Attitudes of undergraduate business students toward sustainability issues

Abstract

Abstract:Purpose -This paper reports on findings from the first phase of a longitudinal study of undergraduate business students' attitudes, beliefs and perceptions concerning sustainability issues.Design/methodology/approach -In order to improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change.Findings -Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes.Social implications -Universities are increasing their focus on sustainability related issues and the ways in which these can be effectively communicated via curricula. This article carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues.Originality/value -The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content.2

Framing of Opposing Corporate and Activist NGO Website Communications: Impacts on Perceptions of Tripartite Sustainability Values and Joining Online Networks

“…Although business schools increasingly profess their engagement in sustainability values, many actually institutionally decouple their espoused commitments from what they practice (Snelson-Powell, Grisvold and Millington, 2016). The present findings can also have important implications for developing a more balanced and ethical business curriculum in the area of sustainability (Eagle et al, 2015). In particular, course content related to business sustainability and corporate social responsibility should include analyses of examples from both ethical and unethical sustainability communication and practices.…”

Analysis of the Consciousness of University Undergraduates for Sustainable Consumption

“…Concerning the obstacles perceived by university students to develop responsible behavior, the main difficulties are the lack of communication/awareness, discomfort, financial worries and lack of participation [44], the need for adequate recycling facilities, and the perception that responsibility does not fall on them because their actions are not decisive [45,46].…”

Social responsibility and strategic orientation of higher education - Cases of Croatia and Bosnia and Herzegovina

“…The findings about the current state of SR are the key starting point for improving SR of HE. This resulted in numerous articles on this subject (Eagle et al, 2015;Figueiró & Raufflet, 2015;Shephard et al, 2015). Based on the available literature review we can argue that SR in HE has been investigated mainly through examining institutional approaches, curricula content or students' and teachers' perceptions of sustainability in practice (Viegas et al, 2016) There is already considerable evidence from universities that have embarked on the path to sustainability (McNamara, 2010;Waheed et al, 2011), but their path is based on general assumptions of what actions and forms social responsibility should have.…”