Fostering the Professionalization of Business Students Through Education for Sustainable Development at University

2016 ◽  
pp. 53-68
Author(s):  
Elena Escrig-Olmedo ◽  
M. Ángeles Fernández-Izquierdo ◽  
Idoya Ferrero-Ferrero ◽  
Raúl León-Soriano ◽  
M. Jesús Muñoz-Torres ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Business Students ◽  
Education For Sustainable Development

Students’ perceptions of education for sustainable development in the accounting and business curriculum at a business school in New Zealand

2014 ◽  
Vol 22 (2) ◽  
pp. 130-148 ◽  
Author(s):  
Umesh Sharma ◽  
Martin Kelly
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Business School ◽  
Business Students ◽  
Education For Sustainable Development ◽  
Business Practices ◽  
Business Curriculum ◽  
Development Education ◽  
Sustainable Business ◽  
Content Type

Purpose – The purpose of this paper is to explore students’ perceptions and understandings of, and attitudes towards, education for sustainable development (ESD) at Delta Business School (DBS) in New Zealand[1]. The aim is to extend the limited literature on students’ perceptions of ESD within an accounting and business curriculum. Design/methodology/approach – To ascertain the students’ evaluations of their ESD, a survey was administered to 60 accounting and business students at DBS. The survey data were supplemented with interview evidence from 20 of the 60 students to obtain a deeper understanding of the students’ evaluations. Findings – A majority of the students perceive ESD as a “good thing.” Students were supportive of the sustainable business learning experience offered at DBS. The results suggest that students’ knowledge of sustainable business practices improved significantly from their studies. Practical implications – The paper should assist education providers to assess how students perceive ESD. This may help bring about changes, to improve the teaching of sustainable development. Universities can be the main providers of ESD, but other educational providers such as the professional accounting bodies will also need to manage the development of ongoing education processes. Most students at DBS believe they are obtaining a good understanding of the concept of sustainability. Originality/value – There is a shortage of research concerning how students perceive sustainable development education. This paper contributes to the discussion of what to incorporate in sustainable education programmes, to help students properly to understand sustainable development. We believe accounting and business education should develop graduates into broad-minded thinkers with a capacity for independent and critical thought. This will prepare them for future leadership roles.

scholarly journals The Impact of Education for Sustainable Development on Romanian Economics and Business Students’ Behavior

2020 ◽  
Vol 12 (19) ◽  
pp. 8169
Author(s):  
Liana Badea ◽  
George Laurențiu Șerban-Oprescu ◽  
Silvia Dedu ◽  
Grigore Ioan Piroșcă
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Business Students ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Teaching Staff ◽  
Sustainable Behavior ◽  
Campus Initiatives ◽  
The Impact ◽  
Staff Involvement

Education for sustainable development (ESD) has presented long-lasting interest for researchers and policy makers. Despite a significant body of research, more in depth empirical studies are required for a better understanding of how sustainable development goals are applied in higher education and how sustainable behavior could be shaped via ESD. The need for this kind of research arises from, first, the scarceness of existing studies that explore economic and business higher education, and, second, the necessity to properly assess the connection between ESD principles and students’ behavior. Following this rationale, the present paper aims to provide an overview of how students’ sustainable behaviors are shaped via their perception of sustainable campus initiatives, teaching staff involvement and curricula. Statistical and econometric analysis applied on data collected via a survey on students from Bucharest University of Economic Studies (N = 1253) provides findings on the extent to which the awareness of sustainable development-specific issues acquired through education leads to sustainable behavior among students. According to the results, we argue that an increasing share of sustainable development topics combined with teaching staff involvement to raise awareness of sustainability issues are crucial to students’ sustainable behavior. However, on-campus actions are unlikely to change behavior unless they are optional rather than compulsory. Our findings ratify that, since education is one of the main drivers of sustainable development, there is an urgent need for coherence in shaping higher education according to sustainability issues.

scholarly journals Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students’ attitudes and Competences on Education for Sustainable Development: A Case Study

2012 ◽  
Vol 3 (1) ◽  
pp. 41-62 ◽  
Author(s):  
Nancy Kanbar
Keyword(s):  
Sustainable Development ◽  
Business Students ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Consumption Pattern ◽  
Arab Region ◽  
Natural Systems ◽  
University Curricula ◽  
Students Attitudes

Abstract The population growth together with the unsustainable consumption pattern is putting increasing stress on the planet’s natural resources. The increasing realisation that humans are harming the environment is taking the form of a global movement intended to change behaviour towards sustainability, now recognised as a framework that links humans to nature. Continuous exploitation of natural systems in the Arab region leads to environmental damages that negatively affect human well-being. This article presents a case study from the Reorient University Curricula to Address Sustainability (RUCAS) Tempus project funded by the European Commission. It highlights the results of an empirical study in the Faculty of Business Administration and Economics (FBAE) at Notre Dame University -Louaize (NDU) in Lebanon. The main objective is to assess the need for education for sustainable development (ESD) through an examination of students’ attitudes and competences with the aim of reorienting university curricula to address sustainability. A framework based on the pillars of learning set by UNESCO was developed to measure ESD attitudes and competences. The main findings reveal the need to reorient university courses to address sustainability issues. Attitudes questions suggest that relatively high numbers of students are not aware of their responsibilities for environmental problems, which imply the necessity for a revised curriculum where courses are restructured to inform students of their responsibility for their environment and the quality of life. The results show that the disciplinary competences are significantly lower than the five pillars of learning (general competences) which indicate that the FBAE needs to reorient its curricula to infuse ESD into its programmes through the development of effective pedagogical approaches, teaching methodologies as well as learning materials.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

EDUCATION FOR SUSTAINABLE DEVELOPMENT GUIDELINES

2005 ◽  
Vol 4 (3) ◽  
pp. 405-419
Author(s):  
Carmen Catalina Ioan ◽  
Bogdan Horbaniuc ◽  
Gheorghe Dumitrascu
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development
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