Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.
Transformative learning, like the Coalition of Urban and Metropolitan Universities (CUMU), has experienced substantial growth during the past few decades. The original research conducted by Mezirow (1975), who is considered the originator of the transformative learning theory, was focused on individual change: women who had been out of the workforce and were reentering. The experience was challenging in many ways, as issues of self-concept, existing frames of reference, and assumptions were beginning to change. Mezirow described the process as a structural reorganization: something that necessitates reconceiving concepts of self and one's relationships (Mezirow, 1978).
Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today. The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts. This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma's (UCO's) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission-helping students learn. The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.
Without Dr. Powers, the wonderful world of research would have remained out of my reach. This project simply wouldn't exist. Thank you for your guidance, patience, and encouragement, but mostly, thank you for never laughing at my questions and ideas. Your belief in my capabilities astounds me greatly. I imagine that when you were in my shoes, you dreamt of being in your mentor's place, helping little lost graduate students and guiding them in the right direction. I assure you, you have far surpassed that role. I have witnessed you as a teacher, a mentor, an advisor, an expert, a researcher, a learner, an aunt, a wife, a traveler, and a gardener; in these observances, you have treated all you encounter with kindness, fairness, and respect.A special thank you to my family and Thomas: your ability to encourage, support, and love me through my anxiety, doubt, and tears amazes me. I hope I am able to repay you along the journey. Mom, thank you for always believing in me and never getting sick of me. In a lot of ways, I'm accidentally following your footsteps, but following a woman who possesses strength, compassion, and intelligence is never a bad thing. Dad, thank you for always encouraging me to take a break and reminding me its ok to take some time to relax. You've set an excellent example of a life of hard work, yet dedication to your family. Lindsey, thank you for loving me unconditionally. Your continuous display of kindness and encouragement has been deeply EFFECTS OF YOGA ON BALANCE CONFIDENCE viii Future Research .
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