This study investigates the development of service-learning models for business school students in Azerbaijan. Drawing on the United Nations Sustainable Development Goals, this study identifies field projects and financial literacy immersions that benefit society while also promoting partnerships between Azerbaijan’s business schools, Central Bank, and international non-profit organizations. Based on the conceptual framework of Brower (Academy of Management Learning & Education 10:58-76, 2011) and theoretical underpinnings of Kolb (2015), this article develops two service-learning models for business schools in Azerbaijan and presents new corollaries between issues of sustainable community development, service-learning, and experiential learning theory. In one service-learning model, business school students complete a service-oriented consulting project based on real-world assignments from the United Nations Food and Agriculture Organization. In a separate service-learning model, business school students partner with the Central Bank of Azerbaijan and Junior Achievement in exerting servant leadership by serving as mentors for Azerbaijan’s schoolchildren in the area of financial literacy. The service-learning models in this study are distinctive and innovative in the context of Azerbaijan, both in terms of management education development and the potential to infuse and teach the United Nations Sustainable Development Goals into the business curricula.

本研究调查了阿塞拜疆商学院学生服务学习模式的发展。这项研究借鉴联合国可持续发展目标，确定了有益于社会的实地项目和金融知识沉浸式学习，同时也促进了阿塞拜疆商学院、中央银行和国际非营利组织之间的伙伴关系。基于 Brower 的概念框架（Academy of Management Learning & Education 10:58-76, 2011）和 Kolb（2015）的理论基础，本文为阿塞拜疆商学院开发了两种服务学习模型，并提出了问题之间的新推论可持续社区发展、服务学习和体验式学习理论。在一种服务学习模式中，商学院的学生根据联合国粮食及农业组织的实际作业完成一个面向服务的咨询项目。在单独的服务学习模式中，商学院的学生与阿塞拜疆中央银行和青年成就组织合作，通过担任阿塞拜疆学童金融知识领域的导师来发挥仆人式领导作用。本研究中的服务学习模式在阿塞拜疆的背景下是独特和创新的，无论是在管理教育发展方面，还是在将联合国可持续发展目标融入和教授商业课程的潜力方面。