Academic Journal
The Transformative Effect of Generosity: A Single Case Study Exploring the Long-Term Implications of an Undergraduate Experiential Philanthropy Course
| Τίτλος: | The Transformative Effect of Generosity: A Single Case Study Exploring the Long-Term Implications of an Undergraduate Experiential Philanthropy Course |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Kyle S. Gammenthaler |
| Πηγή: | Michigan Journal of Community Service Learning. 2026 32(1). |
| Διαθεσιμότητα: | Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: https://journals.publishing.umich.edu/mjcsl/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Experiential Learning, Private Financial Support, Undergraduate Study, Courses, Business Education, Transformative Learning, Outcomes of Education, Student Attitudes, Attitude Change, Reflection, Decision Making |
| DOI: | 10.3998/mjcsl.7452 |
| ISSN: | 1076-0180 |
| Περίληψη: | Higher education consistently utilizes service-learning to engage students and impact communities. Experiential philanthropy is a more recent extension of service-learning that delegates the responsibility of giving to students. With most undergraduate students engaging in experiences like these, much is known about their short-term implications. However, there needs to be more exploration of the long-term influences of service-learning and experiential philanthropy on students' lives beyond the classroom. Considering the potential impact on students, universities, and communities, understanding how students implement learning beyond the immediacy of the experience is vital. Transformative learning within an experiential philanthropy context allows students to translate learning into action. For this single case study, I utilized Mezirow's (1978) transformative learning theory as a lens to explore data from six former experiential philanthropy students. The research questions focused on the former students' descriptions of a disorienting dilemma, the role reflection plays beyond the experience, and how they integrated new perspectives into post-graduate decisions. Participants provided reflective commentary through a questionnaire, journal entry annotations, and a semi-structured interview. The participants' descriptions of their experiences and subsequent behavior in the seven years beyond the course formed the basis for developing four key findings. First, the unique nature of the experiential philanthropy course prompted participants to reconsider their attitudes and perspectives related to philanthropy. Second, participants described experiencing complicated and conflicting feelings as a distinctive feature of the disorienting dilemma. Third, although participants expressed appreciation for the value of reflection, their critical reflection beyond the course experience was sporadic. Finally, despite barriers, participants exhibited thoughtfulness while reintegrating learning into decisions involving their time, treasure, and talent. These themes support the assertion that experiential philanthropy can have a transformative effect beyond the experience. Faculty and higher education leadership can use these findings to embrace the likelihood of students shifting their perspectives and attitudes toward philanthropy within an experiential philanthropy course. Current and prospective funders can invest in philanthropic education that extends for years beyond the course. Former students can use these findings to reinforce their reflective habits and impact their decisions to use their time, treasure, and talent for good. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1517835 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1517835 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Transformative Effect of Generosity: A Single Case Study Exploring the Long-Term Implications of an Undergraduate Experiential Philanthropy Course – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kyle+S%2E+Gammenthaler%22">Kyle S. Gammenthaler</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Michigan+Journal+of+Community+Service+Learning%22"><i>Michigan Journal of Community Service Learning</i></searchLink>. 2026 32(1). – Name: Avail Label: Availability Group: Avail Data: Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: https://journals.publishing.umich.edu/mjcsl/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Financial+Support%22">Private Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.3998/mjcsl.7452 – Name: ISSN Label: ISSN Group: ISSN Data: 1076-0180 – Name: Abstract Label: Abstract Group: Ab Data: Higher education consistently utilizes service-learning to engage students and impact communities. Experiential philanthropy is a more recent extension of service-learning that delegates the responsibility of giving to students. With most undergraduate students engaging in experiences like these, much is known about their short-term implications. However, there needs to be more exploration of the long-term influences of service-learning and experiential philanthropy on students' lives beyond the classroom. Considering the potential impact on students, universities, and communities, understanding how students implement learning beyond the immediacy of the experience is vital. Transformative learning within an experiential philanthropy context allows students to translate learning into action. For this single case study, I utilized Mezirow's (1978) transformative learning theory as a lens to explore data from six former experiential philanthropy students. The research questions focused on the former students' descriptions of a disorienting dilemma, the role reflection plays beyond the experience, and how they integrated new perspectives into post-graduate decisions. Participants provided reflective commentary through a questionnaire, journal entry annotations, and a semi-structured interview. The participants' descriptions of their experiences and subsequent behavior in the seven years beyond the course formed the basis for developing four key findings. First, the unique nature of the experiential philanthropy course prompted participants to reconsider their attitudes and perspectives related to philanthropy. Second, participants described experiencing complicated and conflicting feelings as a distinctive feature of the disorienting dilemma. Third, although participants expressed appreciation for the value of reflection, their critical reflection beyond the course experience was sporadic. Finally, despite barriers, participants exhibited thoughtfulness while reintegrating learning into decisions involving their time, treasure, and talent. These themes support the assertion that experiential philanthropy can have a transformative effect beyond the experience. Faculty and higher education leadership can use these findings to embrace the likelihood of students shifting their perspectives and attitudes toward philanthropy within an experiential philanthropy course. Current and prospective funders can invest in philanthropic education that extends for years beyond the course. Former students can use these findings to reinforce their reflective habits and impact their decisions to use their time, treasure, and talent for good. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1517835 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1517835 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3998/mjcsl.7452 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 Subjects: – SubjectFull: Undergraduate Students Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: Private Financial Support Type: general – SubjectFull: Undergraduate Study Type: general – SubjectFull: Courses Type: general – SubjectFull: Business Education Type: general – SubjectFull: Transformative Learning Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Attitude Change Type: general – SubjectFull: Reflection Type: general – SubjectFull: Decision Making Type: general Titles: – TitleFull: The Transformative Effect of Generosity: A Single Case Study Exploring the Long-Term Implications of an Undergraduate Experiential Philanthropy Course Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kyle S. Gammenthaler IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1076-0180 Numbering: – Type: volume Value: 32 – Type: issue Value: 1 Titles: – TitleFull: Michigan Journal of Community Service Learning Type: main |
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