location: Beatty 327, 5 Liberty Street Office Phone: 843-953-6446 Email: desplacesd@cofc.edu Fax Number: 843-953-5697 Office Hours T Th 11-2 by appointment or other days by appointment (Send email to set up) Course Description This course is an in-depth exploration of global commerce and the specific mechanisms and tools used in

global enterprise. Students will learn principles and practices of trade and how to identify and analyze trade data, trade opportunities, and challenges. The focus is on how to take a firm global.

Required The Global Entrepreneur: Taking Your Business International by James Foley Supplemental Readings or materials distributed on OAKS Course Learning Objectives:

x Explore and develop and appreciation for various businesses cultures x Develop cross cultural analytical and international trade skills x Learn to identify and investigate international business opportunities including import and export ventures

SOBE Learning Goals This course directly addresses the four Learning Goals established by the School of Business and Economics:

¾ COMMUNICATION SKILLS: Students will demonstrate the ability, via both written and spoken word, to effectively present, critique, and defend ideas in a cogent, persuasive manner.

¾ QUANTITATIVE FLUENCY: Students will demonstrate competency in logical reasoning and data analysis skills.

¾ GLOBAL AND CIVIC RESPONSIBILITY: Students will be able to identify and define social, ethical, environmental

and economic challenges at local, national and international levels. Students will also be able to integrate knowledge and skills in addressing these issues.

¾ INTELLECTUAL INNOVATION AND CREATIVITY: Students will be able to demonstrate their resourcefulness and

originality in addressing extemporaneous problems.

¾ SYNTHESIS: Students will demonstrate the ability to integrate knowledge from multiple disciplines incorporating learning from both classroom and non-classroom settings in the completion of complex and comprehensive tasks.

Department statement of excellence The Department of Management & Entrepreneurship believes organizations have an obligation to optimize the “Triple Bottom Line;” that is, to achieve financial, ecological, and social objectives in increasingly competitive global markets.

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As teachers, we seek to prepare our students to be global citizens who will think and act systemically regarding the multiple purposes of creating and managing organizations in this responsible way. Through our faculty service we reach out to the greater community, creating business relationships and partnerships. We serve as a resource to international, national, regional and local organizations. The faculty take pride in the fact that their research represents a variety of disciplinary perspectives. E-mail Business Etiquette Do not abandon business etiquette in your use of e-mail! I will not respond to e-mails if you do not follow the below guidelines: Business-like writing style (Dear Prof. D, sincerely etc..) Be concise and to the point. E-mail alias so recipient sees your full name, or your full name with @cofc.edu, in his/her e-mail

in-box. Subject line meaningful to recipient (consider identifying your class XXXX) Content clear states the purpose of the e-mail including any action to be taken from the professor. Clear signature block with your full name, postal mailing address and return e-mail address

(obviously there is no handwritten signature, nor do I require a digital signature). Be careful about including quotations and sayings in your signature block. Obviously don't include

anything that has potential to be offensive or misunderstood. Think about the impression your message sends to someone who doesn't know you, and be judicious.

Classroom Format:

The material will be conveyed through a combination of reading assignments, limited lectures, online discussions, movies, case analyses and structured individual assignments along with site visits during out study abroad. All assigned readings, exercises, videos, and cases should be viewed or read prior to the designated due dates. All students are expected to have access to their account on Oaks and are responsible for keeping their e-mail account active. Course materials and links to each modules will be placed there and you should regularly check-in for announcements and updates. Make sure you update your Oaks profile to reflect your active e-mail account otherwise you will not get my e-mails.

Virtual task groups are increasingly pervasive in all organizations today, and therefore will be the preferred experiential format for the class. As such, it is important for you to learn how to effectively participate in and to some extent manage a group virtually. You will have to plan and manage your group's activities in order to complete a high quality group project (effective) in a timely manner (efficient) according to quality and social guidelines (ethics). Expected Norms:

Several norms are also important for effective teams. Responsibility is an important aspect of this class. Your most important allegiance should be to your group. More importantly attempt to adhere to your group norms. In short, act maturely by keeping them informed and treating them the way you would prefer to be treated. Then everything should go smoothly.

Participation is also strongly recommended. Effective participation requires reading assignments before

completing work, coming prepared with questions and asking questions during our various visits. Students are responsible for accessing any required content. The best way to avoid any problem is to plan ahead and complete modules before any due date to guarantee that you will not miss any deadlines. Another important norm is involvement. You should be involved in class discussion, and in your group, but more importantly while traveling in Dubai. You will be asked to discuss chapter cases and get involved in the discussions but more importantly ask questions during our field visits. Involvement is needed for them to succeed. In addition, you should view this course as an opportunity to practice making decisions in a relatively safe environment. Get involved, and more importantly take calculated risks! Final Grades:

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Since I am the steward of learning, my goal is for students to take charge of their individual learning. I want everyone student to do well in the course, however, you should understand what I expect of you. This syllabus serves as your contract of your learning with me. You have rights as well as responsibilities.

Student’s Bill of Rights Right to a proper education/instruction Right to be treated fairly Right to question content and process

Student’s Bill of Responsibility Responsible for his/her own actions Responsible for learning – stay awake! Treat everyone as equals Be prompt (Being early is being on time, being on time is

being late, and being late is unacceptable) Must come prepared to discussed materials in class and

during the trip Don’ts No cell phone, no IMing, no text messaging/e-mailing in class (such behaviors will result in you being considered absent on the day of class), no falling asleep either especially during our trip (Dubai is fun but it is also where most of the learning will take place) Grading*: Points The Global Entrepreneurs Quizzes 200 Learning Engagement 200 Daily Logs 200 Visit Briefs 100 Team Project 300 Course Total 1000

* Make-up quizzes will not be given. Term team project or assignments must also to be turned in on the date due; assignment will be marked a full letter grade down every 24 hours it is late and it will NOT be accepted 3 calendar days after the due date. Projects not turned in at all are graded as a "Zero".

* Assignment due dates and instructions are available on OAKS.

Course Grade Scale (Percentage – but NO ROUNDING UP) A 94-100 – Superior C 73-76.99 – Acceptable A- 90-93.99 – Great work C- 70-72.99 – Weak work B+ 87-89.99 D+ 67-69.99 – Significant concerns B 83-86.99 - Good work D 63-66.99 – Barely Acceptable Passing B- 80-82.99 - Below good work D- 60-62.99 - Near failure C+ 77-79.99 - Considerable

weaknesses F Failure - Below 60

The Global Entrepreneur’s Quizzes Students will be quizzes on the assigned chapters. There will be at least 5 multiple choice questions per chapter. Quizzes are designed to emulate questions asked on the Certificate for Global Business Professional’s exam. Learning Engagement Engagement in the course is mandatory. Participation is only meaningful if it is completed during the completion of each module. Students can not return to a module discussion board and make contributions unless it is to comment on other students’ comments or contributions. Otherwise it will not be counted as active participation. In order to foster lively and informed follow-up discussion as well as developing critical analytical skills it is necessary to be prepared for and to participate in module. This requires active discussion and active engagement all designed to promote individual and class learning. Each module will have a discussion area and each student will be required to make meaningful contributions.

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INTB 313 - Prof. Desplaces Page 4

Participation points will be assessed as follows:

200 points = Constant & substantive participation. 170 points = Regular participation. 100 points = Infrequent but attended all classes and sessions 0 points = No participation, absent from class and or visits in Dubai.

Daily Logs

Students must reflect on all assigned chapters but more importantly site visits. The logs can also be used to raise questions to the professor that students would prefer not to address in class. Students will be required to prepare list of general and project specific questions for each project visit. Log questions will be submitted to the instructor by the second class (prior to departure). Remember, you are responsible for bringing you course binder to each class and each site visit. You will be given the opportunity to reflect on the visits (immediately after a visit or on a bus before another visit).

The log is a confidential document; all information written in the log will be kept confidential between the professor and the student unless (1) any indication of possible harm to the student or to someone the student knows is stated in the journal at which point the professor will take necessary steps with appropriate College officials to insure safety for all involved or (2) prior written consent is given by the student to the professor to share information in the journal to the extent that permission is granted by the student.

Logs will be evaluated using a check-system. You could loose points for late submissions. Daily logs are due to the instructors on the same daily following any visits. YOU are responsible for providing the completed logs to the instructor.

x Check+ = excellent (5 pts): Student demonstrated complete engagement but more importantly personal learning/reflections associated with each visit(s)

x Check = good (3 pts): Students simply summarized visit/presenter(s) content with limited personal learning/reflections reported

x Check - = fair to poor (1 pt): Incomplete journals.

Visit Brief

Students will be required to prepare a written one to two-page (single spaced) brief about a designated company/agency ahead of a visit (assigned by the instructor) which must be linked to the book chapter(s) content. Students will be required to submit the brief before class departure for proper dissemination to the class. Students will be responsible to discuss the content of the brief (10 minutes) at breakfast the morning of the visit.

Term Project

Students will be offered the opportunity to work on an international opportunity which would require conducting research and data gathering on the feasibility of that opportunity. Groups will prepare an international opportunity presentation and executive brief for a real company. More information will be provided to the students prior to the trip. This is the only group portion of the course.

The Honor Code

The Honor Code at the College of Charleston specifically forbids:

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INTB 313 - Prof. Desplaces Page 5

Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Incidents where the instructor determines the student’s actions are clearly related more to a misunderstanding will handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed by both the instructor and the student, will be forwarded to the Dean of Students and placed in the student’s file. Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. Students should be aware that unauthorized collaboration--working together without permission-- is a form of cheating. Unless the instructor specifies that students can work together on an assignment, quiz and/or test, no collaboration during the completion of the assignment is permitted. Other forms of cheating include possessing or using an unauthorized study aid (which could include accessing information stored on a cell phone), copying from others’ exams, fabricating data, and giving unauthorized assistance. Research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the instructor. Students can find the complete Honor Code and all related processes in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html.

Disability Statement

x The College will make reasonable accommodations for persons with documented disabilities. Students should apply at the Center for Disability Services located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsible for notifying me as soon as possible and for contacting me one week before accommodation is needed.

x If there is a student in this class who has a documented disability and has been approved to receive accommodations

through SNAP, please feel free to come and discuss this with me during my office hours.

x Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with me during my office hours.

x The College of Charleston abides by section 504 of the Rehabilitation Act of 1973 that stipulates no student shall be

denied the benefits of an education “solely by reason of a handicap.” Disabilities covered by law include, but are not limited to, learning disabilities and hearing, sight, or mobility impairments. If you have a documented disability that may have some impact on your work in this class and for which you may require accommodations, please contact the Center for Disability Services (953-1431) and then see me so that such accommodation may be arranged.

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Attachment(2:((Course'Syllabus,'INTB'390'International'Social'Enterprise'and'Development''________________________________________________________________________________________________________'

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International Social Enterprise and Development

INSTRUCTORS: Rene Dentiste Mueller, PhD; Marvin Gonzalez, PhD GROUP LEADER AND BRIGADE LIAISON Su Frost, MBA TELEPHONE: muellerr@cofc.edu; 953­5394 Marvin Gonzalez 953­4276; Su Frost (frosts@cofc.edu 953­4882TRAVEL: Spring Semester 2015COURSE PREREQUISITES: junior standing or permission of instructor

COURSE DESCRIPTION: The International Social Enterprise and Development [3] course will introduce students to the development, planning and managing of social enterprises. Students are required to have practical experience in a social enterprise and a full cultural immersion in a different country. Prior approval of the project proposal is required before course registration (3 credits).

COURSE OBJECTIVES: x To develop cross cultural understanding of living and working conditions in other parts of the

worldx To increase students’ understanding of economic and social problems in other cultures and

communitiesx To introduce students to the concept of micro­finance, social enterprise and development in an

international contextx To improve student’s understanding of the goals and objectives of specific NGOs (or other

agencies) and the strategies and tactics they use when assisting communities x To provide students an opportunity to connect academic study with practical experience working

in overseas communities

SBE LEARNING GOALS RELEVANT TO THIS COURSE:x Effective Communications: Students will write professional documents that are technically correct and

concise and make effective presentations utilizing technological tools and ability utilizing relevant discipline specific knowledge.

x Ethical Awareness: Students will recognize and be able to appraise ethical dilemmas involved in business decisions and competently engage in discourse aimed at resolution of these dilemmas utilizing relevant discipline specific knowledge.

x Global Awareness: Students will recognize and examine the global implications of business decisions while evaluating and integrating innovative applications of these implications utilizing relevant discipline specific knowledge.

x Problem Solving Ability: Students will demonstrate critical thinking skills in identifying and evaluating problems and opportunities in the business environment and apply analytical techniques to formulate creative solutions utilizing relevant discipline specific knowledge.

ACADEMIC INTEGRITY AND THE COLLEGE HONOR CODE: All students are expected to adhere to the College of Charleston Honor Code. Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each incident will be examined to determine the degree of deception involved. Violations of the honor code will result in an automatic failure of this class. The following paragraphs contain additional information as per College of Charleston guidelines.

Incidents where the instructor determines the student’s actions are clearly related more to a misunderstanding will be handled by the instructor. A written intervention designed to help prevent the student from repeating the error will be given to the student. The intervention, submitted by form and signed by both the instructor and the student will be forwarded to the Dean of Students and placed in the student’s file.

Cases of suspected academic dishonesty will be reported directly by the instructor and/or others having knowledge of the incident to the Dean of Students. A student found responsible by the Honor Board for

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academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board.

Students should be aware that unauthorized collaboration­­working together without permission­­ is a form of cheating. Unless the instructor specifies that students can work together on an assignment and/or test, no collaboration is permitted. Other forms of cheating include possessing or using an unauthorized study aid (such as a smartphone), copying from others’ exams, fabricating data, and giving unauthorized assistance.

Students can find the complete Honor Code and all related processes in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html.

.Late assignments will not be accepted.

Class Component: Students will meet for classroom discussions and review as scheduled. Classroom sessions will strengthen students’ knowledge of relevant areas of social enterprise and development and critically examine the theoretical themes of the course. Topics addressed include, but are not limited to, social enterprise, micro­finance, and economic development. When students are not physically in class, they will be expected to participate in on­line discussions of the same topics

Fieldwork Component: Students will actively engage in an overseas field work experience for a social enterprises or nonprofit organization.

PROJECT DESCRIPTION: The Honduras Micro­finance Global Brigades project is a service learning trip that requires pre­departure study and overseas field experience working with a wide range of people who have different educational, socio­economic, and cultural backgrounds. Students will with work with Global Brigades in Honduras while in Honduras, however, there will be pre­departure readings and quizzes (internet based) as well as class lectures/discussions prior to departure. Upon return, students will submit a learning outcomes project (short video clip).

In order for an academic trip to be successful students must:

x be prepared to participate from 7:00 a.m. to 10:00 pm. each dayx be able to live in very primitive conditions x be willing to take supervision and direction from group leaders whether they are professors, village

elders or project appointed leaders x engage 100 percent with villagers, their cohort, and project members x present themselves in a professional manner at all timesx be respectful of different cultures and normsx serve effectively as good will ambassadors of the College of Charleston and the United States

The Center for International Education will address all students about the behavior and disciplinary rules before the trip departs. In addition the following expectations will apply to this specific trip.

1: Any action i.e.: fighting, criminal actions will result in the student departing the program immediately at their expense and will result in an honor board investigation. A grade F will be given.

2: Drunkenness is not acceptable. Any student who cannot participate due to drunkenness or results of said behavior will be given a written warning that will be part of their permanent college record.

5: A midnight curfew will be enforced to make sure that students are able to meet the 7:00 a.m. meeting time each morning.

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SELECTED READINGS (ON OAKS)

GRADING POLICY:. x Pre­departure Readings and Quizzes 35%x Daily Log and Journal Cash Flow Analysis: 10%x Video Summary (3 min video/photo book) 25%x Behavior and participation 30%

Pre­departure Quizzes/DiscussionsThese quizzes will be online, multiple­choice quizzes based on course readings. They are required to be completed two weeks prior to the overseas social enterprise and development experience. The goal of these quizzes is to ensure each student is academically and intellectually prepared for all facets of the work in Honduras.

Daily DiaryStudents will keep a daily diary throughout the trip. The diary will describe daily events and relate the activities to learning objectives. The daily diary should relate to the required readings, experience on the trip, interviews and cash flow analysis. Take photos! Students will require a minimum of 35 hours of fieldwork, which should be recorded in the daily diary.

Final Reflection Video/Photo BookAt the end of the course, students will submit either a 3 minute video or 20 page photo book summarizing the project (grading rubric will be provided). This video should incorporate all the elements of the course and should include a: 1) description of Project, its goals and mission, 2) a brief summary of the economic, social and culture of Honduras 3) a description of student/students’ contribution to the project, and 4) reflection on what the student/students learned through the project. The video or photobook should be completed and submitted no later than 3 weeks after project completion.

Students can elect to do this portion as a group or as an individual. If the video/book is a group effort, students will be required to grade each group member’s effort/contribution by using a constant sum scale i.e. each individual will divide 100 points among all group members based on each individual’s efforts. These evaluations will be confidential.

APPENDIX(B((Attachment(1:((Dubai'Trip'Itinerary''_________________________________________________________________________________________________________'

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Course'Schedule!!Saturday'Feb.'28:'Arrive!at!8:30!pm!!Sunday,'Mar.'1:'7:30!Breakfast!8:30!Dubai!Museum!9:45!Dubai!Mosque!11:30!Lunch!on!Go/CoEop!12:00pm!Dubai!Chamber!of!Commerce!2:00!pm!American!Consulate!3:30!Dubai!Marketing!Department!–!Positioning!Dubai/Expo!2020!7pm!Dinner!E!Latitude!!Monday,'Mar.'2:'7:30!Breakfast!8:30!Fabtec!–!Jabel!Ali!10am!Jabel!Ali!Ports!12!pm!Lunch!in!free!trade!zone!1:30!pm!Visit!of!logistic!company!(Dickies)!3:30pm!Gap/Al!Tayer!Group!6:00pm!Emirates!Mall!!E!Free!night!(Bus!drop!off!back!at!9!pm)!!Tuesday,'Mar.'3:'8!am!Breakfast!11am!Zayed!Mosque!Visit!12:30!Emirates!Palace!(22!Carat!Gold!Cappuccino)!1:30!pm!Lunch!at!Fanh!Restaurant/Manarat!Al!Saadiyat!4:00pm!Camel!Chocolate!Factory!5:30pm!Navtec!Marine!Services!8!pm!reception!on!Palm!!!!

!Wednesday,'Mar.'4:'7:30!Breakfast!8:15!Nakheel!10!am!–!Federal!Express!(Strategy/Plane!visit)!with!lunch!4:30pm!Dubai!Souk/Creek!7pm!Dubai!Mall/!Fountains/Dinner@PFChang!!Thursday,'Mar.'5:'7:15am!Breakfast!8:00am!Burj!Al!Arab!10am!Dubai!International!Financial!Center!1pm!Dubai!International!Court!2!lunch!at!Emirates!Towers/Mosaico!4pm!Desert!Trip!(return!around!10:30!–!dunning/sunset/dinner/!cultural/camel!riding)!!Friday,'Mar.'6:'11E2:30!Dubai!Beach!2:30!Departure!3pm!Burj!Kalifa!visit!4:30pm!Mall!Visit!6pm!Wrap!up!light!early!dinner!–!Madina!Jumeirah!–Ushna!Restaurant!7:30!Free!!Saturday,'Mar.'7:'Free!day!–!Optional!trip!to!Abu!Dhabi!or!beach!!• Depart!at!9:30!• Depart!at!2pm!• Return!back!by!4pm!

Room!cleared!by!5:30!pm!6:00!pm!depart!for!airport!

SMITH& 39&

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Attachment(2:(Honduras'Trip'Itinerary''_________________________________________________________________________________________________________'(

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!!!!!!!!!!!!!!! !College!of!Charleston!Microfinance!Brigade!Itinerary!!

Feb!28th9!March!6th,!2015!!

!ARCHITECTURE.BUSINESS.DENTAL.ENVIRONMENTAL.LAW.MEDICAL.MICROFINANCE.PUBLICE!HEALTH.WATER.!

Saturday!Feb.!28:!!12:00:1:00pm:!Arrival!in!Tegucigalpa!1:00:3:30pm:!Transport!and!arrival!to!compound!(Censo)!3:30:6:00pm:!Lunch,!unpack!and!relax!6:00:7:00pm:!Dinner!7:30:8:30pm:!Microfinance!orientation!!Sunday,!Mar.!1:!6:30:7:30!Breakfast!7:00am:9:00am:!Transport!to!El!Jute!!9:20am:12:00am:!Arrival!and!initial!meeting!with!community!bank!board!12:01pm:1:00pm:!Lunch!2:00!pm:3:30pm:!Cultural!Activity!3:30pm:5:30pm:!Transport!to!el!Censo!5:30pm:6:00pm:!Relax!6:00pm:7pm:!Dinner!7:45pm:!Microfinance!Reflection!!!Monday,!Mar.!2:!6:30:7:00am:!Breakfast!7:00am:9:00am:!Transport!to!El!Jute!9:20am:12:00am:!Home!Visits!12:01pm:1:00pm:!Lunch!1:00pm:3:30pm:!Home!Visits!!3:30pm:5:30pm:!Transport!to!el!Censo!5:30pm:6:00pm:!Relax!6:00m:7:00pm:!Dinner!7:45pm:!Microfinance!Reflection!!Tuesday,!Mar.!3:!6:30am:7:00am:!Breakfast!7:00am:9:00am:!Transport!to!El!Jute!9:20am:12:00pm:!Home!Visits!!12:01pm:1:00pm:!Lunch!1:00pm:3:30pm:!Home!Visits!!3:30pm:5:30pm:!Transport!to!el!Censo!

5:30pm:6:00pm:!Relax!7:45pm:!Microfinance!Relfection!!!Wednesday,!Mar.!4:!6:30:7:00am:!Breakfast!7:00am:9:00am:!Transport!to!El!Jute!9:00am:12:00pm:!Workshop!with!the!kids!12:00pm:1:00pm:!Lunch!1:00pm:3:30pm:!Workshop!with!the!Caja!3:30pm:5:30pm:!Transport!to!the!Compound!5:00pm:6:00pm:!Dinner!7:30pm:9:00pm:!Reflection/CIF!Allocation!!Thursday,!Mar.!5:!7:00:7:40am:!Breakfast!7:40am:!Transport!to!El!Canton!9:20am:12:00pm:!Recommendations!for!the!community!bank!and!CIF!allocation!!12:00pm:1:00pm:!Lunch!1:00pm:3:30pm:!Community!Meeting!3:30pm:5:00pm:!Transport!to!the!Compound!5:00pm:6:00pm:!Relax!6:00pm:7:00pm:!Dinner!7:00pm:9:00pm:!Reflection!!Friday,!Mar.!6:!7:30am:!Breakfast!8:30am:10:00am:!Transport!and!departure!to!the!airport!!!!

APPENDIX(C(PRE/POST'QUALTRICS'SURVEY''_________________________________________________________________________________________________________!!Consent!to!Participate!in!Research!!!You!are!invited!to!participate!in!a!research!study.!This!research,!to!be!conducted!by!Michelle!Smith,!under!the!supervision!of!Dr.!Brumby!McLeod,!Assistant!Professor,!Hospitality!and!Tourism,!is!designed!to!measure!perceptions!of!corporate!social!responsibility.!!!Participation!in!this!study!will!require!a!total!of!20!minutes,!which!involves!a!10Jminute!commitment!pre!departure!and!a!10Jminute!commitment!post!departure.!As!a!participant!in!this!research,!you!will!be!asked!to!answer!an!online!survey.!!This!research!is!anonymous.!!No!information!will!be!collected!would!identify!you.!!!Although!it!is!not!anticipated!that!you!will!benefit!directly!through!your!involvement!in!this!study,!this!research!is!expected!to!benefit!the!School!of!Business!at!the!College!of!Charleston!by!contributing!to!the!knowledge!on!undergraduate!study!abroad!programs.!!!I!know!of!no!risk!or!discomfort!associated!with!this!research.!!Your!participation!is!completely!voluntary,!and!you!may!discontinue!participation!at!any!time.!Your!decision!to!participate!or!not,!or!to!discontinue!participating,!will!not!have!any!effect!on!your!grades!in!this!class.!!!If!you!have!any!questions!concerning!this!research!study!please!contact!Michelle!Smith!at!484J678J5486!or!mnsmith@g.cofc.edu!or!my!faculty!advisor!at!843J9563J0735!or!mcleodb@cofc.edu.!You!may!also!contact!Research!Protections!&!Compliance!on!the!Office!of!Research!and!Grants!Administration,!at!843J953J7421!or!eJmail!compliance@cofc.edu!if!you!have!questions!or!concerns!about!research!review!at!the!College!of!Charleston!or!your!rights!as!a!research!participant.!You!will!be!given!a!copy!of!this!form!to!keep.!!!This(research(has(been(reviewed(by(the(Human(Research(Protections(Program(at(the(College(of(Charleston.!(!I!understand!that!my'completion!of!the!survey!signifies!my!consent!to!participate!in!this!research!project.!

• Yes!• No!

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SMITH& 41&

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For!the!following!questions,!please!indicate!which!response!applies!to!you.!!!!Have!you!previously!participated!in!an!undergraduate!study!abroad!program?!

• Yes!• No!

!IF!YES:!Please!describe!your!previous!study!abroad!program!(program!year,!destination,!and!length!of!stay)!!!!!!!Which!study!abroad!program!are!you!participating!in?!!!

• INTB!313!:!Global!Commerce!and!Enterprise!(Spring!Break!2015!Trip!to!Dubai)!• INTB!390!:!International!Social!Enterprise!and!Development!(Spring!Break!2015!

Trip!to!Honduras)!!!What!is!your!major?!If!double!majoring,!please!indicate!both!programs.!!

• Accounting!• Business!Administration!• Economics!• Finance!• Hospitality!and!Tourism!Management!• International!Business!• Marketing!• Not!a!School!of!Business!Major!• Undecided!

!!What!is!your!gender?!!

• Male!• Female!

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Please!indicate!your!agreement!or!disagreement!with!each!of!the!following!statements!according!to!the!following!scale!and!record!your!answer!next!to!the!question!number.!!!!Totally!Disagree!! !! !! !! !! !! !!!!!!!!Totally!Agree!!! 1! 2! 3! 4! 5! 6! 7! 8! 9! !!!If!the!stockholders!are!unhappy,!nothing!else!matters! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !!Efficiency!is!much!more!important!to!a!firm!than!whether!or!not!a!firm!is!seen!as!ethical!or!socially!responsible! !! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!! !!Social!responsibility!and!profitability!can!be!compatible!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !!The!overall!effectiveness!of!a!business!can!be!determined!to!a!great!extent!by!the!degree!to!which!it!is!ethical!and!socially!responsible!!! !! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!!Business!ethics!and!social!responsibility!are!critical!to!the!survival!!of!a!business!enterprise! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!! !! !The!most!important!concern!for!a!firm!is!making!a!profit,!even!if!it!means!bending!or!breaking!the!rules! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !!A!firm's!first!priority!should!be!employee!morale!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !!The!ethics!and!social!responsibility!of!a!firm!is!essential!to!its!long!term!profitability!!!!_____! !!!!!!!!!!!!!!!!! !!If!survival!of!a!business!enterprise!is!at!stake,!then!you!must!forget!about!ethics!and!social!responsibility!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Business!has!a!social!responsibility!beyond!making!a!profit!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !! !Good!ethics!is!often!good!business! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !!To!remain!competitive!in!a!global!environment,!business!firms!will!have!to!disregard!ethics!and!social!responsibility.! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____! !! !!Being!ethical!and!socially!responsible!is!the!most!important!thing!a!firm!can!do! !!!_____!!!! !

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