Teaching sustainability: complexity and compromises

Vista sencilla de ítem
dc.contributor.authorAnastasiadis, S.
dc.contributor.authorPerkiss, S.
dc.contributor.authorDean, B.A.
dc.contributor.authorBayerlein, L.
dc.contributor.authorGonzalez-Perez, Maria Alejandra
dc.contributor.authorWersun, A.
dc.contributor.authorAcosta, P.
dc.contributor.authorJun, H.
dc.contributor.authorGibbons, B.
dc.date.accessioned2020-12-03T20:24:06Z
dc.date.available2020-12-03T20:24:06Z
dc.date.issued2020-01-01
dc.description.abstractPurpose: Sustainability is one of the leading challenges of our age, and higher education plays a vital role in supporting the implementation of sustainability initiatives. There has been substantial progress in business schools introducing sustainability into courses with extant literature detailing case studies of sustainability education and student perceptions of their learning. The purpose of this paper is to address the gap in literature from educators' perspectives on their experiences of introducing sustainability teaching using specific teaching tools for sustainability. Design/methodology/approach: This paper presents a case study on a sustainability teaching tool, WikiRate, that was embedded into business and management courses at seven higher education institutions from across the globe. Interviews were conducted after course delivery to gain insights into the practical challenges of designing and implementing a sustainability education activity. Findings: The findings show that educators perceive sustainability as a complex issue, presenting a challenge to teaching in university systems whose normative curricula are rooted in instrumental problem-solving. Furthermore, educators described challenges to their own learning in order to implement sustainability into curricula including the need for compromises and adaptions. Originality/value: This empirical study reports on educators' experiences embedding sustainability into their courses through an innovative teaching tool, WikiRate. This paper has implications for reframing how we can approach sustainability education and presents discussion ways to teach complexity without reduction or simplification. © 2020, Emerald Publishing Limited.eng
dc.identifierhttps://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=11972
dc.identifier.doi10.1108/JARHE-02-2020-0029
dc.identifier.issn2050-7003
dc.identifier.issn1758-1184
dc.identifier.otherWOS;000530668100001
dc.identifier.otherSCOPUS;2-s2.0-85085152251
dc.identifier.urihttp://hdl.handle.net/10784/24630
dc.publisherEmerald Group Publishing Ltd.
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85085152251&doi=10.1108%2fJARHE-02-2020-0029&partnerID=40&md5=fe0d0f37c8cce1000c4fd7530ab972b5
dc.rightshttps://v2.sherpa.ac.uk/id/publication/issn/2050-7003
dc.sourceJournal Of Applied Research In Higher Education
dc.subject.keywordEducator perceptioneng
dc.subject.keywordHigher educationeng
dc.subject.keywordSustainability educationeng
dc.subject.keywordWikiRateeng
dc.titleTeaching sustainability: complexity and compromiseseng
dc.typeinfo:eu-repo/semantics/articleeng
dc.typearticleeng
dc.typeinfo:eu-repo/semantics/publishedVersioneng
dc.typepublishedVersioneng
dc.type.localArtículospa

Archivos

Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
10-1108_JARHE-02-2020-0029.pdf
Tamaño:
146.86 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Colecciones

Artículos