1. Embedding Social Consciousness in students
Dr Ewa Krolikowska-Adamczyk
Dr Mazia Yassim
Project funded by an Academy of Marketing Teaching Research and Development Grant

2. Rationale of project
Purpose of education has become focused on creating economically-centred beings (Abbott, 2007)
Educators need to look at embedding social consciousness in students as part of the holistic development of the individual (Iverson and James, 2010; Rountree and Koernig, 2015)
An effective measure to evaluate student progress in terms of social consciousness is needed

3. Purpose and Methodology
To investigate the effectiveness of using a combination of service learning and problem-based learning approaches to teaching and assessment for developing and embedding social consciousness amongst students of marketing and related subjects.
Identification of a measurement tool
Two modules chosen for the project 
Sustainable Events
Social Marketing
Service learning (change-oriented) and Problem Based Learning approaches
Pre and post test of students

4. Eyler and Giles’ (1999) citizenship model
Values “I ought to do”
Knowledge “I know what I ought to do and why”
Skills “I know how to do”
Efficacy “I can do and it makes a difference”
Commitment “I must and will do”*
*Eyler and Giles measured intent not behaviour.

5. Sustainable Events
Core 15 credit module for Level 5 BA Events Management students
63 students took the module
Response rates:
Pre test: 54 students completed (1 deleted due to missing data) = 53 – 84%
Post Test: 29 students completed – 46%

6. Sustainable Events profile of respondents (based on pre test data)
46 female and 7 male
Volunteering while at university:
Only 1 student volunteers each week
18 students volunteer 1-3 times a month)
33 students seldom or never volunteer
Paid work while at university:
35 students (over 67%) work hours a week (24/46%) or over 20 hours a week (11/21%)

7. Volunteering and other community activities
47 (87%) of students completed the open question on activities and volunteering at school, college and university:
16 volunteered at events
10 volunteered for charities or charity events
11 volunteered at school e.g. mentoring younger students or helping at an elderly care home
“I had volunteered while I was at school, at university, though, I concentrate more on my self-development.”

8. NSS Results 2018
I feel like part of a community of staff and students MET overall: 69.2 BA Events Management: 42.55

9. low integration service learning*
In class
Outside class
Visit to The Crystal
The University’s Green Week
Contribution to online discussion forum (LinkedIn and Moodle)
Contribution to online discussion using Mentimeter
Guest lectures: real life experiences of sustainable practice from Lords Cricket Ground and Baxter Storey
Show and tell (plastic merchandise)
Higher quality service learning makes a bigger difference​ (Eyler and Giles, 1999)

10. Evasys comments: Inspiration and passion
“Learning from someone who is a true advocate for sustainability is inspiring to all, and enhances the learning experience immensely” “Teachers of this course were very passionate about sustainable events” “The passion for the topic demonstrated by Andres! It got me excited about sustainability - something I never thought I would care that much about”.

11. Evasys comments: awareness
“It has opened my eyes to issues of sustainability in a general sense and also in terms of the events industry”
EVASYS COMMENTS: VALUES
“I think that’s it’s great that we had this module because it’s really important to implement sustainable practices in the events industry”

12. Lessons learnt & Next steps
One-term may be a short time frame to expect shift in social consciousness (Eyler and Giles, 1999)
Sustainable Events has a narrower scope of issues compared to Social Marketing 
Time commitment to actively engage with social/sustainable activities is a challenge
Continue with some qualitative interviews with the Level 5 students
Pre and post test of Social Marketing (Level 6 students)