Search results

I WANT to discuss the problems and difficulties facing us now in County Durham as they appear to one who, though only a newcomer is, perhaps on that account, an enthusiast. I will begin with our Superior Library Service Scheme under which we have established six branches this year. In the first place the word “superior” is not desirable— it was used from some psychological motive I believe, as the aim of the county library should be to give as good a service in its smallest branch as in its largest. These six branches have been founded with the aid of differential rating and I can say without hesitation that differential rating is undesirable in every way. Its use is supported by the vague theory that the area where apparently greater expenditure is entailed should bear the burden of that additional expenditure. I say apparently, because I think sight has been lost of the fact that the book supply facilities given to the smallest branch are often in excess of its rate return and that differential rating more nearly resembles laying the burden on the goose that lays the golden eggs. I think that if I outline our schemes my reasons for objecting to it will become obvious.

This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics.

The paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning.

Results indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods.

This empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes.

Issues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.

This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy.

This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs).

This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders’ multiplicity of sustainability values.

This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.