Much of the recent focus of the RBV literature has been on resource utilization or capitalizing a resource-based advantage (D'Oria et al., 2021). We then conducted a second review of the qualitative responses, this time collecting raw excerpts that specifically highlighted the resources and capabilities in the PBHA model that aligned with an RBV framework. After coding and reviewing all excerpts, we found that the highest frequency codes (across the entire data set) included “PBHA in the context of Harvard” (383; within the aggregate construct “Descriptions of PBHA”); “Community/Program Participant Relations” (433),.
Initially, we analyzed each of the ordinal response options provided by respondents across the 13 different components of PBHA's service model. However, because we intended to use quantitative data in a measured way - to find potential areas of PBHA's service model that could. They also noted that PBHA's messages about commitment level were sometimes not always clear or aligned with the reality of the workload.
As a starting point, the following literature provides a synthesis of some of the potential theories that can support the student of PBHA. As such, we reviewed relevant literature on key elements of PBHA's service-learning model as described by PBHA leaders. We were curious about possible connections between the response ratings for each of PBHA's 13 model components (Q47) and the overall outcome data that PBHA collected from the alumni impact survey.
Interpersonal
Intellectual
These findings potentially indicate moderating effects of socioeconomic status and race on PBHA self-authority scores. We developed a preliminary set of findings to share with stakeholders at the PBHA Alumni Weekend in October. Finally, for the non-graduate interviews (of the PBHA board, staff, and Harvard staff), the student focus groups, and the participatory sensemaking session, we relied on the PBHA to identify, recommend, and/or recruit participants through channels of her contact methods, which included personal recruitment (for focus groups), email (PBHA alumni email list), and personal relationships (executive director connecting us to interviewees).
However, an examination of PBHA's case within the university context further emphasizes the role of context in communities of practice and self-authorship. This foundational capability articulates the dual goals of PBHA's service model—student development and community service—and is also core to the organization's ongoing success. We found that PBHA's shared enterprise—the pursuit of PBHA's dual goals of community service and student development—was strongly integrated in the responses of both staff and students across volunteers.
Structurally, PBHA's independence from Harvard supports students' autonomy to govern the organization and lead programs. Harvard students, alumni, and employees identified these values as distinctive and part of the PBHA brand, especially in the Harvard context. Despite these evolving descriptions, many of the core capabilities (particularly a focus on student leadership and a high level of responsibility and autonomy) remained constant in the shared narratives, seemingly deeply ingrained in PBHA's DNA over the decades.
In PBHA's case, students' experiences with PBHA occur simultaneously during their college experience at Harvard, which may be a context beneficial to the development of self-authorship. Although we determined that PBHA's deeply engaged culture is integral to the positive outcomes of its intensive community-based service model (see Figure 6), alumni and current. Much has already been said about the close-knit nature of the PBHA community.
The purpose of this interview is to learn more about your experience with PBHA and your views on the strengths and potential opportunities of PBHA in the future. What words come to mind when you think of PBHA's “brand” or “value proposition”. What do you see as PBHA's challenges or liabilities and how have they evolved over time to date.
What words come to mind when you think of PBHA's “brand” or “value proposition”. What do you see as PBHA's challenges or liabilities and how have they evolved over time to date. The purpose of this focus group is to learn about your experience with PBHA and your views on the strengths and potential opportunities of PBHA in the future.
Aggregate Construct #1: Sense of Self and Values (SS)
Comments on interpersonal relationships, sense of belonging; feeling valued and part of a community, descriptions of the community as a refuge and home. It was the most meaningful part of my college life, during which I developed the best friends and the strongest sense of belonging and personal effectiveness. In retrospect, the professional staff may have been more important than I think in providing a sense of security and validation.
Social identities, personal identity and position (eg self in community context, racial/ethnic identity, position in power systems). My experience at PBHA awakened me to the differences between the privilege I grew up with and the privilege of people in less privileged communities. My work with PBHA, in after school programs and SUP, introduced me to the joy of working with young people and helped me recognize my privilege.
Those experiences helped me realize I wanted to do a job working with young people and underserved communities. At PBHA, I found a group of people who volunteered, cared about the community and demonstrated a life I had not known. I learned to stretch myself out of my comfort zone, and doing that work really helped me see the humanity of all people and the importance of appreciating all people.
Commentary on ideals particularly related to social justice (eg, the importance of finding the root causes of inequality, the importance of collective care, the importance of centering the voice of the community). My experience with PBHA confirmed that I want to spend my life in public service, work with social impact. PBHA] This has made me attentive and responsive to the needs of those less fortunate than myself.
Mostly that I wasn't mature enough to spend the necessary time to provide much assistance or to get much out of it. I was the first and only person in my family to volunteer or be politically involved: this was not considered appropriate or desirable by my parents.
Aggregate Construct #2: Skills, Competencies/Abilities, and Knowledge (A)
PBH made such initiatives feel serious, professional, organized and effective - the work of a citizen, not of a dreamer or of a charity. Comment on all general skills and competencies (eg, technical, content-area skills, problem-solving skills, organizational and administrative skills, and leadership skills.). Some examples of leadership and management skills include: strategic planning, supervision, decision making, teamwork, consensus building, conflict resolution, mentoring.
My work with PBHA in college gave me a strong group of friends whose values align with mine and who challenge me to do better. It also gave me valuable skills that I can apply in personal and professional contexts and gave me an idea of what organizations and social change work *could* look like. Involvement with PBHA was probably the biggest factor/experience that shaped my outlook and motivation to be committed to community service.
My direct service and leadership experiences were also a training ground for how to do many of the tasks involved in community service work, e.g. how to write funding proposals, how to organize and run a meeting, how to work on a group basis to set goals. Comments on multiple perspectives, facilitating equitable and inclusive environments, increased opportunities for equity, ability to envision alternative futures/asset-based solutions. My career is at the intersection of direct service and structural change, and it's a model I learned at PBHA that has stuck with me.
Again, I cannot stress enough that PBHA really explored the importance of a diversity of voices and working with community members—and that this was explicitly a racial justice position, which is remarkable given the Harvard environment. I'll never forget certain conversations I had — learning that battery crosses all cultures and economic backgrounds, working with kids who incorporated Mom going to the hospital to play house. I learned to listen, a skill that served me well when I did constituent service for a member of Congress.
Comment on tools and strategies for civic engagement (participation in community meetings, advocacy, petitions, protest, voting). I gained a lot of "people skills" that served me well in my future as a manager in the academy.
Aggregate Construct #3: Career Trajectory and Feelings about Career (C)
The pleasure of giving up any leadership role, being a good listener and learning from those whose lives had taken very different paths.
Aggregate Construct #4: Societal Impact (I)
Aggregate Construct #5: PBHA Descriptions and Insights (PBHA)
Comments on the values that PBHA as an organization espoused, embodied, practiced or modeled. Statements about PBHA as an organization, including qualities, reputation, brand, history/tradition, culture and identity (words that members of the organization perceive as central, distinctive or enduring about the organization). Can include mottos, descriptors, phrases - Comments or descriptions about PBHA's distinctive qualities - in other words, what makes the PBHA organization/community unique.
The best people on campus find their way to PBHA, and the sense of optimism and community was infectious. While the PBHA may not be representative of Harvard as a whole, I certainly think they are the best of the people who are at Harvard. They were not yet aware of diversity, equity, inclusion and belonging – whereas PBHA was (although not exactly named).
Comments on comparing PBHA to Harvard, comments on PBHA in the context of other Harvard spaces. PBHA is where my real education took place PBHA is where Harvard lives its mission. Suggestions on how PBHA can improve, grow, work better (eg opportunities for staff mentoring and support at PBHA).
Suggestions (implied or explicit) for new. opportunities that PBHA could explore or consider - Comments criticizing where PBHA has not met expectations or fallen short or had little to no impact. during PBHA programming there was very little supervision!!. I am unsure why a semester in PBHA is not yet required as part of Gen Ed. I'm also unsure if it's still called that.).
Aggregate Construct #6: PBHA Resources
Aggregate Construct #7: PBHA Capabilities
Question and Response Options
Respondents were asked to indicate their level of agreement with each of the statements with one of the following responses: "N/A," "Strongly agree," "Disagree".
Frequency of Alumni Responses on Statements about Undergraduate Participation Q43: “Please rate each of the following statements regarding your undergraduate participation at
Frequency of Alumni Responses re: PBHA Impact on Undergraduate Development Q44: “Did PBHA help you develop any of the following competencies during your time as an
Question 45: “Did PBHA influence your perspective in any of the following areas during your time as a student?”.
