Incorporating education for sustainability into management education: how can we do this?

2015 ◽  
Vol 9 (3/4) ◽  
pp. 343 ◽  
Author(s):  
Renata Czykiel ◽  
Paola Schmitt Figueiró ◽  
Luis Felipe Nascimento
Keyword(s):  
Management Education ◽  
Education For Sustainability

Management Education and Earth System Science: Transformation as if Planetary Boundaries Mattered

2018 ◽  
Vol 60 (1) ◽  
pp. 26-56 ◽  
Author(s):  
Mark G. Edwards ◽  
Jose M. Alcaraz ◽  
Sarah E. Cornell
Keyword(s):  
Environmental Governance ◽  
Management Education ◽  
Business Schools ◽  
Social Activity ◽  
Education For Sustainability ◽  
Pedagogical Practice ◽  
Earth System ◽  
Earth System Science ◽  
System Science ◽  
Natural Systems

Earth system science (ESS) has identified worrying trends in the human impact on fundamental planetary systems. In this conceptual article, we discuss the implications of this research for business schools and management education (ME). We argue that ESS findings raise significant concerns about the relationship between business and nature and, consequently, a radical reframing is required to embed economic and social activity within the global sustainability of natural systems. This has transformative implications for ME. To illustrate this reframing, we apply the ESS lenses of social-ecological interdependence, multiscalar relations, environmental governance, and environmental values to the ME functional domains of institutional purpose, social context and engagement, pedagogical practice, curricular design, and research focus. Our work contributes to the literature on business education for sustainability and the business-society-nature nexus. We explore and apply key ESS findings and concepts, discuss normative implications of these ideas, and offer guidance on transformational pathways for business schools and ME.

Reflections and reflective practice to advance responsible management education for sustainability: the case of an Australian MBA programme

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ki-Hoon Lee ◽  
Rob Hales
Keyword(s):  
Content Analysis ◽  
Curriculum Design ◽  
Management Education ◽  
Education For Sustainability ◽  
Small Scale ◽  
Content Type ◽  
Reflective Journals ◽  
Mba Students ◽  
Responsible Management ◽  
Wide Range

Purpose This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale. Design/methodology/approach This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments. Findings This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences. Research limitations/implications This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts. Practical implications Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development. Social implications Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach. Originality/value This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

Management Education for Sustainability: A Web-Based Content Analysis.

2010 ◽  
Vol 9 (3) ◽  
pp. 520-531 ◽  
Author(s):  
YEN-CHUN JIM WU ◽  
SHIHPING HUANG ◽  
LOPIN KUO ◽  
WEN-HSIUNG WU
Keyword(s):  
Content Analysis ◽  
Management Education ◽  
Education For Sustainability ◽  
Web Based

scholarly journals Meaningful Learning and The Integration of Responsible Management Education in the Business School Courses

2018 ◽  
Vol 2 (1) ◽  
pp. 24
Author(s):  
Gyuzel Gadelshina ◽  
Chandra Vemury ◽  
Arif Attar
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Undergraduate Students ◽  
Management Education ◽  
Meaningful Learning ◽  
Youth Unemployment ◽  
Education For Sustainability ◽  
Responsible Management ◽  
The United Nations ◽  
The Individual

In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business‐related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students’ experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students.

Management Education for Sustainability: A Web-Based Content Analysis

2010 ◽  
Vol 9 (3) ◽  
pp. 520-531 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Shihping Huang ◽  
Lopin Kuo ◽  
Wen-Hsiung Wu
Keyword(s):  
Content Analysis ◽  
Management Education ◽  
Education For Sustainability ◽  
Web Based

scholarly journals Rethinking Education for Sustainability in Management Education

2021 ◽  
pp. 219-234
Author(s):  
Beatriz Acevedo ◽  
Romas Malevicius
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Aesthetic Education ◽  
Social Value ◽  
Education For Sustainability ◽  
Humanistic Management ◽  
Financial Success ◽  
The Uk ◽  
Rethinking Education

Education for sustainable development (ESD) initially emerged around the 1990s, and it has opened the possibility to re-think areas such as management education. Although the original purpose of inclusiveness and creativity has been gradually replaced by metrics, while keeping the idea of “development as growth” largely unquestioned, drawing upon the work of organisational researchers like Heather Hopfl, this chapter presents a critique of the evolution of ESD in the UK revealing a rationale that transforms guiding principles into metrics, emphasising “efficiency” over “care.” The researchers relate to the principles of humanistic management, in its consideration of social value generation linked to financial success. The authors propose to enhance the notion of “values” by revisiting the concept of “virtues,” particularly in the consideration of sustainability. Finally, the authors draw upon interest in aesthetics and praxis to propose an “aesthetic education for sustainability,” as a critical and purposeful approach of questioning and imagining hopeful ways of living and learning.

An overview of management education for sustainability in Asia

2015 ◽  
Vol 16 (3) ◽  
pp. 341-353 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Ju-Peng Shen ◽  
Tsuang Kuo
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Sustainability Education ◽  
Educational Background ◽  
Education For Sustainability ◽  
Future Research ◽  
Bottom Line ◽  
Content Type ◽  
Asian Management ◽  
Interdisciplinary Integration

Purpose – This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach – Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors’ educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings – The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications – Findings are based on web-based sustainability -related courses. Future research could apply method of case study to do a deeper study. Practical implications – The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value – This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia.

Sign in / Sign up

Export Citation Format

Share Document