| Abstract |
(1) Background: A charity thrift store commonly takes on employees with disabilities, but such a business model creates many challenges to overcome, as will be described. This research focuses on the satisfaction of such individuals taking service-learning courses. (2) Methods: The five management functions are planning, organization, leadership, coordination, and control. Service-learning students learn management theory to apply in practice. To test the quality of their learning, a reliability analysis, descriptive statistics, and T-test were carried out using the questionnaire survey method. (3) Results: First, there is a need for education, training, and process improvements for internal staff. Then, efforts must be made to improve customers' perception of the charity thrift store, e.g., via beautification. Beyond that, institutional promotion may be an option, as are social media posting suggestions. Finally, real serving experience enables those in training to engage in critical self-reflection. The results of the questionnaire survey show that the students most satisfied with the service-learning training are those seeking to work in social care, rather than retail, but that all service-learning students were at least somewhat satisfied with the training provided. Significant differences were observed in service-learning satisfaction related to the students' gender and identity. (4) Conclusions: Students' self-reflections can enhance their self-growth and problem-solving skills. Additionally, this management course awakens respect among the students for those with disabilities. After their satisfaction is reviewed, college students are willing to continue to participate in the service-learning. This course offers sustainable results by supplying a steady stream of trained workers to charity thrift stores. |