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Purpose: The paper seeks to promote the integration of reflective learning within a broader service learning pedagogy at the undergraduate university level. Furthermore, it aims to illustrate various models for service learning that span multiple academic disciplines. Design/methodology/approach: The paper illustrates three ways in which reflective learning can be used to enhance the learning potential of service learning pedagogy. The subjective experiences inform its own stories that it presents as examples, supported as they are by the findings of prior empirical studies. Findings: The paper believes that multi-dimensional learning has been achieved in each of the three examples presented. Service learning extends the academic learning of students and allows for personal and societal learning to occur, not simply as a result of having a service experience, but of spending time reflecting on it. Practical implications: Practical implications are particular to the students themselves, as the service experiences it describes have, in some instances, helped to clarify individual students' values and vocational interests. Social implications: Given the range of service learning models contained in these examples, the social implications likewise range, yet share common dimensions of increasing students' social consciousness, appreciation of diversity, and their own capacities to contribute. Originality/value: The originality of this paper lies in the linking of reflective learning to service learning best practices to highlight the particular role of reflection in the production of multi-dimensional learning.

Purpose – The purpose of this paper is three-fold: to extend the scope of postcolonial theory to organizational analysis; to extend the scope of organizational analysis to the study of supranational organizations; and to examine the impact of postcolonial organizational thought on the conception and treatment of the Rwandan people. Design/methodology/approach – Organizational (in)action, both prior to and during the 1994 genocide in Rwanda, is subjected to postcolonial organizational analysis. Findings – It is shown that so-called global organizational relations are mediated by supranational organizations, such as the United Nations, whose organizational structuring and practices are rooted in imperialist and postcolonial thinking. Research limitations/implications – It is recognised that the account of events presents an alternative but partial history of events in Rwanda. Practical implications – The response to genocide in Rwanda by the global community represents a challenge to the promise of globalization, which posits that multinational organizational integration based on mutual interest is achievable. Originality/value – The paper destablizes the notion of globalization and global cooperation by raising questions about the asymmetrical contexts in which supranational organizations operate. [ABSTRACT FROM AUTHOR]