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Open Access
Article
Publication date: 8 March 2024

Sanna-Mari Renfors

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key…

Abstract

Purpose

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

Design/methodology/approach

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

Findings

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

Originality/value

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

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: 9 November 2023

Linden Dalecki

After reviewing the literature focused on real-world course–client marketing projects as well as the literature regarding teaching entrepreneurial marketing (EM), the current…

Abstract

Purpose

After reviewing the literature focused on real-world course–client marketing projects as well as the literature regarding teaching entrepreneurial marketing (EM), the current paper assesses a census population (N = 106) of course–client projects selected by the current author via Riipen – an online course–project matching hub – for marketing courses taught from Spring 2018 through Spring 2023. The purpose of this paper is to uncover and explore the degree of EM teaching relevance of said course projects over the five-year span indicated.

Design/methodology/approach

All Riipen-sourced course–client projects selected by the current author for marketing courses taught from Spring 2018 through Spring 2023 (N = 106) were reviewed so that broad project-level and firm-level characteristics and trends – especially EM relevance – could be excavated and assessed over the five-year/10-semester span. In addition, an in-depth qualitative primacy-recency/bookend approach was taken with regards to the first semester (Spring 2018) and the most recent semester (Spring 2023).

Findings

The main finding is that Riipen-sourced course–client projects exhibited an increasingly high degree of EM relevance between Spring 2018 through Spring 2023. Project representatives at the founder/co-founder level or the equivalent made up only 20% of the pool in Spring 2018 yet constituted slightly over 94% of the pool by Spring 2023. Similarly, whereas only 33% of firms sourced and selected in Spring 2018 were in startup mode, fully 100% of firms selected in Spring 2023 were in startup mode.

Research limitations/implications

The population of 106 Riipen-sourced-and-selected course–client projects do not represent a statistically valid basis for “apples-to-apples” comparisons because: the population of projects was spread across multiple courses and across multiple semesters over a five-year span where many shifts and trends were ongoing – including impacts to course-delivery modality due to COVID-19, and it is likely that unconscious idiosyncratic biases of the current author were operant during selection. Moving forward, researchers are encouraged to pursue questions such as the following: are there statistically significant EM-related learning outcomes that differ for students paired to projects that vary across the preliminary project taxonomy detailed?

Practical implications

Many practical teaching recommendations regarding effective ways to source, select and integrate high-EM course–client projects into otherwise standard-issue marketing courses are made. The paper also serves as something of a primer on how best to source and adapt Riipen marketing projects. Cautionary teaching notes and recommendations based on the current author’s observations are also shared.

Social implications

Over the course of the five-period (Spring 2018 through Spring 2023), it was observed that a rapidly increasing percentage of firms on the Riipen platform self-identified as female-owned, minority-owned and/or LGBTQ-owned. Similarly, a moderately increasing percentage of marketing projects with “social entrepreneurship” and/or “social impact” and/or “environmental impact” elements were posted to the platform.

Originality/value

To the best of the author’s knowledge, this is the first peer-reviewed journal article to explore the EM value of real-world course–client marketing projects sourced via Riipen.

Details

Journal of Research in Marketing and Entrepreneurship, vol. 26 no. 2
Type: Research Article
ISSN: 1471-5201

Keywords

Abstract

Details

The Impact of ChatGPT on Higher Education
Type: Book
ISBN: 978-1-83797-648-5

Abstract

Details

The Impact of ChatGPT on Higher Education
Type: Book
ISBN: 978-1-83797-648-5

Article
Publication date: 9 November 2023

Natasha Pennell and Gabriela Sabau

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development…

Abstract

Purpose

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.

Design/methodology/approach

This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.

Findings

Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.

Practical implications

The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.

Originality/value

A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 3 April 2023

Lisa Bosman, Taofeek Oladepo and Ida Ngambeki

Upon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs…

1120

Abstract

Purpose

Upon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.

Design/methodology/approach

This paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.

Findings

Four main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.

Originality/value

Three notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

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: 5 October 2023

Jeffrey Ben Matu and Angelica Perez-Johnston

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting…

Abstract

Purpose

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

Design/methodology/approach

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

Findings

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

Research limitations/implications

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

Practical implications

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

Social implications

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

Originality/value

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 15 April 2024

Kumar Shalender and Naman Sharma

Purpose: This research aims to provide a conceptual framework that will help organisations address the skill shortages and gaps in their current business model. The study also…

Abstract

Purpose: This research aims to provide a conceptual framework that will help organisations address the skill shortages and gaps in their current business model. The study also aims to fulfil the literature gap by offering three strategies that can help firms across industries in the international arena to upskill and reskill their talent pool.

Design/Methodology/Approach: Using real-world cases and statistics, the research offers a conceptual framework along with the three strategies, that is, revisiting skills requirements, continuous training and development, and partnership across ecosystems for addressing the critical challenge of skill gap and shortage that is prevailing across industries today.

Findings: The findings of the research show that by involving employers, employees, and policymakers, an effective conceptual framework can be made that will help organisations to serve their target customers more effectively and efficiently. The study also results in the formation of three strategies to help the company address the talent shortage and gap in their organisation.

Research Limitations/Implications: The research has wide implications for a variety of stakeholders and especially for the companies, employees, and policymakers. This will prove instrumental in handling the shortcoming of the talents prevailing in today’s business environment.

Originality/Value: The study is unique in offering a framework and giving three operational strategies: revisiting skills requirements, continuous training and development, and partnership across ecosystems for building and managing the talent pool in the company.

Details

Contemporary Challenges in Social Science Management: Skills Gaps and Shortages in the Labour Market
Type: Book
ISBN: 978-1-83753-170-7

Keywords

Article
Publication date: 15 December 2023

Rose Rosemary Ricciardelli, Matthew S. Johnston and Katharina Maier

Prisonersare at disproportionate risk of suffering substance-related harms. The administration of naloxone is essential to reversing opioid overdose and minimizing…

Abstract

Purpose

Prisonersare at disproportionate risk of suffering substance-related harms. The administration of naloxone is essential to reversing opioid overdose and minimizing substance-related harms in prison and the community. The purpose of this study is to examine how naloxone administration is practiced and perceived in prison settings.

Design/methodology/approach

The authors conducted surveys with correctional workers in Manitoba, Canada (n = 257) to examine how they understand and feel about the need for and practice of administering naloxone in their everyday work with criminalized populations.

Findings

Respondents reported feeling a great need to administer naloxone, but most did not feel adequately trained to administer naloxone, creating the perception that criminalized populations remain at enhanced risk.

Originality/value

Findings provide emerging evidence of the need for training and accompanying policies and procedures for correctional workers on how to access and administer naloxone.

Details

International Journal of Prison Health, vol. 20 no. 1
Type: Research Article
ISSN: 2977-0254

Keywords

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