A Mission-Based Approach to Teaching Finance

2019 ◽  
pp. 104-127
Author(s):  
Carolin Schellhorn
Keyword(s):  
Decision Making ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Course Structure ◽  
Environmental Threats ◽  
Financial Decision Making ◽  
Development Goals ◽  
Financial Decision

A focus on purely economic and financial metrics and tools has contributed to the failure of our economic system to address growing social injustice and environmental threats. Educational institutions with missions that aim to mitigate these problems are uniquely positioned to improve our economies and communities by adopting an approach to financial decision making that considers a broad range of information, and selects from that the sources and tools relevant to addressing specific issues. A holistic approach to financial decision making is supported by the United Nations Sustainable Development Goals and the encyclical of Pope Francis. This chapter outlines a college-level course structure that emphasizes the critical roles of ethics, sustainability and industry-specific expertise in responsible financial decision-making. Business schools that aim to support sustainable development could provide fresh evidence to the accreditation bodies that teaching and learning in their campus communities are fully aligned with their missions by offering similar courses.

The role of mixed emotions in financial decision making

2011 ◽  
Author(s):  
Gergana Y. Nenkov ◽  
Deborah MacInnis ◽  
Maureen Morrin
Keyword(s):  
Decision Making ◽  
Mixed Emotions ◽  
Financial Decision Making ◽  
Financial Decision

The Performance-Variability Paradox, Financial Decision Making, and the Curious Case of Negative Hurst Exponents

2013 ◽  
Author(s):  
Stephen J. Guastello ◽  
Katherine Reiter ◽  
Anton Shircel ◽  
Paul Timm ◽  
Matthew Malon ◽  
...  
Keyword(s):  
Decision Making ◽  
Financial Decision Making ◽  
Performance Variability ◽  
Financial Decision ◽  
Hurst Exponents

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.

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