Proceedings of the 2011 IABS Conference Embedding Ethics Through Service Learning 502 IN THE SERVICE OF MANY MASTERS: DO THE PLURAL LOGICS OF SERVICE LEARNING INFLUENCE INDIVIDUAL LEARNING? Svenja Tams ∗ Paul Caulfield Darius Nedjati-Gilani Abstract : This paper examines the influence of service learning as a pragmatic skills- based teaching intervention. Conceptually, it builds on literature, legitimizing service learning in terms of four educational logics– civic engagement, practical relevance, skill development, and responsibility. We investigate whether service learning can always achieve this broad range of educational objectives, in view of students being increasingly exposed to a logic of ‘educational performance’, which they may perceive to be in conflict with the logics of 'civic engagement' and ‘responsibility’. The theoretical part of this paper reviews the evolution of service learning literature and summarizes insights from experiential learning literature. We also report findings from a controlled field experiment with postgraduate management students. We find that service learning influences students’ self-assessment of management skills and awareness stakeholder needs. Surprisingly, our findings provide no evidence for its influence on attitudes to responsibility. Keywords : service learning; plural logics; skills INTRODUCTION In this paper we examine how student learning is influenced by service learning, an educational intervention involving students developing reciprocal relationships with members of society through non-profit community service activities (Jacoby, 1996). As its point of departure, our research builds on management learning literature, legitimizing service learning in terms of four educational logics (or rationales) – civic engagement, practical relevance, skill development, and responsibility (Godfrey, Illes and Berry, 2005; Toncar et al., 2006). In this respect, service learning’s initial legitimization in terms of civic engagement and practical relevance has ∗ Author contact information: Svenja Tams: s.tams@bath.ac.uk • School of Management, University of Bath, Bath, BA2 7AY, UK Paul Caulfield: p.a.caulfield@bath.ac.uk • School of Management, University of Bath, Bath, BA2 7AY, UK Darius Nedjati-Gilani: d.nedjati-gilani@bath.ac.uk • School of Management, University of Bath, Bath, BA2 7AY, UK