Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

2011 ◽  
Vol 17 (5) ◽  
pp. 670-690 ◽  
Author(s):  
Tania von der Heidt ◽  
Geoff Lamberton
Keyword(s):  
Tertiary Education ◽  
Detailed Examination ◽  
Education For Sustainability ◽  
Education Programs ◽  
Critical Perspective ◽  
Formal Curriculum ◽  
Business Studies ◽  
Managing Change ◽  
Regional University ◽  
Sustainability Curriculum

AbstractThe challenge to embed sustainability in the formal curriculum has been greatest for the business studies curriculum. Schools of business have been perceived as key socialising agencies for the intelligentsia of advanced capitalist societies, whereas the students of sustainability need to be helped to critique the dominant capitalist paradigm and consider its alternatives. Drawing on a critical perspective of education for sustainability, this paper presents a detailed examination of the sustainability curriculum at a regional university in Australia. The paper contributes to the discussion needed to understand what sustainability skills are required by managers and how tertiary education programs may need to change to develop these skills. In this way the nature of the role that business schools should be playing in leading and managing change towards sustainability is further informed.

Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective

2011 ◽  
Vol 17 (5) ◽  
pp. 670-690 ◽  
Author(s):  
Tania von der Heidt ◽  
Geoff Lamberton
Keyword(s):  
Tertiary Education ◽  
Detailed Examination ◽  
Education For Sustainability ◽  
Education Programs ◽  
Critical Perspective ◽  
Formal Curriculum ◽  
Business Studies ◽  
Managing Change ◽  
Regional University ◽  
Sustainability Curriculum

AbstractThe challenge to embed sustainability in the formal curriculum has been greatest for the business studies curriculum. Schools of business have been perceived as key socialising agencies for the intelligentsia of advanced capitalist societies, whereas the students of sustainability need to be helped to critique the dominant capitalist paradigm and consider its alternatives. Drawing on a critical perspective of education for sustainability, this paper presents a detailed examination of the sustainability curriculum at a regional university in Australia. The paper contributes to the discussion needed to understand what sustainability skills are required by managers and how tertiary education programs may need to change to develop these skills. In this way the nature of the role that business schools should be playing in leading and managing change towards sustainability is further informed.

scholarly journals Learning to research in distance mode: Technologies for building higher degree research community online

2021 ◽  
Author(s):  
Huw Nolan ◽  
Adele Nye ◽  
Nikki Rumpca ◽  
Ariella Van Luyn
Keyword(s):  
Technology Use ◽  
Tertiary Education ◽  
Research Community ◽  
Education Programs ◽  
Communities Of Learning ◽  
Regional University ◽  
Complex Skills ◽  
Part Time

Higher Degree Researchers (HDRs) in Australia tertiary education programs must achieve mastery of complex skills, theories, and concepts. Non-traditional HDRs, especially those enrolled part time and remotely, face barriers to achieving these outcomes. This concise paper uses the case study of a regional university in Australia to investigate the theoretical underpinnings of technology use to promote HDR communities of learning, especially for part time and remote researchers.

Educating Aviators

2015 ◽  
pp. 86-111
Author(s):  
Tarryn Kille ◽  
Paul Bates ◽  
Patrick S. Murray
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Tertiary Education ◽  
The Body ◽  
Pilot Training ◽  
Critical Examination ◽  
Education Programs ◽  
Aviation Programs ◽  
Effective Delivery ◽  
Pilot Programs

This chapter provides a critical examination of the evolution of distance education in tertiary aviation programs. By reviewing the literature and studies associated with Professional Pilot training, the chapter explores the issues affecting the delivery of distance education in university Professional Pilot programs, including the global shortage of Professional Pilots, the nature of work as a Professional Pilot, the importance of simulation, and the integration of assessment. In an effort to address some of the challenges, this chapter also offers recommendations and solutions. The authors contend that tertiary aviation distance education programs need to be adjusted to consider the needs of the student and industry by: (1) implementing action-based learning, (2) considering pedagogy before technology, (3) encouraging interaction and collaboration, and (4) embedding formative assessment. The chapter aims to contribute to the body of literature aimed at enhancing the effective delivery of distance learning in aviation tertiary education.

scholarly journals Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model

2018 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Teacher Education ◽  
Program Evaluation ◽  
Tertiary Education ◽  
Evaluation Model ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Language Program ◽  
Research Studies

Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

Preparing Culturally Competent Teachers through Faculty-Led Study Abroad

2016 ◽  
pp. 57-73
Author(s):  
R. McKenna Brown ◽  
Stephanie Erin Tignor
Keyword(s):  
Study Abroad ◽  
High Impact ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Key Factors ◽  
Education Programs ◽  
Short Term ◽  
Short Term Study ◽  
National Trends ◽  
Sustainability Curriculum

A review of national trends and best practices informs this analysis of key factors for high-impact teacher education programs abroad, particularly short-term faculty-led programs. Challenges faced by such programs, as well as criticisms of short-term study abroad are addressed and strategies proposed for fostering successful faculty-led programs including discussion of concerns regarding sustainability, curriculum integration, partnerships, student engagement, career integration, and safety and security.

The Role and Contribution of Higher Education in Family Entrepreneurship

2021 ◽  
pp. 296-314
Author(s):  
Jesús Manuel Palma-Ruiz ◽  
Unai Arzubiaga
Keyword(s):  
Higher Education ◽  
Family Business ◽  
Business Education ◽  
Family Firms ◽  
Higher Education Institutions ◽  
Education Programs ◽  
Business Studies ◽  
Family Smes ◽  
Extended Type ◽  
High Level

Driven by increasing awareness of the importance of family firms in most countries, the interest in family business studies is growing at a rapid pace. The entrepreneurial potential of family-owned businesses has been gaining even more attention among scholars and institutions since the 1980s and 90s. This fact joined to the fact that family firms are the most extended type of businesses all around the world has pushed a growing number of higher education institutions to introduce family business education programs in their curricula. Family business education at prominent universities provides high-level support for family SMEs due to such complexities of a family and their needs to the dynamics of a competitive business which can be quite challenging. It is therefore attractive to investigate and compare what characterizes the family business education programs in USA and Spain, including an overview of the most recent offerings among the most prominent higher education institutions.

Can We Educate and Train Aboriginal Leaders with our Tertiary Education Systems?

2010 ◽  
Vol 39 (1) ◽  
pp. 138-150 ◽  
Author(s):  
Dennis Foley
Keyword(s):  
Aboriginal People ◽  
Tertiary Education ◽  
Leadership Education ◽  
Fundamental Question ◽  
Education Programs ◽  
Paper Briefly ◽  
Pluralistic Society ◽  
Australian Aboriginal ◽  
Aboriginal Society ◽  
Settler Society

AbstractThe concept of Aboriginal leadership often results in debate. The fundamental question raised is if Australian Aboriginal people are equal members of a pluralistic society that is based on co-operation and consensuses then how can you have a leader? Consequently who determines leadership or is a leader someone that in effect is more equal than others? Is leadership an attribute gained from within Aboriginal society or is leadership as we currently define it taught within the education structures of settler society? This paper briefly examines leadership from a postcolonial contemporary Aboriginal position, reviewing existing leadership education programs.

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