Expansive Learning through contradictions of sustainability

Albert, Martin; Breßler, Julia; Hüsig, Stefan

doi:10.4337/9781785361241.00021

Cited by 5 publications

(4 citation statements)

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“…Therefore, it would be beneficial to gain external recognition. First steps to reach higher external recognition have been undertaken by the Faculty of Economics and Business Administration by signing up for the UN-supported initiative principles for responsible management education, by starting a workgroup for university-wide sustainability reporting, or by publishing the applications of new sustainability-oriented education approaches (like the application of a modified concept of expansive learning to teach more effectively the subject of sustainability (Albert et al , 2017) or the application of systemic structural constellations to foster changes towards sustainability (Arnold and Fischer, 2018).…”

Section: Discussionmentioning

confidence: 99%

Education for sustainable development at Chemnitz University of Technology

Albert

Uhlig

2021

IJSHE

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Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

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Section: Discussionmentioning

confidence: 99%

Education for sustainable development at Chemnitz University of Technology

Albert

Uhlig

2021

IJSHE

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“…As more sustainability courses and programs appeared, other themes have emerged: historical development of the field (e.g., Rands & Starik, 2009), theoretical or contextual factors that affect SiME design (e.g., Porter & Cordoba, 2009; Richardson & Kachler, 2017), and concepts/topics that should be included in SiME (e.g., Albert et al, 2017). This work has been both descriptive and normative.…”

Section: Major Themes In the Sime Literaturementioning

confidence: 99%

Guest Editors’ Introduction to the Special Issue: Sustainability in Management Education

Arevalo

Mitchell

Rands

et al. 2020

Journal of Management Education

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Education beats at the heart of sustainability-Andrea Illy (2020) Overview and Background Welcome to this Journal of Management Education (JME) special issue, "Sustainability in Management Education: Advances and Future Directions." We are delighted to present this topic in JME, which is dedicated to enhancing teaching and learning in the management and organizational disciplines. This special issue coincides with the 10th anniversary of the Academy of Management Learning & Education (AMLE) special issue on "In Search of Sustainability in Management Education" (SiME) and with the 50th anniversary of the first Earth Day. In keeping with these sustainability anniversaries, we embark on marking the advances and future direction of SiME.

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“…Rimananoczy (2017) has studied and developed a set of elements (based on past industry surveys), which became the components of the construct called “the sustainability mind-set.” Students exposed to this pedagogical experiment get to reflect on the concept of knowing, learning, and taking action based on the learning processes of SiME. The application of a modified concept of expansive learning has also been introduced to undergraduates (Albert et al, 2017) where Engeström’s (2001) expansive learning theory and model is further developed and introduced in courses in the form of debating on contradictions in sustainability.…”

Section: Sustainability In Management Educationmentioning

confidence: 99%

Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement

Arevalo

2020

Journal of Management Education

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Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity working environments. Integrating SiME and Feminist Organization literatures, I develop a multidimensional framework for conceptualizing gender studies in the classroom. This theoretical framework offers faculty and students an evolving pathway to analyze gender and SiME with perspectives in feminist organization studies. I conclude by reflecting on integration strategies for creating space in research and pedagogy for the critical engagement of gender debates in our programs.

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Expansive Learning through contradictions of sustainability

Cited by 5 publications

References 0 publications

Education for sustainable development at Chemnitz University of Technology

Education for sustainable development at Chemnitz University of Technology

Guest Editors’ Introduction to the Special Issue: Sustainability in Management Education

Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement

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