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.

Responsible entrepreneurship: outlining the contingencies

2019 ◽  
Vol 25 (3) ◽  
pp. 538-553 ◽  
Author(s):  
Christine Vallaster ◽  
Sascha Kraus ◽  
Norbert Kailer ◽  
Brooke Baldwin
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Value Creation ◽  
Business Models ◽  
Responsible Innovation ◽  
Future Research ◽  
Business Practices ◽  
Sustainable Business ◽  
Society Business ◽  
Content Type

PurposeThe purpose of this paper is to give an up-to-date assessment of key topics and methods discussed in the current literature on responsible entrepreneurship. In the past years, sustainable development itself has become a more popular and important topic in the academic literature and hence the field of sustainable entrepreneurship has become a greater topic of interest and opportunity for solution. Therefore, a systematic literature review is conducted to assess new contributions to the field and its potential for the future of sustainable development, with a focus on responsible innovation.Design/methodology/approachSystematic, evidence-informed literature review following Tranfieldet al.(2003).FindingsBased on a conceptual literature review, five streams of research that responsible entrepreneurs distinguish from purely for-profit entrepreneurs are identified and discussed: walking the line between profit creation and value creation for society; business models of responsible entrepreneurs; their role in transforming society; getting ready to innovate responsibly; and the role of market incentives to foster sustainable business practices.Originality/valueThe structured literature review allows to identify future research paths. In detail, ideas as regards the management of upcoming tensions when trying to combine profit creation and value creation for society, and finally, the way innovation processes need to be rethought when innovating responsibly are discussed and outlined.

Biomimetic economy: human ecological-economic systems emulating natural ecological systems

2019 ◽  
Vol 15 (6) ◽  
pp. 772-785
Author(s):  
Unai Tamayo ◽  
Gustavo Vargas
Keyword(s):  
Sustainable Development ◽  
Business Models ◽  
Basque Country ◽  
Ecological Systems ◽  
Economic Systems ◽  
Business Practices ◽  
Levels Of Abstraction ◽  
Sustainable Business ◽  
Content Type ◽  
The Sustainable Development

Purpose The purpose of this paper is to examine the use of biomimicry to inspire sustainable development in economic systems. The research purpose is to explore the link between ecological systems and economic systems to highlight applied environmental solutions. The goal is to propose some driver to develop sustainable business practices inspired on the principles of biomimicry. Design/methodology/approach This paper provides a theoretical approach that builds the basis for a better understanding of the relationship between nature and sustainable economic decisions. The premise is that in the field of sustainable development, strategies based on “learning from nature” are useful. Furthermore, the concept of biomimicry provides principles and tools specifically aimed at design practice. Findings The complexity of economic systems has shown that high levels of abstraction are required when conceptualising problems and explanations related with nature-inspired solutions. Stakeholder engagement and transdisciplinary collaboration are required to face long-term environmental challenges. Moreover, the exploratory analysis applied in this paper appeared suitable to compile existing literature. Practical implications The study provides some general guidelines and empirical approach through case studies that could help decision makers convert nature-inspired alternatives into valuable strategic business opportunities. Although presented practical cases are framed in the local sphere (i.e. the Basque Country), they can serve as references in other international contexts. Social implications New business models should recognize the positive synchronization between well-managed social, environmental and economic systems. Originality/value The proposed ideas deepen the understanding on the sustainable development and the link between ecological and economic systems. In fact, the concept of biomimetic economy has not been dealt with or developed in depth in previous academic works, nor has it been published thoroughly in the field of research.

The Global Goals: bringing education for sustainable development into US business schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nancy E. Landrum
Keyword(s):  
Sustainable Development ◽  
Circular Economy ◽  
Business School ◽  
Role Model ◽  
Participant Observation ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Content Type ◽  
The Us

Purpose This paper aims to learn how sustainability and the circular economy were being integrated into the curriculum of a Dutch university and to transfer that knowledge back to a US university business school curriculum. Given the resistance toward integrating sustainability into the US business school curriculum, the Dutch university served as a role model for education for sustainable development. Design/methodology/approach This case study used ethnographic methods of participant observation over a four-month residency at the Dutch university. Findings Themes observed are as follows: success in the current context relied upon sustainability being integrated into the culture and lifestyle, legislative enforcement, a focus on urban sustainability, use of the Sustainable Development Goals (SDGs) and collaboration as a key to success. The course proposal shifted to a class on the SDGs which is broader, more inclusive, and interdisciplinary. The proposal to integrate circular economy into the US business school curriculum shifted to a class on the SDGs. It was determined that the SDGs presented a more amenable approach to introduce sustainability into the business school curriculum and meet the objectives of education for sustainable development. Research limitations/implications This case study is based upon the author’s experience at one university in the Netherlands. Limitations include the generalizability of the findings to another university as well as the question of transferability across cultures. Practical implications This case study offers one suggestion for integrating sustainability into the business school curriculum. Social implications Integrating sustainability into the business school curriculum through the SDGs might help overcome resistance. Originality/value The findings offer an alternative approach for integrating sustainability into the business school curriculum that is aligned with AACSB standards and which might face less resistance.

Education for sustainable development at Chemnitz University of Technology

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martin Albert ◽  
Maria Uhlig
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Cognitive Domain ◽  
New Combination ◽  
General Direction ◽  
Content Type ◽  
University Of Technology ◽  
Study Results ◽  
Study Programs ◽  
Further Development

Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

Competency-oriented education for sustainable development

2018 ◽  
Vol 19 (7) ◽  
pp. 1299-1316 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Katrin Grossmann ◽  
Stephan Bartke ◽  
Sandra Huning ◽  
Theresa Weinsziehr ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Comparative Case Study ◽  
Positive Development ◽  
Energy Poverty ◽  
Content Type ◽  
Study Approach ◽  
General Didactics ◽  
Key Competencies

Purpose Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach A qualitative comparative case study approach with a similar didactic approach is used. Findings Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications There was no competency measurement of the students in the described courses. Practical implications There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

scholarly journals Case study concerning successful Romanian SMEs development by students education and entrepreneurial training

2021 ◽  
Vol 3 (1) ◽  
pp. 18-24
Author(s):  
Irina Radulescu ◽  
Alexandru Radulescu
Keyword(s):  
Business Models ◽  
Economic Trend ◽  
Business Practices ◽  
Development Education ◽  
Sustainable Business ◽  
Sustainable Technologies ◽  
Mechanical Field ◽  
Online Sales ◽  
Entrepreneurial Training ◽  
The University

The European Commission has published in 2020 the SMEs Strategy for a Sustainable and Digital Europe that aims to increase the number of SMEs engaged in sustainable business practices, as well as the SMEs number that use digital technologies. Important opportunities for SMEs can be provided by digitization, to improve the production processes efficiency and the ability to innovate products and business models, by using advanced disruptive technologies. Good management is needed for a successful SME, education and entrepreneurship training have the role of consolidating business knowledge and skills. Educational activities and skills upgrading are essential for all SMEs managers and employees. Romania is on the last place in EU, regarding SMEs number and it ranks 11th place out of 28, in terms of connectivity. Regarding the digital maturity of Romanian SMEs, the White Papers on Romanian SMEs presents their main working elements: computer, e-mail applications, internet, intranet, social networks, the company's own website, online sales / purchases transactions. The objectives of the Bachelor's degree specialization of Economic Engineering in Mechanical field and Industrial Entrepreneurship Master are students training and education, in order to be able to sustain digitization and sustainable technologies. The university curriculum and the educational disciplines offered by the Economic Engineering in Mechanical field specialization and Industrial Entrepreneurship Master is connected to the society requirements and must follow the economic trend, by educating, training and getting good specialists. Keywords: SMEs development, education, entrepreneurship

scholarly journals Water-Education as a Promoter of Education for Sustainable Development: Three Studies in Portuguese-Speaking African Countries

2020 ◽  
Vol 9 (2) ◽  
pp. 192-202
Author(s):  
Mafalda Franco Leitão ◽  
Albino Cunha ◽  
Manuela Malheiro Ferreira
Keyword(s):  
Sustainable Development ◽  
Case Studies ◽  
Basic Research ◽  
Education For Sustainable Development ◽  
African Countries ◽  
Development Education ◽  
Political Dimension ◽  
Water Education ◽  
Water Literacy ◽  
Sustainability Challenges

The present study is based on research in teacher self-training in Education for Sustainable Development (Leitão, 2012). Water was the motivating theme. The priority of a fair distribution of water, guaranteeing the consumption, in quality and quantity, to all mankind and living beings is urgent. To respond to water-related sustainability challenges, people worldwide need to acquire "water literacy" about various aspects of water use and management in order to ensure safer water consumption and to contribute to Disaster Risk Reduction (DRR). Three case studies were carried out in schools in three African countries: Angola, Guinea-Bissau and Mozambique. A model of skills in education for sustainable development was applied (Sleurs, 2008). From the analysis of these case studies the theoretical assumptions of research were strengthened by the effective professional practice. But, on contrary, the results that the pillars of sustainable development presented in the basic research should be reviewed, placing the political dimension as transversal, thus strengthening education for sustainable development as fundamental for critical and responsible citizens of the present and of the future. This experience paves the way for future water-education and education for sustainable development projects; such as the follow-up of these three schools.  Keywords: Sustainable Development; Education for Sustainable Development; Water-education and Water Literacy; Case Study

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