• Institution: Rotterdam School of Management
• Country: Netherlands
• Lecturer: Ivo Geers 

• Curriculum:
• Course level: BSc
• Credits: 15 ECTS
• Number of students participating: 50

For their group assignment, students work for 10 weeks on a real-life consultancy case with an existing social entrepreneur in the Rotterdam area.

With the mainstreaming of digital conferencing technology, local civil society organisations have no problem with online meetings. Utilizing this technology withing the Learning by Doing Minor, has widened our scope as staff in searching for cases, increasing our range from just Rotterdam to even other provinces altogether, places students would only be able to reach through multi-hour commutes.

During the minor, we ask community partners to at least participate in the in-person kick-off, where introductions are made, and a first interview is held to determine the organizational issue at the participating community partner. After that, students go to the community partner’s location at least once. We do this to make sure students grasp the situation and environment of the community partner, and to foster a good relationship.

Throughout the 10-week program, through conferencing technology, students can easily keep in touch and have valuable conversations with their community partner.

In our case, students from other universities can participate in the minor. Another benefit is utilizing this technology we make the minor more inclusive for these students. Where before, good contact may be reserved for only some members of the group able to commute, now we know every student can interact well, and as a group.

After in person education was allowed again after Covid-19, we decided to provide students with a new hybrid opportunity. Sessions are mandatory during this service-learning minor, and missing one results in a replacement assignment. However, with a legitimate reason, students are now allowed to participate online, if possible, through a stream that is only set up if there are some students who need it. It empowers students through digital technology to 1) be present when it otherwise wouldn’t be possible and 2) allows them to be much more in touch with staff about their situation. In the case of student personal issues, such as anxiety from in class lecture situations, can now easily be accommodated, allowing for easier re-integration into the class through getting a feel for the in-class atmosphere digitally first. We find presence numbers are up compared to other years, and we find students no longer feel the motivational effect of missing a session.