Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives

Wei, Cynthia A.; Brown, Minna; Wagner, Meghan

doi:10.1525/cse.2018.001065

Cited by 15 publications

(14 citation statements)

References 20 publications

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“…One notable pedagogical approach that addresses eleven of the twelve competencies listed in their framework is the use of case study methods of teaching (Herreid 1994). Our own experiences match the spirit of this analysis, and we believe that the case study approach is a strong pedagogical approach for teaching students the competencies necessary for S-E problem-solving (Wei et al 2015, Wei et al 2018. A deeper analysis of this and other promising pedagogies (e.g., Simon et al 2013) is beyond the scope of this paper but merits strong attention.…”

Section: Competency Domain #4: Sociocultural Awarenesssupporting

confidence: 58%

A framework for teaching socio-environmental problem-solving

et al. 2020

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The urgent environmental challenges we now face, from climate change to biodiversity loss, involve people and the planet, the social, and the environmental. Teaching students to become effective socio-environmental problem-solvers requires clarity about concepts and competencies needed to understand and tackle these challenges. Here, we propose an educational framework that describes what students should learn and how they should apply this knowledge to address socio-environmental problems. This framework emphasizes the process of problem-solving and is based on socio-environmental (S-E) synthesis, an integrative, transdisciplinary approach to understanding and tackling complex socio-environmental problems. In addition to identifying the knowledge, skills, dispositions, and practices necessary for S-E problem-solving at the undergraduate and graduate levels, we clarify how one draws on such competencies to inquire about problems and generate solutions for them. Our primary goal is to provide a useful tool to help guide development of curricula, teaching materials, and pedagogies for S-E synthesis and interdisciplinary environmental education more broadly.

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Section: Competency Domain #4: Sociocultural Awarenesssupporting

confidence: 58%

A framework for teaching socio-environmental problem-solving

et al. 2020

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“…Results of this teaching case analysis showed that modern business education is one of responses, rather than an education of questions (Freire and Faundez, 2013). PS logic predominates, which does little to favor the reflexivity necessary to deal with the complexity that social and environmental challenges impose (Wei et al , 2018). By offering very precise questions and well-defined interpretative trails, the sustainability teaching cases analyzed in this investigation are stimulating the reproduction of what is understood as social-environmental problems, their nature, and their contours, going against the intended paradigmatic change (Starik et al , 2010).…”

Section: Discussion: Solve “This” Problem – Management Teaching Cases In Sustainabilitymentioning

confidence: 99%

“…Although many books have been published regarding sustainability in management education, they do not sufficiently address the challenges of ethics, corporate social responsibility and sustainability (Wilner et al , 2012; Boström et al , 2018; Kassel and Rimanoczy, 2018; Leal Filho et al , 2018). The pedagogical approaches most likely to promote student transformation and to engage practitioners in environmental education are not yet well-defined, perhaps due to the magnitude and complexity of environmental and social questions that defy simple solutions (Wei et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Other studies have emphasized the importance of balancing the moral imperatives of the cases – the “why” of sustainable practices with questions regarding effective implementation and solutions – and the “how,” with implementation of effective practices (Aragon-Correa et al , 2017). There is ongoing discussion about the need for teaching cases that better promote student engagement and critical reflection (Montiel et al , 2018; Wei et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

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Problem-posing in management classrooms for collective sustainability transformation

Brunstein

Walvoord

Cunliff

2021

IJSHE

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Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

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“…Case study is a desirable research method, or research framework, within a pedagogical niche (Dunst & Hamby, 2015;Yin, 2018). Hence, Wei et al (2018) express the need to switch from a purely passive lecture model of teaching, to active learning, especially in the STEM fields (science, technology, engineering, and mathematics), where the field of ecology also belongs. Undoubtedly, the initial understanding of the case study method as a research method (Yin, 2018), and the innovative-experimental interpretation of case study according to the paradigm of the pedagogical process, and as a method of organizing the educational process, have much in common in terms of purpose, learning outcomes and implementation procedure.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Using a Case Study Method for Environmental Education

Rudyshyn

Stakhova²,

Sharata³

et al. 2021

IJLTER

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The purpose of the study was to do a comparative analysis of the quality of the case study method for developing practical skills related to environmentally friendly behavior that is in line with the professional orientations of two student groups of different non-environmental specialties. Research methods included an ascertaining and forming experiment; questionnaires with open and closed questions; project modeling; collection and mathematical and statistical evaluation of empirical data; graphic methods of statistical data processing; comparative analysis of the findings; functional analysis of empirical data; analysis of causal relationships; and generalization and forecasting. According to the results of secondary diagnostics that involved the distribution of students by zones of success, revealed a significant increase in indicators of activity-behavioral aspects of professionally oriented environmental education. In Group I, 3.1% of students were in the area of undesirable indicators, and in Group II, it was 4.0%. The neutral area with confused tendencies was occupied by 33.8% of students of Group I, and 20.3% of Group II. The targeted area of clearly positive dynamics involved 63.1% of Group I, and of Group II, 75.7%. Further enquiry into the research issue should relate to enhancing the case study method in the framework of environmental education.

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Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives

Cited by 15 publications

References 20 publications

A framework for teaching socio-environmental problem-solving

A framework for teaching socio-environmental problem-solving

Problem-posing in management classrooms for collective sustainability transformation

The Effects of Using a Case Study Method for Environmental Education

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