Education for sustainability in business schools by practicing social learning

Figueiró, Paola Schmitt; Bittencourt, Bruno Anicet; Schutel, Soraia

doi:10.1186/s40552-016-0014-7

Cited by 6 publications

(4 citation statements)

References 25 publications

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“…Sustainability studies emphasize the education and the learning process as essential for its operationalization (Edwards, 2009;Henry, 2009;Benn & Martin, 2010;Madsen, 2013;Sidiropoulos, 2013;Le Roux & Pretorius, 2016;Wals & Benavot, 2017) and the approaches of learning for sustainability as a social process have been more frequent. Those studies approach the networks, the collaborative work, and the created and negotiated practices as fomenters of learning, as they give meanings to the practitioners (Edwards, 2009;Henry, 2009;Wals, 2011;Lankester, 2013;Madsen, 2013;D'angelo & Brunstein, 2014;Ipiranga & Aguiar, 2014;Figueiró et al, 2016).…”

Section: The Learning For Sustainabilitymentioning

confidence: 99%

Safe Working Practices and Knowledge in the Practice of Sustainability: A Narrative in the Context of a Forest Operation in a Brazilian Pulp Industry

Vasconcelos¹,

Silva²

2023

JEL

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This study articulates the concepts of sustainability and work safety to understand how safe working practices enable knowledge in the practice of sustainability. Anchored in the lenses of the learning process of practiced-based studies, we conducted a case study of qualitative nature in a forest harvest operation of a Brazilian company with sustainability in the core of its business strategy. We adopted as collection tools in-depth observation, semi-structured interview, and documental research, which were assessed by the thematic analysis of narratives. As results, we identified that the learning process of sustainability occurs in this context in a combination of institutional mechanisms and practices located at the occupational communities. Among those, the safe working practices indicate being capable of enabling the knowledge in practice of the systemic and integrative perspective, carefulness, responsibility, and look to the future, reflecting the assumptions contained in the ideal of sustainability. We also verified that, with the practices, this group has been establishing alliances, building common concepts, and producing and reproducing practices that change the way of learning sustainability.

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Section: The Learning For Sustainabilitymentioning

confidence: 99%

Safe Working Practices and Knowledge in the Practice of Sustainability: A Narrative in the Context of a Forest Operation in a Brazilian Pulp Industry

Vasconcelos¹,

Silva²

2023

JEL

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“…Studies that consider the learning process for sustainability as a social process are even more frequent, and they approach the networks, the collaborative work, and the practices created and negotiated as fomenters of the learning process, as they confer meanings (D'Angelo & Brunstein, 2014;Edwards, 2009;Figueiró et al, 2016;Henry, 2009;Lankester, 2013;Madsen, 2013;Mello & Godoy, 2014;Wals, 2011). Under the denomination of transdisciplinary learning process, transformative learning process, anticipated learning process, collaborative learning process, and social learning process, it is identified approaches that share the facts of: 1. considering the learning process as something that goes beyond that one solely based on knowledge; 2. focusing on existentially relevant questions or "real", which involve the individuals; 3. understanding the learning process as inevitably transdisciplinary and trans perspective; and 4. considering the indetermination as a key characteristic in the learning process (Wals, 2011).…”

Section: The Learning Process For Sustainability and The Knowledgein-practicementioning

confidence: 99%

Learning Sustainability in the Harvesting Practices of a Forest-Based Company

Vasconcelos

Silva

2021

RAM, Rev. Adm. Mackenzie

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Purpose: The objective of this study is to understand how the learning process of sustainability occurs within the context of the harvesting practices of a forest-based company. Originality/value: The study contributes to understanding the learning process of sustainability under the approach of practice when demonstrating how the knowledge of sustainability is created and reproduced from the practices established by a group. In practical terms, the narrative of the flow of knowing and learning has the potential of assisting managers and educators to structure more integrative corporate education projects, in which the initiatives are integrated into the practices of the occupational communities. Design/methodology/approach: This is a qualitative research of descriptive nature, through a single-case study in a forest harvesting operation in a Brazilian company that has sustainability at the core of its business strategy. It was adopted as collection instruments the in-depth observation, the semi-structured interview, and the documental research, which were analyzed through the thematic analysis of narratives. Findings: The results suggest that, in the given context, the learning process of sustainability happens in a combination of the processes of creation and dissemination of knowledge conducted by the company and the practices developed within the occupational communities. There are indications that, in a social construction process, new working models are learned, based on an entanglement of planning, safety, and discursive practices, activating the knowledge-in-practice of sustainability.

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“…As an alternative, they advance the notion of shared value, which involves "creating economic value in a way that also creates value for society by addressing its needs and challenges" (Porter & Kramer, 2011: 64). Drayton and Budinich (2010) also propose an expanded value chain that includes collaboration among companies, social entrepreneurs, NGOs, and others to create economic, social, and ecological value (Figueiró, Bittencourt, & Schutel, 2016). They call it a "sea-change in the way society's problems are solved" (Drayton & Budinich, 2010: 58).…”

Section: Gap 3: Difference Between Understanding Sustainability Advanmentioning

confidence: 99%

Sustainability Vision and Practice: The Apparent Gap Between Corporate Leaders’ Pronouncements and the Perceptions of Polish and U.S. MBA Students from Three Universities

Rosenbloom

Ross

2017

JMGS

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This study focuses on the CEO-asserted critical need for sustainability in corporate strategy and MBA student perceptions of the extent to which their respective programs prepare them to handle sustainability challenges successfully. Students in one Polish and two U.S. mid-tier MBA programs were surveyed regarding their perceptions of four issues: 1) the link between sustainability practices and corporate performance; 2) the barriers to embedding sustainability practices in their current job; 3) the effects of being a sustainability advocate on their careers; and 4) the efficacy of their MBA programs in fostering leadership perspectives and skills related to sustainability. While students generally agreed on the positive link between sustainability practices and performance, they differed on the other

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Education for sustainability in business schools by practicing social learning

Cited by 6 publications

References 25 publications

Safe Working Practices and Knowledge in the Practice of Sustainability: A Narrative in the Context of a Forest Operation in a Brazilian Pulp Industry

Safe Working Practices and Knowledge in the Practice of Sustainability: A Narrative in the Context of a Forest Operation in a Brazilian Pulp Industry

Learning Sustainability in the Harvesting Practices of a Forest-Based Company

Sustainability Vision and Practice: The Apparent Gap Between Corporate Leaders’ Pronouncements and the Perceptions of Polish and U.S. MBA Students from Three Universities

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