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1 – 10 of over 17000Emilio Boulianne and S. Leanne Keddie
This study explores how Canadian CPAs (Chartered Professional Accountants) are trained in sustainability. The main research questions are: What place should sustainability take in…
Abstract
Purpose
This study explores how Canadian CPAs (Chartered Professional Accountants) are trained in sustainability. The main research questions are: What place should sustainability take in the accounting program? What place does sustainability occupy in the CPA accounting program? And, over time, has sustainability gained or lost ground within the Canadian professional accounting education program?
Methodology/approach
Content analysis and interviews.
Findings
We find that sustainability is not a key component of the CPA education program since its sustainability content has shrunk over the years. We believe that the groupthink phenomenon may have influenced the selection of CPA Competency Map participants (whose backgrounds reveal a lack of sustainability expertise) as well as the participants’ discussions. Additionally, a lack of consideration for society as a key stakeholder may have also influenced the shortage of sustainability content. Finally, power dynamics might have contributed to the financial accounting and reporting competencies dominating the new map.
Research limitations
We did not have access to the live meetings when the Map was created, although we conducted interviews with representatives involved in the process. This research is bound by a confidentiality agreement that limits us from providing sensitive details. However, we do not consider that these limitations undermine our contribution or reduce the relevance of our research.
Originality/value
Our research contributes to the under-researched domain of sustainability education and to understanding how groupthink, stakeholder theory and power dynamics may have contributed to the dearth of sustainability coverage in the new Canadian CPA program.
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Jessica Ostrow Michel, Peter Siciliano, Michaela Zint and Sarah Collins
One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary…
Abstract
Purpose
One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses.
Design/methodology/approach
More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research.
Findings
Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North.
Research limitations/implications
Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions.
Originality/value
Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield’s limited diversity is important to highlight and address moving forward.
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Alice Annelin and Gert-Olof Boström
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO…
Abstract
Purpose
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.
Design/methodology/approach
Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.
Findings
The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.
Originality/value
The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.
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Janne J. Salovaara and Katriina Soini
The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have…
Abstract
Purpose
The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.
Design/methodology/approach
The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.
Findings
A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.
Research limitations/implications
The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.
Practical implications
The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.
Originality/value
Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.
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Clare D’Souza, Silvia McCormack, Mehdi Taghian, Mei-Tai Chu, Gillian Sullivan-Mort and Tanvir Ahmed
Curricula is developing from a pure knowledge-based outcome to a more skill-based outcome, with the objective of creating and advancing competencies that meet employer…
Abstract
Purpose
Curricula is developing from a pure knowledge-based outcome to a more skill-based outcome, with the objective of creating and advancing competencies that meet employer expectations. While the new Sustainable Development Goals (SDGs) demand organisations to change practices and adapt to sustainable goals, there is a lack of understanding in how competencies can enhance these goals. The purpose of this paper is twofold: Study 1 explores competencies related to sustainability required in a work force and examines employer perceptions on the existing literature for competencies. Study 2 empirically tests the influence of sustainability scholarship on non-technical competencies in the work force.
Design/methodology/approach
A mixed method approach was undertaken. A sample of managers from 39 large Australian organisations participated in the scoping study. This was followed by further interviewing executives from 12 multinational corporations in China to assess the validity of competencies and provide deeper understanding of the issues at hand. The quantitative study analysed a sample of executive responses from 229 multinationals in China using factor and regression analysis to test for the effects of mediation.
Findings
The research highlights that the underlying competencies regarding sustainability influences the bigger picture within firms for attaining sustainability. The affective and cognitive growth of sustainability scholarship is governed mainly by a firm’s sustainable values. Core organisational values facilitate the development of non-technical competencies. These relationships and their cumulative effect on competencies provide a theoretical framework for acquiring sustainability within organisations. Employees need sustainability scholarship for enhancing sustainability. Sustainability scholarship reflects high-level learning obtained through universities or training. The research found that non-technical competencies such as professional ethical responsibility mediate between core business competencies and sustainability scholarship.
Originality/value
By exploring employer’s perception of competencies, the study first makes an important contribution in addressing the need to support SDGs by bridging organisational-level competencies and sustainability literacy, which hold significant benefits for practitioners, academia and organisations at large. Second, the theoretical findings strengthen the need for embedding competencies in the curriculum. It conveys the need for sustainability literacy/scholarship to align with organisational training and learning pedagogies, in order to effectively meet industry needs. Third, it provides useful insights on employers’ estimation about workplace competencies and broadens our understanding on the contribution that competencies within organisations make to this end.
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Asha K.S. Nair and Som Sekhar Bhattacharyya
The purpose of this paper is to study individual sustainability competencies and its linkage toward building innovation capabilities. This study explores the interrelations…
Abstract
Purpose
The purpose of this paper is to study individual sustainability competencies and its linkage toward building innovation capabilities. This study explores the interrelations between individual-level competencies with organizational-level capabilities.
Design/methodology/approach
Thematic content analysis is used to analyze the qualitative interview data from 22 experts working in the sustainability departments of large corporations in India. The respondents were chief sustainability officers, sustainability managers or general managers responsible for driving sustainability in their organizations.
Findings
This study identifies individual sustainability competencies into two sets. First being cognitive competencies and the second being emotional competencies. The cognitive competencies identified are systems thinking, future orientation and perspective-taking (cognitive empathy). The affective or emotional competencies identified are connectedness to nature, sense of transcendence of time and empathic concern. The competencies enhanced innovation through the development of stakeholder capabilities and organizational learning capabilities.
Research limitations/implications
This study provides new insight regarding the link between both cognitive and emotional competencies and organizational capabilities for innovation.
Practical implications
This study appraises the role of individual sustainability competencies on innovation. This study indicates the importance of developing sustainability competencies at the individual level to drive innovation.
Originality/value
This paper provides novel insights on sustainability competencies and its link with innovation. The conceptualization of competencies was made as cognitive and emotional skills. Furthermore, its relationship with innovation capabilities advance the understanding of the individual contribution to innovation.
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Vanessa R. Levesque and Cameron P. Wake
The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change…
Abstract
Purpose
The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution.
Design/methodology/approach
This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified.
Findings
Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies.
Originality/value
This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.
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Fermín Sánchez-Carracedo, Daniel Romero-Portillo, Bàrbara Sureda Carbonell and Francisco Manuel Moreno-Pino
This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable…
Abstract
Purpose
This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system.
Design/methodology/approach
ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned.
Findings
The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics.
Originality/value
This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.
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Anete Alberton, Ana Paula Kieling, Franciane Reinert Lyra, Estela Maria Hoffmann, Mariana Pires Vidal Lopez and Silvio Roberto Stefano
This study analyzes the competencies toward sustainability in hotel facilities in order to identify the level of implementation of sustainability practices, as well as individual…
Abstract
Purpose
This study analyzes the competencies toward sustainability in hotel facilities in order to identify the level of implementation of sustainability practices, as well as individual competencies for sustainability in the hospitality companies.
Design/methodology/approach
Interviews and a survey with hotel employees were conducted in two important touristic Brazilian cities, Florianopolis, and Rio de Janeiro, considering the TBL (triple bottom line) dimensions. The data were analyzed with content analysis and descriptive statistics and conjoint analysis.
Findings
Preventive competencies in the companies' management were identified. The research also revealed that competencies for sustainability are fairly present in the hospitality context yet, which demonstrates the urgency to discuss the theme in both academic and business practices.
Research limitations/implications
The access to the hotel managers impaired the performing of a robust statistical analysis; the study provided new insights about the topics investigated and generated information for the theoretical framework about competencies for sustainability.
Practical implications
The research results emphasized the need for the hotel industry to invest in sustainable strategies to meet its target audience, but also to raise the level of its staff and reduce costs in the long term, offering benefits to society, the environment, and, to their businesses.
Social implications
The research socially contributes through promoting discussion on sustainability, which is one of the most challenging and relevant issues for society. Besides, it can assist the diffusion of the competencies for sustainability in the hotel industry, as an attempt to decrease their negative externalities on the environment and primary audiences.
Originality/value
It was identified a distance between practice and the triple bottom line concept, which is linked only to environmental practices. Besides, it was found limited knowledge about the concepts of competencies in the companies.
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Sonya M. Remington‐Doucette, Kim Y. Hiller Connell, Cosette M. Armstrong and Sheryl L. Musgrove
The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during…
Abstract
Purpose
The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course.
Design/methodology/approach
The paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre‐/post‐test based on case analyses. The implications of these findings for academic sustainability programs are discussed.
Findings
Based on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies.
Originality/value
The paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general.
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