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Open Access
Article
Publication date: 5 February 2024

Sinead Earley, Thomas Daae Stridsland, Sarah Korn and Marin Lysák

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for…

Abstract

Purpose

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

Design/methodology/approach

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Findings

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

Originality/value

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 20 March 2023

Mohd Hanafiah Ahmad, Taofeeq Durojaye Moshood and Gusman Nawanir

This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented…

Abstract

Purpose

This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented approach to teaching with participants acquiring competencies through structured self-learning processes in a production–technological learning environment. It integrates different teaching methods with the main objective of moving traditional teaching methods to become closer to real industrial problems. However, there is still limited information that can be used to evaluate the impact of IR4.0 on its implementation in UMP. Therefore, this study focuses on exploring the challenges faced by UMP in developing their learning factory and examines the effectiveness of UMP Learning Factory as a new teaching and learning process to support Industry 4.0.

Design/methodology/approach

First of all, identifying a problem was done, and information regarding the topic was obtained via research from various sources. Example of sources is online journals, books, the Internet and others. It is essential to understand the rationale behind why the research should be carried out as well as the objectives of the study in relation to the topic of interest. After that, a survey of the relevant literature was carried out to compile more pertinent material and run it through the lens of the selected subject. It makes the process of establishing a theoretical framework easier, and it also improves one's knowledge of the research being done. The next step in the process involves selecting responders based on the research. In order to calculate the appropriate sample size for this study, we must identify the entire population so that we can ensure that the findings we obtain are reliable. The entire population are first filtered based on the purpose of the research, and only then is it possible to establish the size of the needed sample of respondents. This research study's data gathering techniques consisted of five steps; however, in this particular study, the researcher only employed two approaches, which focused on individual interviews and semi-structured interviews, respectively. In order to address both the study purpose and the research questions, the interview questions that were developed were meant to relate to one another. During this interview procedure, the interviewees will have the option to elaborate or supply an increasing amount of pertinent data and information. Participants in the interview who have accumulated a significant amount of experience in the relevant sector are better positioned to provide both their personal and professional perspectives. The researcher will utilize audio to gather the script from the responder so that they may collect the data for analysis. The researcher is able to find the precise data analysis from the responses with the assistance of this programme. As a result, the researcher's question to the responders can be considered credible and genuine. Each respondent may read a particular question in the questionnaire in the same manner. As a result, although the question may be trusted, this fact is mostly irrelevant given that it lacks internal validity and hence does not make it possible to answer the research topic. In conclusion, the findings of this study are analysed, and conclusions are drawn from them.

Findings

In order to explore and answer research questions that are tailored to research objectives, the purpose of this study is to investigate such questions. The primary purpose of this study is to evaluate the influence that Industry 4.0 will have on the instructional methodology that will be utilized at UMP. Regarding the second aim, the purpose is to investigate the difficulties that the Universiti Malaysia Pahang encounters in the process of creating the Learning Factory. The final goal is to investigate how well UMP Learning Factory performs as a novel approach to education and training that is intended to assist Industry 4.0. The University of Malaya in Penang (UMP), which is widely regarded as one of the premier educational institutions of its kind in Malaysia, has recently implemented a learning factory as one of its pedagogical approaches. The university's deployment of the learning factory is very recent, and as such, there is room for improvement to make the most of the potential offered by this instructional approach. However, the findings of this research indicate that there is a favourable influence on both learning and teaching. The influence of the implementation of Learning Factory, which is becoming one technique of educational reform, is one of the most important factors to consider. According to the study's findings, UMP has successfully developed a learning factory that has a major influence on the learning process and is extremely good at what it does. The student benefits from an enhanced teaching and learning experience as a direct result of the contribution made by the learning factory. When it comes to generating a learning component based on the result, several obstacles have been identified. If UMP or other institutions intend to create a new learning factory, the problems might be considered factors to consider. In the teaching and learning process context, it has been demonstrated that a learning factory is particularly successful. The learning factory approach is one of the teaching techniques that makes the students understand better and have the experience of handling and controlling the equipment. Because this method introduces the hands-on approach, it is one of the teaching methods. The learning factory method is one that, in its most fundamental form, may be particularly beneficial for students to prepare themselves for the arduous process of joining the workforce. The classroom setting will be quite similar to that of a factory, and the student will improve their general collaboration. In addition to this, they will be able to operate machines and have knowledge regarding the machines that are found in the learning factory. The learning factory makes a significant contribution to the knowledge transfer process in UMP by facilitating the development of a deeper comprehension of certain bodies of information. When compared to more traditional methods of transferring information, the student will have a much easier time comprehending the material that is taught to them through the use of the hands-on learning technique.

Originality/value

This study gained some information about the impact of IR4.0 towards educational transformation, which is expected to give positive results. Basically, this research will provide further explanation about IR4.0 and educational transformation in UMP focus on learning factory. Generally, the implementation of IR4.0 in education will produce a positive result and help the students in the future. The result from this case study will hopefully be beneficial to society. The finding from this research will be used as references to all, especially top management and technical staff of UMP, for further understanding of the impact of the implementation of the learning factory. While conducting this research, seven respondents were selected from the two faculty with their own learning factories, Faculty of Industrial Management (FIM) and Faculty of Technology (FTEK). The researcher targeted lecturers and technical staff as their respondents. The overall result from the interview session was analysed. All the result is based on the interview answer to the researcher's question

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 8 November 2022

Julia Lohmann and Antje Goller

Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However…

Abstract

Purpose

Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education.

Design/methodology/approach

This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis.

Findings

The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD.

Originality/value

To the best of the authors’ knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 2 January 2024

Xiaojing Xing and Chinaza Solomon Ironsi

This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education…

Abstract

Purpose

This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.

Design/methodology/approach

The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.

Findings

The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.

Originality/value

To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 20 June 2023

Laís Viera Trevisan, Luis Felipe Machado do Nascimento, Walter Leal Filho and Eugênio Ávila Pedrozo

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

Abstract

Purpose

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

Design/methodology/approach

A case study and action research were carried out in a Brazilian business school during an academic semester. Specifically, in the context of a discipline entitled “Socio-environmental Management in Companies”, several pedagogical strategies were designed and implemented to ensure undergraduate students’ learning. This study involved the collection and analysis of both quantitative and qualitative data from multiple sources, which were analysed using descriptive statistics, thematic and content analysis techniques.

Findings

By assessing the strategies, tools and resources used during the course, the findings of this study show that the discipline supported the students' transformative learning towards sustainability.

Research limitations/implications

This study has both theoretical and practical implications by describing and evaluating an innovative and engaging pedagogical approach to sustainable development in management education.

Originality/value

The approach developed through this research provides educators and higher education institutions with innovative strategies for transformative learning towards sustainability in management education. Moreover, the approach can be adapted and implemented in other fields of knowledge.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 25 September 2023

Annelies Heijmans and Rik Eweg

This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable…

Abstract

Purpose

This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable development goals (SDGs) can be used as a compass and debates the sustainability impact of applied research.

Design/methodology/approach

A case study approach was adopted, including a literature review, scoping visits, online workshops and peer-to-peer inter-vision/learning, using the SDGs as a compass and framework for analysis.

Findings

Most Living Labs use a “silo-approach” on the SDGs and are designed from a technological-expert perspective. This results in blind spots, particularly on SDGs related to reducing socio-economic inequality and just institutions. Debating unsustainable systems, cultures and practices is avoided. To contribute to sustainability transitions, universities need to invest in developing transformative capacity. This refers to SDG-transition competences such as collaborative communication, constructively engaging with diversity and conflicts, discussing values, norms and ethics and encouraging reflexivity.

Research limitations/implications

Mainly lecturer-researchers were involved in the study. COVID-19 travel restrictions hindered the research at the grassroots level in India and Indonesia.

Originality/value

The study revealed the importance of creating Living Labs as safe and brave inter- and transdisciplinary learning environments to practice reflexivity: encouraging students, researchers and stakeholders to look at sustainability issues from plural perspectives and questioning unsustainable practices, which combined lead to changing perceptions, practices and relations and a deeper understanding of how change happens. The SDGs as a compass method supports reflexivity among stakeholders and in redirecting strategies towards a sustainable future.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 20 March 2024

Isabella Rega, Mélodie Honen-Delmar and Stefan Hengst SJ

This chapter unpacks how the value of altruism is rooted in the pedagogical model used by Jesuit Worldwide Learning (JWL), a faith-based organization providing tertiary education…

Abstract

This chapter unpacks how the value of altruism is rooted in the pedagogical model used by Jesuit Worldwide Learning (JWL), a faith-based organization providing tertiary education opportunities through a blended learning approach to people living at the margins. This contribution aims at tracing how this value, summarized in the Jesuit motto “men and women for others,” is rooted in JWL modus operandi and informs its educational practices, in particular by discussing the following elements of its model: (1) the Experience – Reflection – Action cycle, (2) the Global Classroom, (3) the Local Community of Learners, and (4) the student-led operation mode. Finally, this chapter provides a reflection, based on the organization practice and experience, to contribute to the broader discussion on values and their global validity by unpacking the tension of a modus operandi based on values culturally and religiously rooted but that aims at being globally understood and shared.

Article
Publication date: 31 July 2023

Jan Terje Karlsen, Erika Balsvik and Marie Rønnevik

This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the…

Abstract

Purpose

This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations.

Design/methodology/approach

The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants.

Findings

The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content.

Originality/value

The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

Details

The Learning Organization, vol. 30 no. 6
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 6 April 2023

Fanny Adams Quagrainie and Ama Abakoma Dankwa

The purpose of this paper is to explore the learning effects of entrepreneurial failure (EF) among micro-women entrepreneurship in Accra.

Abstract

Purpose

The purpose of this paper is to explore the learning effects of entrepreneurial failure (EF) among micro-women entrepreneurship in Accra.

Design/methodology/approach

Using a qualitative research method, purposive sampling was used to identify 64 micro-women entrepreneurs, and data was collected using interviews.

Findings

Linked to the experiential learning theory, the study found that consequences of EF provide an entrepreneurial learning platform that influences micro-women entrepreneurs to acquire new skills and knowledge for their entrepreneurial development, incurred costs that negatively affect operations, acquired no knowledge or take a decision to opt-out of entrepreneurship as a carrier.

Research limitations/implications

The study was based on a relatively small sample size of 64 participants which made it difficult to generalize the findings despite the benefits of the research methods adopted in the study.

Originality/value

The study contributed to the EF literature with micro-women entrepreneurs in an African context. It highlights the possible additional learning consequences of EF which are being scared of entrepreneurial venturing as a result of their failure. This negatively impacts the desire to engage in entrepreneurship as a future career. The identification of irrelevant learning consequences of EF, suggests that the existing experiential learning theory may need to be revised to further enhance its applicability in micro-women entrepreneurship in different cultural contexts, as not all experiences result in learning.

Details

Journal of Entrepreneurship in Emerging Economies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-4604

Keywords

Open Access
Article
Publication date: 16 February 2023

Maria Ripollés and Andreu Blesa

The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of…

2763

Abstract

Purpose

The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of entrepreneurship education and the effect of learning characteristics in promoting entrepreneurial actions among student entrepreneurs in the higher education setting.

Design/methodology/approach

The study employs a quantitative approach involving the use of survey data collected via an Internet tool. The constructs of variables are measured using previously tested scales. The data were analysed using partial least squares modelling because it can handle formative and reflective constructs in the same model and is capable of testing for moderation.

Findings

The findings illustrate that voluntary entrepreneurship education generates learning outcomes in terms of students' entrepreneurial actions, which is important because without action, a venture will never be launched. This is especially so if students show a deep learning orientation, while mastery motivation showed a significant and negative moderating effect. This is not the case for compulsory entrepreneurship education.

Originality/value

Embedded in construal level theory, this paper offers knowledge that can help to advance entrepreneurship education research (1) by uncovering the role of different types of entrepreneurship education interventions, (2) by considering students' entrepreneurial actions as the dependent variable and (3) by unravelling the role of students' learning characteristics in the efficacy of entrepreneurship education interventions. By doing this, the study addresses recent repeated calls for more fine-grained research focused on how university students learn in entrepreneurship in higher education and its effects.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 29 no. 7
Type: Research Article
ISSN: 1355-2554

Keywords

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