Service-learning is an emerging pedagogical tool in management education. Service-learning educators, however, have varying reasons for incorporating these projects into their courses. This article provides an alternative argument to Godfrey's "moral authority" perspective on service-learning integration. The argument put forth in this article describes the underlying rationale for, the constituents involved in, and the potential benefits of students serving as professional consultants to community service organizations. The student-as-consultant framework is founded on the notion that students gain insight into the potential for long-term business/community partnerships through "exposure to and understanding of" community issues. Implications for students, faculty members, university administrators, and community members are discussed.
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