Competences for sustainability in undergraduate business studies: A content analysis of value-based course syllabi in Spanish universities

Olalla, Consuelo Benito; Merino, Amparo

doi:10.1016/j.ijme.2019.02.006

Cited by 31 publications

(14 citation statements)

References 69 publications

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“…According to Olalla and Merino [29], the delimitation of competencies for sustainability is given by the four pillars of lifelong education based on the recommendations of the Delors Report [30]: learn to know, learn to do, learn to live together and learn to be, to which a fifth pillar suggested by UNESCO was added: learn to transform oneself and society [31]. Thus, despite the difficulty of specifying the particular competency of a change agent for sustainability, it can be argued that the analytic framework consisting of the five pillars mentioned above would be appropriate for delimiting this competency.…”

Section: Introductionmentioning

confidence: 99%

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

et al. 2021

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This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies defined by the Conference of Rectors of Spanish Universities (CRUE) and complemented with the Sustainable Development Goals (SDG) adopted by the United Nations. In addition, to externally evaluate the proposed SCM, we conducted a series of interviews with top managers and founders of five organizations that vary in size and industry. As the main contribution, the SCM for BAM studies is presented, containing 58 learning objectives. The qualitative research framework performed to obtain evidence from the interviewees showed that the holistic dimension of the proposed SCM is highly valued by the interviewed practitioners. Additionally, the SCM’s division of competencies into three levels of achievement was considered practical and helpful to measure them. Finally, the interviewees expressed concerns regarding the implementation of the SCM in real classroom, calling for the necessity of special training for teachers and flexibility of higher education system. Reinforced by the interviewees’ opinions, we believe that the SCM for BAM education presented here will facilitate the design of different methodologies by the teaching staff to guide students towards compliance with the 17 SDGs in 2030.

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Section: Introductionmentioning

confidence: 99%

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

et al. 2021

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“…In this regard, CSR training in higher education (HE) has been posited as an important and positive means of enhancing undergraduate students' ethical decision-making long before these students become professionals [5]. Indeed, the United Nations Global Compact has described business ethics and CSR courses as tremendously important in shaping the behavior of business professionals and leaders [6,7] and has repeatedly called on universities worldwide to help their students become active agents who work for a sustainable business and global economy [7].…”

Section: Introductionmentioning

confidence: 99%

Are Corporate Social Responsibility Courses Effective? A Longitudinal and Gender-Based Analysis in Undergraduate Students

Ruíz-Palomino¹,

Martínez-Cañas²,

Estévez³

2019

Sustainability

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Despite the growing professional and academic interest in sustainability and corporate social responsibility (CSR) in recent decades, moral lapses continue to happen in the business arena. Because undergraduate students will be the managers and professionals of the future, training these students to be socially responsible is seen as critically relevant for reducing the likelihood of such moral lapses. However, the question of whether CSR courses can be effective is still debated and little is known about the role that gender may play in this relationship. This study analyzed data from 97 undergraduate students enrolled in a CSR course at a Spanish state university. These data were collected twice, (1) a week before the course had started and (2) a week after the course had been completed. The general lineal modelling (GLM) (repeated measures) procedure in SPSS revealed that CSR courses enhance students’ ethical decision-making. More importantly, the positive impact of these courses is stronger for female students than for male students. Thus, this study demonstrates the positive impact of corporate social responsibility courses on students’ ethical decision making, and sheds light on the target (female students) on which these courses is most effective.

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“…To effectively meet these objectives, curricula in economics, business, and management are advancing towards an ESD approach conceived to enhance the attainment of the essential skills and competencies that are expected of graduates today [43,49]. The lack of consensus among researchers and educators regarding how the economic, social, cultural, and environmental spheres of sustainability are interrelated gives rise to diverse perspectives about sustainable development in higher education [50].…”

Section: Active Learning To Enhance Key Learning Outcomes For Education For Sustainable Developmentmentioning

confidence: 99%

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Sierra

Suárez-Collado

2021

Sustainability

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In an increasingly complex world, students of economics, business, and management must learn how to combine financial objectives with social and environmental aims. To that end, institutions, teachers, and curricula have a growing need for multidisciplinary approaches to reinforce education for sustainable development. This study presents a pilot project consisting of an innovative online simulation designed to help students understand the challenges that countries and companies from the Global South are facing to balance economic, social, and environmental objectives under sustainability criteria. This research uses quantitative and qualitative data provided by the students to assess the effectiveness of the methodology. The results indicate the usefulness of the methodology in helping students comprehend economic complexities in the Global South, as well as to assist them in acquiring key cognitive, skill-based, and affective educational outcomes. The combination of three active-learning methodologies (role-play, collaborative-learning, and inquiry-based learning) proved to be of high value to address sustainability-related issues in higher education and help students develop 21st-century skills.

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Competences for sustainability in undergraduate business studies: A content analysis of value-based course syllabi in Spanish universities

Cited by 31 publications

References 69 publications

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

Are Corporate Social Responsibility Courses Effective? A Longitudinal and Gender-Based Analysis in Undergraduate Students

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

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