Advertisement

Engaging and Empowering Business Management Students to Support the Mitigation of Climate Change Through Sustainability Auditing

  • Kay Emblen-PerryEmail author
Chapter
Part of the Climate Change Management book series (CCM)

Abstract

In spite of growth in specialist courses and modules, and integration of some sustainability content into business management curricula, engaging business management students in sustainable business practices continues to lag behind needs of graduates in the workplace; most students do not understand the role businesses can play in supporting the mitigation of climate change and alleviation of impacts. As the learning environment is an important determinant of behaviour, new means and methods of learning, teaching and assessment are required to enhance education for sustainability for business management students to improve their knowledge of climate change mitigation, adaption and impact reduction and empower future graduate employees to change businesses from within. In response, an innovative learning, teaching and assessment approach has been designed for a 3rd year undergraduate module to equip business management students with sustainability knowledge and tools to develop and communicate climate change mitigation activities through the completion of a Global Reporting Initiative sustainability audit of a bespoke case study company. This conceptual paper presents the means and methods employed in this innovative module. It describes the theoretical and practical contexts of the module, its experiential learning, teaching and assessment means and methods designed for active, collaborative learning and outlines the opportunities and challenges experienced in designing the module. It will help members of the sustainability community seeking to build new means and methods of generative education for sustainability through active, experiential learning. It builds on existing pedagogic discourse on innovative means and methods for learning, teaching and assessment of opportunities for sustainable business futures and climate change mitigation and contributes to research into participatory approaches to education for sustainability.

Keywords

Sustainability audit Learning, teaching and assessment Education for sustainability Business management students Active, experiential learning 

References

  1. Abdel Meguid E, Collins M (2017) Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Adv Med Educ Pract 8:229–241CrossRefGoogle Scholar
  2. Alshuwaikhat H, Abubakar I (2008) An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J Clean Prod 16:1777–1785CrossRefGoogle Scholar
  3. Argyris C (1982) Reasoning, learning, and action: individual and organizational. Jossey-Bass, San Francisco, CAGoogle Scholar
  4. Armier D, Shepherd C, Skrabut S (2016) Using game elements to increase student engagement in course assignments. Coll Teach 64:64–72CrossRefGoogle Scholar
  5. Bardati D (2006) The integrative role of the campus environmental audit: experiences at Bishop’s University, Canada. Int J Sustain High Educ 7:57–68CrossRefGoogle Scholar
  6. Baumgartner R (2014) Managing corporate sustainability and CSR: a conceptual framework combining values, strategies and instruments contributing to sustainable development. Corp Soc Responsib Environ Manag 21:258–271CrossRefGoogle Scholar
  7. Beckett R, Murray P (2000) Learning by auditing: a knowledge creating approach. TQM Mag 12:125–136CrossRefGoogle Scholar
  8. Benn S, Dunphy D (2009) Action research as an approach to integrating sustainability into MBA programs: an exploratory study. J Manag Educ 33:276–295CrossRefGoogle Scholar
  9. Bourn D (2013) Teachers as agents of social change. Int J Dev Educ Glob Learn 7(3):65Google Scholar
  10. Buck Institute for Education (2017) Why project based learning (PBL)? Retrieved from https://www.bie.org/about/why_pbl
  11. Cashian P, Clarke J, Richardson M (2015) Perspectives on: Employability. Is it time to move the employability debate on? Retrieved from https://charteredabs.org/wp-content/uploads/2015/06/Employability-Debate1.pdf
  12. Centre for Teaching (2017) Teaching sustainability. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/teaching-sustainability/
  13. Chalkley B (2006) Education for sustainable development: continuation. J Geogr High Educ 30:235–236CrossRefGoogle Scholar
  14. Clark G, Whitelegg J (1998) Maximising the benefits from work-based learning: the effectiveness of environmental audits. J Geogr High Educ 22:325–334CrossRefGoogle Scholar
  15. Conole G, Alevizou P (2010) A literature review of the use of Web 2.0 tools in higher education. High Educ Acad. Retrieved from http://www.heacademy.ac.uk/
  16. Corcoran P, Wals A (2004) Higher education and the challenge of sustainability: problematics, promise, and practice. Kluwer Academic Publishers, Boston, MACrossRefGoogle Scholar
  17. Cortese A (2003) The critical role of higher education in creating a sustainable future. Plan High Educ 31:15–22Google Scholar
  18. Craik K (1943) The nature of explanation. Cambridge University Press, CambridgeGoogle Scholar
  19. Crossthwaite C, Cameron I, Lant P, Litster J (2006) Balancing curriculum processes and content in a project centred curriculum: In pursuit of graduate attributes. Educ Chem Eng 1:39–48CrossRefGoogle Scholar
  20. Culpin V, Scott H (2011) The effectiveness of a live case study approach: increasing knowledge and understanding of ‘hard’ versus ‘soft’ skills in executive education. Manag Learn 43(5):565–577CrossRefGoogle Scholar
  21. Dewey J (1916) Democracy and education; an introduction to the philosophy of education. Macmillan, New York, NYGoogle Scholar
  22. Disterheft A, Caeiro S, Azeiteiro U, Leal W (2015) Sustainable universities—a study of critical success factors for participatory approaches. J Clean Prod 106:11–21CrossRefGoogle Scholar
  23. Dochety D (2014) Universities must produce graduates who are ready for any workplace. Retrieved from https://www.theguardian.com/higher-education-network/2014/may/22/universities-must-produce-graduates-who-are-ready-for-workplace
  24. Drayson R (2015) Student attitudes towards and skills for sustainable development, executive summary: employers. Retrieved from www.heacademy.ac.uk/system/les/executive-summary-employers.pdf
  25. Edie (2015) Minding the gap: Developing the skills for a sustainable economy. Retrieved from https://www.edie.net
  26. Emblen-Perry K (2018) Enhancing student engagement in business sustainability through games. Int J Sustain High Educ 19(5):858–876CrossRefGoogle Scholar
  27. Environmental Audit Committee (2017) Sustainable development goals in the UK. Retrieved from https://publications.parliament.uk/pa/cm201617/cmselect/cmenvaud/596/59602.htm
  28. Ertmer P, Simons K (2006) Jumping the PBL implementation hurdle: supporting the efforts of K-12 teachers. Interdiscip J Probl-Based Learn 1:40–54Google Scholar
  29. Fabricatore C, López X (2012) Sustainability learning through gaming: an exploratory study. Electron J E-Learn 10(2):209Google Scholar
  30. Ferreira A, Lopes M, Morais J (2006) Environmental management and audit schemes implementation as an educational tool for sustainability. J Clean Prod 14:973–982CrossRefGoogle Scholar
  31. Figuero P, Raufflet E (2015) Sustainability in higher education: a systematic review with focus on management education. J Clean Prod 106:22–33CrossRefGoogle Scholar
  32. GRI (2016) GRI standards. Retrieved from https://www.globalreporting.org
  33. Gardiner V, D’Andrea V (1998) Teaching and learning issues and managing educational change in geography. Cheltenham and Gloucester College of Higher Education, Cheltenham, UKGoogle Scholar
  34. Genn J (2001) AMEE Medical education guide no. 23 (part 1): curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach 23(4):337–344CrossRefGoogle Scholar
  35. Govender I (2016) Evaluating student perceptions on the development management curricula to promote green economy. Environ Econ 7:1–10Google Scholar
  36. Harvey L (2000) New realities: the relationship between higher education and employment. Tert Educ Manag 6:3–17CrossRefGoogle Scholar
  37. Hensley N (2017) The future of sustainability in higher education. J Sustain Educ, 03. Retrieved from http://www.jsedimensions.org/wordpress/content/the-future-of-sustainability-in-higher-education_2017_03/
  38. HEFCE (2013) Sustainable development in higher education: consultation on a framework for HEFCE. Retrieved from http://www.hefce.ac.uk/workprovide/Framework/
  39. Hesselbarth C, Schaltegger S (2014) Educating change agents for sustainability—learnings from the first sustainability management master of business administration. J Clean Prod 62:24–36CrossRefGoogle Scholar
  40. Higher Education Academy (2014) Education for sustainable development: guidance for UK higher education providers. Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf
  41. Hillary R (2004) Environmental management systems and the smaller enterprise. J Clean Prod 12:561–569CrossRefGoogle Scholar
  42. Howlett C, Ferreira J, Blomfield J (2016) Teaching sustainable development in higher education: building critical, reflective thinkers through an interdisciplinary approach. Int J Sustain High Educ 17:305–321CrossRefGoogle Scholar
  43. Juarez-Najera M, Dieleman H, Turpin-Marion S (2006) Sustainability in Mexican Higher Education: towards a new academic and professional culture. J Clean Prod 14:1028–1038CrossRefGoogle Scholar
  44. KPMG (2008) Climate change your business: KPMG’s review of the business risks and economic impacts at sector level. KPMG International, NetherlandsGoogle Scholar
  45. Kandiko CB, Mawer M (2013) Student expectations and perceptions of higher education. King’s Learning Institute, London, UKGoogle Scholar
  46. Kuh G, Kinzie J, Buckley J (2006) What matters to student success: a review of the literature. Retrieved from http://nces.ed.gov/IPEDS/research/pdf/Kuh_Team_Report.pdf
  47. Lambrechts W, Ceulemans K (2013) Sustainability assessment in higher education. Evaluating the use of the Auditing Instrument for Sustainability in Higher Education (AISHE) in Belgium. In: Caeiro S, Leal Filho W, Jabbour C, Azeiteiro U (eds) Sustainability assessment tools in higher education institutions. Mapping trends and good practice around the World. Springer, SwitzerlandCrossRefGoogle Scholar
  48. Laurinkari J, Tarvainen M (2017) The policies of inclusion. EHV Academic Press, London, UKGoogle Scholar
  49. Leach L (2016) Exploring discipline differences in student engagement in one institution. High Educ Res Dev 35:772–786CrossRefGoogle Scholar
  50. Lozano R, Lukman R, Lozano FJ, Huisingh D, Lambrechts W (2013) Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. J Clean Prod 48:10–19CrossRefGoogle Scholar
  51. Lynch K (2006) Neo-liberalism and Marketisation: the implications for higher education. Eur Educ Res J 5:1–17CrossRefGoogle Scholar
  52. Mader C, Mader M (2012) Innovative teaching for sustainable development—approaches and trends. In: Global university network for innovation (ed) Higher education in the world 4: higher education’s commitment to sustainability: from understanding to action. Palgrave Macmillan, Basingstoke, UKGoogle Scholar
  53. Matthew A, Butler D (2017) Narrative, machinima and cognitive realism: constructing an authentic real-world learning experience for law students. Australas J Educ Technol 33:148–162CrossRefGoogle Scholar
  54. Meyer B, Haywood N, Sachdev D, Faraday S (2008) What is independent learning and what are the benefits for students? Retrieved from http://www.curee.co.uk/files/publication/[site-timestamp]/Whatisindependentlearningandwhatarethebenefits.pdf
  55. Molthan-Hill P (2014) The business student’s guide to sustainable management: principles and practice. Greenleaf Publishing, Sheffield, UKCrossRefGoogle Scholar
  56. Mulà I, Tilbury D, Ryan A, Mader M, Dlouhá J, Mader C, Benayas J, Dlouhý J, Alba D (2017) Catalysing change in higher education for sustainable development: a review of professional development initiatives for university educators. Int J Sustain High Educ 18:798–820CrossRefGoogle Scholar
  57. Navarro P (2008) The MBA core curricula of top-ranked US business schools: a study in failure? Acad Manag Learn Educ 1:108–123CrossRefGoogle Scholar
  58. Nicolaides A (2006) The implementation of environmental management towards sustainable universities and education for sustainable development as an ethical imperative. Int J Sustain High Educ 7:414–424CrossRefGoogle Scholar
  59. Oblinger D, Oblinger J (2005) Educating the net generation. Retrieved from http//www.educause.edu/educatingthenetgen. https://www.educause.edu/ir/library/PDF/pub7101.PDF
  60. Partnership for 21st Century Skills (2007) Framework for 21st century learning. Retrieved from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
  61. Pauw J, Gericke N, Olsson D, Berglund T (2015) The effectiveness of education for sustainable development. Sustainability 7(11):15693–15717CrossRefGoogle Scholar
  62. Pennington R, Joyce T, Tudora J, Thompson J (2012) Do different learning contexts, processes and environment affect perceptions, dispositions and approaches to learning? Retrieved from https://www.raeng.org.uk/publications/other/factors-that-affect-learning
  63. Quality Assurance Agency for Higher Education (2014) Education for sustainable development: guidance for UK higher education providers. Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf
  64. Richert C, Boschetti F, Walker I, Price J, Grigg N (2017) Testing the consistency between goals and policies for sustainable development: mental models of how the world works today are inconsistent with mental models of how the world will work in the future. Sustain Sci 12(1):45–64CrossRefGoogle Scholar
  65. Rieckmann M (2011) Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Future 44:127–135CrossRefGoogle Scholar
  66. Robertson R (2013) Helping students find relevance. Retrieved from https://www.apa.org/ed/precollege/ptn/2013/09/students-relevance
  67. Ryan A, Tilbury D (2013) Uncharted waters: voyages for education for sustainable development in the higher education curriculum. Curr J 24:272–294CrossRefGoogle Scholar
  68. Sadler D (2016) Three in-course assessment reforms to improve higher education learning outcomes. Assess Eval High Educ 41:1081–1099CrossRefGoogle Scholar
  69. Savery J, Duffy T (1995) Problem based learning: an instructional model and its constructivist framework. Educ Technol 35:31–38Google Scholar
  70. Seatter C, Ceulemans K (2017) Teaching sustainability in higher education: pedagogical styles that make a difference. Can J High Educ Rev 47(2):47–70Google Scholar
  71. Shepherd H (1998) The probe method: a problem-based learning model’s effect on critical thinking skills of fourth and fifth-grade social studies students. North Carolina State University, Raleigh, NCGoogle Scholar
  72. Staniskis J, Katiliute E (2016) Complex evaluation of sustainability in engineering education: case and analysis. J Clean Prod 120:12–20CrossRefGoogle Scholar
  73. Sterling S, Maxey L, Luna H (2013) The sustainable university: progress and prospects. Earthscan, London, UKCrossRefGoogle Scholar
  74. Stubbs W (2011) Addressing the business-sustainability nexus in postgraduate education. Int J Sustain High Educ 14:25–41CrossRefGoogle Scholar
  75. Taylor R (1974) Nature of problem ill-structuredness: implications for problem formulation and solution. Decis Sci 5:632–643CrossRefGoogle Scholar
  76. Traidcraft (2017) Orange trading game. Retrieved from https://www.traidcraft.co.uk/resources
  77. UE4SD (2013) University educators for sustainable development. Retrieved from https://www.ue4sd.eu/images/leaflets/UE4SD-eng.pdf
  78. UNECE (2012) Learning for the future: competences in education for sustainable development. Retrieved from http://www.unece.org/leadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
  79. UNESCO (2011) Definition of education for sustainable development. Retrieved from http://www.unescobkk.org/fr/education/esd-unit/definition-of-esd/
  80. UNESCO (2017) Education for sustainable development goals learning objectives. Retrieved from http://unesdoc.unesco.org/images/0024/002474/247444e.pdf
  81. UNFCCC (2007) Uniting on climate: a guide to the climate change convention and the kyoto protocol. UNFCCC Secretariat, Bonn, GermanyGoogle Scholar
  82. United Nations (2015) Sustainable development goals, 17 goals to change our world. Retrieved from http://www.un.org/sustainabledevelopment/sustainable-development-goals/
  83. United Nations (2017) Sustainable development knowledge platform: sustainable development goals. Retrieved from https://sustainabledevelopment.un.org/sdgs
  84. Vare P, Scott W (2007) Learning for a change: exploring the relationship between education and sustainable development. J Educ Sustain Dev 1:191–198CrossRefGoogle Scholar
  85. Vanderstraeten R (2004) Education and society: a plea for a historical approach. J Phil Educ 38(2):195–206CrossRefGoogle Scholar
  86. Viegas C, Bond A, Duarte Ribeiro J, Selig P (2013) A review of environmental monitoring and auditing in the context of risk: unveiling the extent of a confused relationship. J Clean Prod 47:165–173CrossRefGoogle Scholar
  87. Waddock S (2007) Leadership integrity in a fractured knowledge world. Acad Manag Learn Educ 6:543–557CrossRefGoogle Scholar
  88. Wiek A, Xiong A, Brundiers K, van de Leeuw S (2014) Integrating problem-and project-based learning into sustainability programs. Int J Sustain High Educ 15:431–449CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Worcester Business SchoolUniversity of WorcesterWorcesterUK

Personalised recommendations