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This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes.

Corporate giving is increasingly important to the nonprofit sector. However, corporate philanthropy has been slow to adopt insights from the sector's decades-long experimentation with strategic philanthropy. This article explores the question of how corporate philanthropy might leverage service learning partnerships with students in university-based nonprofit education programs to enhance strategy and maximize social impact. We propose a model for strategic corporate philanthropy comprising two axes, on which the corporation can gauge whether its giving is more proactive or reactive, and technocratic or humanistic, to find a balance between strategy and rigidity. Qualitative data were collected from a service learning project between Toyota Motor North America, Master of Public Administration (MPA) students at a Texas university, and residents of an economically challenged area of West Dallas. Findings suggest that service learning partnerships can help corporate philanthropists strike an appropriate strategic balance, whereby the corporation, individuals being served, and students all benefit. [ABSTRACT FROM AUTHOR]

Purpose – The Hispanic community is the fastest growing ethnic group in the USA and is currently the largest minority group with tremendous buying power. This trend has seen a significant growth with respect to the Spanish-language media in recent years. Along with the media's ability to entertain, comes the responsibility to educate and warn its audiences of eminent threats and disasters. The aim of this paper is to look at the Spanish-language media's efforts to warn and prepare its listeners for local and national emergencies. Design/methodology/approach – Using descriptive and explanatory methods the author looks at the failures of the Spanish language media to communicate emergency warnings in both the Saragosa, Texas tornado and in the case of hurricane Katrina. Findings – Research indicated that pressure from constituents, however, forced a change on the Spanish language industry. Research limitations/implications – The research was limited by not having first hand contact with the Spanish language media. Practical implications – The practical implication of this research which has social overtones is that providing disaster warnings to the non-English speaking population in the USA is achievable. Emergency managers and first responders need to be aware of issues regarding non-English speakers. Social implications – The implications for this research is that all individuals will be notified of emergencies even non-English speakers. Originality/value – The issues on non-English speakers in emergency situations have come up before. Nevertheless, this work identifies a practical solution by involving the Spanish language media in emergency alerts. It is essential that this tremendous resource be involved in emergency alerts. [ABSTRACT FROM AUTHOR]