A comparative study of sustainability management education in China and the USA

Abstract

This study investigates differences between business schools in different institutional settings, using top-ranked Chinese and US business schools as the bases of analysis. To assess the divergent educational approaches, this study investigates the (1) number of sustainability-related courses per school, (2) design and arrangement of sustainability-related course curricula, (3) content of sustainability-related courses, and (4) teaching methods in sustainability-related courses, across differing institutional settings. The findings reveal differences in the curriculum designs of the two countries, which likely reflect differences in their local institutional settings and their interpretations of sustainability. This study offers several implications and recommendations for further research.

Embracing the future of engineering education in Nigeria: teaching and learning challenges

“…Most of these can't be found in the education system in Nigeria. For example, problem-based learning that was proposed by [31,32] is already being implemented in the UK. In the UK, students are now allowed to construct their knowledge and confront their own misconceptions.…”

Industry Demands and Future of Engineering Education in Kenya

“…In United States there is a new demand of engineers who can play more roles in coordinating, outsourcing and supplier chain management [8]. However, as the country is preparing to tackle this issues, the National Science PAPER INDUSTRY DEMANDS AND FUTURE OF ENGINEERING EDUCATION IN KENYA Board is issuing several reports expressing concern about long-term trends that affect U.S. workforce capabilities in engineering, including the dependence on international students and workers; the declining interest on the part of U.S. citizens in engineering studies and careers; weakness in the K-12 science, technology, engineering, and mathematics (STEM) education system; and demographic trends that are unfavorable to increasing citizen participation rates in these fields [9].…”

“…There is also declining offerings in engineering subjects dealing with infrastructure, the environment, and greater concentration has been put on high technology subjects, largely supporting increasingly complex scientific development [7]. Despite a reduction in the number in United State it is however noted that 81% of their graduates are standards-compliant with the wishes of both industry and education system [8]. This has in turn made the United States a global leader in supply of highquality engineering talent [10].…”

“…A prominent problem is that while university graduates from many majors have difficulty in finding jobs; the society is in desperate need of practical talents, especially skilled talents. This is because Chinese engineering education focuses on knowledge accumulation, knowledge dissemination and the construction of knowledge systems, unlike the one for United States which emphasizes more attention on training students to master knowledge and practical ability [8]. The biggest reason affecting the quality of engineering education in China is that the development goals and models used by colleges and universities tend to be homogeneous i.e.…”

Sustainability and Undergraduate Management Curricula: Changes Over a 5-Year Period

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