Analyzing Morton's Typology of Service Paradigms and Integrity

dc.contributor.authorBringle, Robert G.
dc.contributor.authorHatcher, Julie A.
dc.contributor.authorMcIntosh, Rachel E.
dc.date.accessioned2016-05-23T19:55:57Z
dc.date.available2016-05-23T19:55:57Z
dc.date.issued2006
dc.description.abstractResearch on college students found limited support for Morton’s (1995) hypothesis that students have a preference for one distinct type of service orientation (i.e., charity, project, social change). The findings did replicate previous findings that college students prefer the charity paradigm. A measure of integrity was developed and two dimensions were identified that possessed distinct correlates. As Morton predicted, as the degree of integrity increased the preference for a distinct type of service became blurred, suggesting that developing integrity should be an intentional educational goal and it might be aided by exposing students to all three approaches to community service. Implications for service-learning educators are discussed.en_US
dc.identifier.citationBringle, Robert G., Hatcher, Julie A., McIntosh, Rachel E. (2006). Analyzing Morton's Typology of Service Paradigms and Integrity. Michigan Journal of Community Service Learning, Fall. pp. 5-15.en_US
dc.identifier.urihttps://hdl.handle.net/1805/9621
dc.language.isoen_USen_US
dc.titleAnalyzing Morton's Typology of Service Paradigms and Integrityen_US
dc.typeArticleen_US
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