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1 – 7 of 7Patrick A. Müller, Thomas Bäumer, Jan Silberer and Stefan Zimmermann
Learning about sustainable development in dedicated curricula can be beneficial for students’ personal and professional development and societies alike. However, for various…
Abstract
Purpose
Learning about sustainable development in dedicated curricula can be beneficial for students’ personal and professional development and societies alike. However, for various reasons the implementation of sustainable development modules in existing curricula can be difficult in many fields of study. This paper aims to propose an alternative route to give students the chance to learn about sustainable development without the need to change the structure of their study program.
Design/methodology/approach
The current paper elaborates on the idea that many fields of study have mandatory courses on empirical research methods and these courses can function as a platform to teach applied empirical research methods in combination with education on sustainable development. A three-phase model is proposed to implement sustainable development topics in existing curricula, taking students’ current methodological competency level into account.
Findings
The proposed model provides a chance to combine education on sustainability with thorough training in scientific research methods. Example projects and evaluation results from an existing social science curriculum and its integration into a real-world laboratory on sustainable energy use illustrate the different phases and their goals.
Originality/value
The model offers the opportunity to implement education on sustainability into existing curricula without the need for difficult structural changes. It extends students’ learning on sustainability without impairing their learning of research methods. A discussion of the model’s limitations and boundary conditions helps to understand its potential use cases and challenges.
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Unlike quantitative studies, interview data generally cannot be validated; yet, they are typically the only evidence of the research. This study develops protocols for using…
Abstract
Purpose
Unlike quantitative studies, interview data generally cannot be validated; yet, they are typically the only evidence of the research. This study develops protocols for using verbatim interview quotations in research and for assessing the quality of interview quotations.
Design/methodology/approach
This research reviews 20 empirical papers using in-depth interviews containing 600 interview quotations to examine authors' approaches to verbatim interviewee quotations. The research analyses the sample papers for interview transcript handling, selection of quotations, the number and length of interview quotations, how they are placed and presented, the proportion of interviewee voices reproduced in quotations and the disclosure of protocols for translating and editing quotations. This paper includes illustrative interview quotations as exemplars of best practice.
Findings
Given the modest discussion of the principles influencing the reproduction of quotations in research, this study develops a framework for evaluating prior research. Researchers use a wide variety of practices to reproduce interview quotations in accounting research. The issues derived from this review, and their application to interview-based papers, frame an argument for a general set of quality criteria and protocols rather than rigid rules for assessing qualitative work. These criteria can serve as anchor points for qualitative evaluation.
Originality/value
There is little guidance on the use of interview quotations in qualitative research which this study bridges.
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Jayne Bryant, James Ayers and Merlina Missimer
Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes…
Abstract
Purpose
Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.
Design/methodology/approach
Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.
Findings
Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.
Research limitations/implications
This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.
Originality/value
This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.
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Christel Persson, Daniel Einarson and Maria Melén
This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing…
Abstract
Purpose
This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.
Design/methodology/approach
With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.
Findings
Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.
Research limitations/implications
When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.
Practical implications
The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.
Social implications
A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.
Originality/value
This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.
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Karin Alm, Thomas H. Beery, David Eiblmeier and Tarek Fahmy
This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to…
Abstract
Purpose
This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students’ learning on sustainability. It is essential to consider students’ understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.
Design/methodology/approach
The study has a quantitative case study design, and the specific method used is an online survey with masters’ students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.
Findings
The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students’ understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students’ key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.
Practical implications
This study supports the argument that WIL and real-life university experiences enhance students’ key competencies critical for sustainability.
Originality/value
The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students’ key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.
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Romana Bates, Barbara Brenner, Erwin Schmid, Gerald Steiner and Stefan Vogel
Climate change, poverty and pandemics are some of the complex real-world problems that are increasingly challenging higher education institutions (HEIs) to equip future graduates…
Abstract
Purpose
Climate change, poverty and pandemics are some of the complex real-world problems that are increasingly challenging higher education institutions (HEIs) to equip future graduates with meta-competences that have hitherto not been demanded. These graduates need to be able to capture and operate within complex systems and relationships. By focusing on complex real-world problems, this study aims to systematically review competences and frame meta-competences supporting curricula development in HEIs.
Design/methodology/approach
This study applies a systematic literature review according to the review protocol of Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The review process resulted in the selection of 39 articles, which were subjected to qualitative synthesis to identify competences for tackling complex real-world problems. These competences were grouped into meta-competences and aligned with the Sustainable Development Goals (SDGs).
Findings
Scientific disciplines commonly describe four competences for tackling complex real-world problems including domain-specific competence, inter-relation competence, intrapersonal competence and normative competence.
Originality
This study found that inter-relation competence is in line with all the SDGs, which is considered important for tackling complex real-world problems across disciplines.
Research limitations/implications
A study in a survey design across disciplines and a weighting of these competences in respect to complex real-world problems aligned with the SDGs could contribute to a more consolidated and common understanding of the meta-competences identified.
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