An Experiential Learning Activity for Integrating the United Nations Sustainable Development Goals Into Business Education

Dean, Bonnie Amelia; Gibbons, Belinda; Perkiss, Stephanie

doi:10.1362/204440818x15445231830058

Cited by 20 publications

(20 citation statements)

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“…Page and Collins (2010) demonstrated how integration is often limited to a major or specialization. Others argue that embedding through frameworks such as the Principles for Responsible Management Education (PRME) and the SDGs requires a paradigm shift such that business education pursues a moral purpose (Louw 2015;Waddock et al 2010;Rasche and Escudero 2010) and by engaging with authentic and experiential learning techniques (Dean, Gibbons, and Perkiss 2019). Starik et al (2010) have concluded that sustainability in management education requires a 'transformative' and holistic approach, integrated across the core knowledge base by embedding business within systems thinking (Porter and C ordoba 2009).…”

Section: Introductionmentioning

confidence: 99%

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Edwards

Brown

Benn

et al. 2019

Environmental Education Research

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Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects.

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Section: Introductionmentioning

confidence: 99%

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Edwards

Brown

Benn

et al. 2019

Environmental Education Research

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“…Practical implications also surface in that, through communicating the case of WikiRate, academics are able to explore and become more involved in the platform for research, collaboration, and developing higher education curriculum (see Dean, Gibbons, and Perkiss 2018). Companies may seek to engage and compete in an SDG-informed market, and other stakeholders can refer to WikiRate to participate in more responsible investment and sustainably-focused consumerism (Mills and De Paoli 2018).…”

Section: Resultsmentioning

confidence: 99%

“…In the case of WikiRate, company ESG information can be sourced, analysed, and populated onto the platform at no expense. To aid the initial accumulation of data, WikiRate is piloting student higher education projects that use WikiRate in curriculum (see Dean, Gibbons, and Perkiss 2018;Perkiss et al 2018). Given that participants in the crowd are not employees, they cannot be controlled.…”

Section: Wikirate As a Crowdsourced Accountmentioning

confidence: 99%

“…Mills et al (2016) posits one responsethat NGOs are seeking closer engagement with their members and a platform for narrating company ESG performance. Another reason, from those in higher education, could be that WikiRate offers an opportunity for academics to embed research on sustainability into their curriculums (Dean, Gibbons, and Perkiss 2018). From a C2B, business perspective, the researched metrics provide rankings and standings of participating companies that showcase impact, innovation, and best practice relating to ESG performance.…”

Section: Wikirate As a Crowdsourced Accountmentioning

confidence: 99%

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Crowdsourcing Corporate Transparency through Social Accounting: Conceptualising the ‘Spotlight Account’

Perkiss

Dean

Gibbons

2019

Social and Environmental Accountability Journal

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This paper considers an alternative way of gathering and evaluating information on corporate social responsibility (CSR) and the actions taken towards sustainable development. Social accounting theory is currently limited in conceptualising external accounts that sit outside the description of silent or shadow accounts. With the emergence of technological platforms that enable CSR information to be collectively located, new models of stakeholder engagement are growing using the wisdom of the crowd for information collation and analyses. This paper outlines a crowdsourced platform, WikiRate, which aims to both empower corporate transparency surrounding the Sustainable Development Goals and assist in multidimensional stakeholder participation and decision making. Existing theoretical characterisations of external accounts are used as a way of understanding the WikiRate engagement model and more broadly its relationship with social accounting. Through analysis and theoretical development, this research has implications for imagining and exploring new social accountings and social accountants that can lead to emancipatory change. 'Spotlight accounting' is introduced as a process that illuminates global organisational transparency and sustainability through crowdsourcing by independent stakeholders.

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“…Impactful learning about sustainability "won't happen though if we simply tell students about it, or we leave them to their own devices to read it in a book or on the Internet" (Dean et al 2018b, 403). Teaching sustainability requires an approach that is crossdisciplinary, discovery-based and experiential (Bayerlein 2015;Dean et al 2018b;Perkiss et al 2019). Purposeful design of pedagogical activities is essential to engage students in learning that is experienced first-hand, has personal meaning, and that can translate into effective social change.…”

Section: __________________________________________________mentioning

confidence: 99%

Advancing Sustainability Education in Business Studies through Digital Service Learning

Perkiss

Anastasiadis

Bayerlein

et al. 2020

ABR

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To support the development of a society that is attuned to the challenges presented by sustainable development, it is vital that higher education business students understand the value of sustainability, and act in a way that is consistent with these values. This paper explores a sustainability-focused experiential learning activity through investigating the utility of an emerging form of service learning in the digital space for developing global citizens. The paper presents an international case study of educators who employed digital service learning in various business education contexts. The research reports on the perceptions of higher education students in relation to their awareness, critical thinking and action for sustainability. The paper has practical contributions in identifying an opportunity for implementing sustainability curriculum into higher education for business.

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An Experiential Learning Activity for Integrating the United Nations Sustainable Development Goals Into Business Education

Cited by 20 publications

References 0 publications

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Crowdsourcing Corporate Transparency through Social Accounting: Conceptualising the ‘Spotlight Account’

Advancing Sustainability Education in Business Studies through Digital Service Learning

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