An Assessment of Sustainability Integration and Communication in Canadian MBA Programs

Driscoll, Cathy; Price, Shelley; McKee, Margaret C.; Nicholls, Jason

doi:10.1007/s10805-017-9275-0

Cited by 11 publications

(9 citation statements)

References 61 publications

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“…Advances qualitative growth including continuous learning and innovation [1] Pursues sustainability beyond boundaries of enterprise (e.g., political processes) [1] May exit the venture by handing over ownership to employees [8] Makes principles, processes, and experiences available to other entrepreneurs through open-source platforms [X] Mentors other sustainability entrepreneurs, in particular from underrepresented groups [X] Scales up advocacy and lobbying activities [45] Expansion of conceptual and procedural knowledge identified in previous phases System-thinking competence; Value-thinking competence; Future-thinking competence; Strategic competence; Interpersonal competence Continuous learning and innovation skills [10,29,34,37] Leadership skills [15,39,40] Teamworking skills, communication skills, motivation skills, commitment skills, delegation skills, coordination skills, ability to compromise [1,15,29,[35][36][37]41] Resourcefulness, high self-efficacy, self-management skills, self-care skills [12,25,38] Attitude of caring and sharing [45] Solidarity [45] Note: [X] indicates that additions were made to items extracted from the referenced sources or that new items were added.…”

Section: Sustainability Competenciesmentioning

confidence: 99%

“…From management programs to business accelerators, the majority of offerings in higher education reproduce business-as-usual with the well-known flaws and shortcomings [3][4][5][6][7]. A recent survey of Canadian MBA programs revealed that students get exposed to Corporate Social Responsibility and related topics, but they are "not graduating with key competencies for sustainability" [8] (pp. 93-114).…”

Section: Introductionmentioning

confidence: 99%

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A Process-Oriented Framework of Competencies for Sustainability Entrepreneurship

Foucrier

Wiek

2019

Sustainability

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Employee-owned businesses, benefit corporations, and other efforts in sustainability entrepreneurship are responding to prevalent challenges such as climate change, economic inequalities, and unethical business behavior. Universities, however, often fall short in sufficiently equipping students with competencies in sustainability entrepreneurship. One reason is that none of the existing frameworks links competencies to the actual processes of entrepreneurship, from discovery to consolidation. If graduates are to successfully start and run sustainability-oriented enterprises, the real-world entrepreneurship processes should provide the main orientation for training and learning. The present study proposes such a framework. We first conducted a qualitative literature review on competencies for entrepreneurs, sustainability professionals, social entrepreneurs, and sustainability entrepreneurs. We clustered the identified competencies according to conceptual similarities. On this basis, we describe sustainability entrepreneurship competencies along the entrepreneurial process model. The result is a process-oriented and literature-based framework of sustainability entrepreneurship competencies. It is intended to be used as a general vision for students, faculty, and entrepreneurs, as well as for the design of curricula, courses, and assessments.

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Section: Sustainability Competenciesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Process-Oriented Framework of Competencies for Sustainability Entrepreneurship

Foucrier

Wiek

2019

Sustainability

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“…La evaluación por pares involucra a los estudiantes en la revisión del trabajo de los demás, proporcionando comentarios útiles que pueden usarse en la revisión de documentos y una mejor comprensión de los problemas (Cardona et al, 2016). Por ejemplo, la evaluación de pares se integra en un programa de postgrado en negocios de la Universidad Simon Fraser en Canadá, por lo que pequeños grupos de estudiantes proporcionan calificaciones y comentarios sobre el trabajo de los demás (Driscoll, et al, 2017). El propósito es formativo, para promover la interacción en equipo y la formación de consenso apoyando a desarrollar habilidades de reflexión y síntesis.…”

Section: Nuevas Formas De Evaluaciónunclassified

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Tinoco-Giraldo¹

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Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development.participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program.After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors.At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.

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“…Lans et al, (2014) conducted their study on would-be sustainable entrepreneurs who were completing some form of entrepreneurship or sustainable entrepreneurship course and teaching entrepreneurship or sustainable courses, whereas the entrepreneurs of this study had an existing business, or businesses, and could potentially become sustainable entrepreneurs of the future. A recent study on Canadian MBA programmes revealed that, even though students learn about Corporate Social Responsibility and similar topics at university, they do not graduate with sustainability competencies (Driscoll, 2017). This means that sustainability competencies learned through training and education may not be reflected in the business activities of the entrepreneurs.…”

Section: Entrepreneurial Competenciesmentioning

confidence: 99%

Factors Influencing Sustainable Entrepreneurial Practices: Looking at Individual-Level Factors through Conventional Entrepreneurial Perspectives

Hossain¹

2021

theijbm

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An Assessment of Sustainability Integration and Communication in Canadian MBA Programs

Cited by 11 publications

References 61 publications

A Process-Oriented Framework of Competencies for Sustainability Entrepreneurship

A Process-Oriented Framework of Competencies for Sustainability Entrepreneurship

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Factors Influencing Sustainable Entrepreneurial Practices: Looking at Individual-Level Factors through Conventional Entrepreneurial Perspectives

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