A Framework for Teaching Social and Environmental Sustainability to Undergraduate Business Majors

Brumagim, Alan L.; Cann, Cynthia W.

doi:10.1080/08832323.2011.598886

Cited by 12 publications

(6 citation statements)

References 7 publications

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“…The first barrier is the holistic definition of “sustainability” and more narrow or instrumental significations. Brumagim and Cann (2012) and Shrivastava (2010) pointed out the lack of a consistent definition and shared an understanding of the concept of sustainability as a great challenge/barrier for its introduction into MEIs. Meanwhile, Figueiro and Raufflet (2015), Kurland et al (2010) and Wu et al (2010) emphasized the need to include the interdependencies and interrelationships between socio-cultural conditions, environmental carrying capacity and economic growth in this concept.…”

Section: Literature Reviewmentioning

confidence: 99%

The inclusion of sustainability in management education institutions

Sekhar

2020

IJSHE

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Purpose The purpose of this study is to identify the barriers to including sustainability in management education institutions (MEIs) in India, and subsequently, to analyze the structure of the causal relationships among the barriers. Design/methodology/approach In this study, the decision-making trial and evaluation laboratory methodology are applied to analyze the structure of the causal relationships among the identified sustainability barriers. Findings Through an extensive literature review and expert interviews, this paper identified 4 primary barriers and 46 sub-barriers. Encompassing sustainability in Indian MEIs results in changes in behavior involving increased respect for the environment, hence, leading to improved sustainable efficiency. Research limitations/implications The present study is limited to MEIs in India. Practical implications The inclusion of sustainability in MEIs equips future managers with the economic, ecological and technical knowledge required to demonstrate sustainable behavior in the workplace. It assists also equips managers with the ability to affect social change at an organizational level. MEIs has been acknowledged as playing a crucial role in societal transformations, including the need for transformation toward sustainability. Originality/value The present study adds to the current knowledge base regarding the structure of the causal relationships among the identified sustainability barriers. To the author’s knowledge, this is the first paper to identify such barriers to including sustainability in an Indian MEI context.

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Section: Literature Reviewmentioning

confidence: 99%

The inclusion of sustainability in management education institutions

Sekhar

2020

IJSHE

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“…The researchers claimed requiring students to utilize the method helped them "further develop communication and critical thinking skills that can aid the assurance of learning process required by many accreditation bodies" (p. 303). Our study expands on Brumagin and Cann's (2012) work; we provide empirical evidence of how CSR and sustainable development education can help business students develop critical thinking skills by evaluating how their perspectives evolve after exposure to such concepts.…”

Section: Csr and Sustainability In Business Educationmentioning

confidence: 95%

“…Specific to undergraduates, Brumagin and Cann (2012) detailed a method for helping business students assess a company’s commitment and implementation of sustainable development, a component of CSR. The researchers claimed requiring students to utilize the method helped them “further develop communication and critical thinking skills that can aid the assurance of learning process required by many accreditation bodies” (p. 303).…”

Section: Introductionmentioning

confidence: 99%

“…Despite gaining considerable attention in corporations and business schools (Christensen, Peirce, Hartman, Hoffman, & Carrier, 2007; Porter & Córdoba, 2009; Toubiani, 2012), CSR remains challenging to implement in both contexts. Great variability exists in companies’ effectiveness implementing CSR practices (Brumagin & Cann, 2012), a phenomenon mirrored in business schools, which often struggle to incorporate CSR education into the curriculum (Christensen et al, 2007; Toubiani, 2012).…”

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Balancing Profit and People: Corporate Social Responsibility in Business Education

Deer

Zarestky

2017

Journal of Management Education

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This qualitative study's purpose was to evaluate how undergraduate business students' perspectives, skills, and behaviors evolved through corporate social responsibility (CSR) education taught with a focus on critical thinking and sustainable problem solving. Business schools are struggling to incorporate CSR into their curriculum despite interest from students and pressure from accreditation agencies. This article primarily contributes practical tools for business schools teaching students to apply critical thinking skills and concepts gained through their business education to develop solutions to economic, social, and environmental problems. Instructors taught the following topics: definitions of CSR, the triple bottom line, stakeholder theory, exposure to social problems, businesses' roles in exacerbating or mitigating social problems, specific sustainable solutions companies and nonprofit organizations have implemented, and analysis of public companies' sustainability reports. Topics were taught using critical thinking tools, such as a decision-making model, a funneling exercise, a root problems activity, and reflection and metareflection. The instruction followed a specific teaching model to promote critical thinking skills development, which can be implemented by other faculty. We found CSR concepts motivated students by giving them the tools and confidence in their abilities to solve meaningful problems and learning outcomes for both CSR and critical thinking were achieved.

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“…Students with a deep commitment to social justice issues may be more likely to maintain environmentally-friendly behaviors over time if social justice and environmental factors are connected for them. One such effort to unify these factors, Education for Sustainable Development, has sought to combine concerns about climate change and other human equality and social justice issues in a multi-sector learning environment [23]. Approaches that combine relevant personal factors, social justice awareness, and environmental concerns may increase the relevance of these combined issues for young people so that environmentally-friendly behaviors may be more likely to continue over time.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Social Justice Beliefs to Environmental Attitudes among Students at a Private University

Vandiver¹

2016

ujp

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The goal of the present study was to examine the relationship of social justice beliefs, gender, religiousness, and ethnicity on environmental attitudes among college students at a private university. Participants in the current research with higher scores on social justice measures also had higher scores on three environmental measures: attitudes toward the environment, conscientiousness about the environment and involvement in environment issues. Gender, race/ethnicity, and college major were not found to be statistically significant. Future research should examine the role of social justice beliefs on environmental attitudes in more general populations of college students.

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A Framework for Teaching Social and Environmental Sustainability to Undergraduate Business Majors

Cited by 12 publications

References 7 publications

The inclusion of sustainability in management education institutions

The inclusion of sustainability in management education institutions

Balancing Profit and People: Corporate Social Responsibility in Business Education

The Relationship of Social Justice Beliefs to Environmental Attitudes among Students at a Private University

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