Assessment of Sustainability Competencies

Kalsoom, Qudsia

doi:10.1007/978-3-030-11352-0_331

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…Intention occurs before action and is a major factor in creating practical practices (Ajzen, 1991). Attitude towards sustainability is intrinsically tied to environmental consequences (Kalsoom, 2019). Also, the study of Waris et al (2021Waris et al ( , 2022 mentions that university entrepreneurial assistance influences students' attitudes towards sustainabilitydriven entrepreneurship whereas in the study by Spagnoli et al (2015) and others, an optimistic attitude can further inspire entrepreneurial actions.…”

Section: The Role Of Sdgs' Knowledge 281mentioning

confidence: 99%

“…BI is strongly influenced by attitude and is one of the most important components of EI (Ajzen, 1991;Liñ an and Chen, 2009). According to Kalsoom (2019), behaviours that promote sustainability are intrinsically tied to ecological concerns. Recent research by Sargani et al (2020) on sustainable entrepreneurship in agriculture indicated that a positive sustainability mindset is a significant predictor of future sustainable entrepreneurial motives.…”

Section: Attitude Towards Sustainable Entrepreneurship (Att)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An analysis of sustainability-driven entrepreneurial intentions among university students: the role of university support and SDG knowledge

Sharma

Bulsara

Trivedi

et al. 2023

JARHE

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PurposeThe study aims to shed light on the role of university support (US), environmental concern (EC) and Sustainable Development Goal knowledge (SDGK) in forming students' intention (SI) to engage in sustainability-driven entrepreneurship. The authors attempted to blend the theory of planned behaviour (TPB) and social cognitive career theory (SCCT) as a potentially useful theoretical base for sustainability-driven entrepreneurial intention (SDEI) development.Design/methodology/approachThe responses were collected from university students in India using a self-administered questionnaire. Confirmatory factor analysis (CFA) and partial least squares structured equation modelling (PLS-SEM) are used to examine the data.FindingsThe university support strongly influences students' attitudes towards sustainable entrepreneurship (ATT) and outcome expectations (OEs). Also, the degree of understanding about SDGs among students was alarmingly low, which has crucial negative consequences for future SDG achievement.Practical implicationsThe findings of this study may assist academicians and environmental strategists in deciding the crucial factors influencing SI to start a sustainable business. The study highlights the importance of universities in promoting entrepreneurial sustainability decisions.Originality/valueThis research will add value to the prevailing literature in the area of sustainable entrepreneurship as it explores the effects of environmental concern, SDGK and the role of US on sustainable entrepreneurial intention (EI) among Indian engineering students.

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Section: The Role Of Sdgs' Knowledge 281mentioning

confidence: 99%

Section: Attitude Towards Sustainable Entrepreneurship (Att)mentioning

confidence: 99%

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An analysis of sustainability-driven entrepreneurial intentions among university students: the role of university support and SDG knowledge

Sharma

Bulsara

Trivedi

et al. 2023

JARHE

View full text Add to dashboard Cite

show abstract

“…Sargani et al (2020) argue that EC-related businesses aim to integrate sustainable ideas to attain competitive superiority. The research by Kalsoom (2019) argues that EC is inextricably linked to prosustainability behaviours. The research by Stern and Dietz (1994) found that individuals' environmental consciousness is tied to their fundamental views on whether they should prioritise their own needs, the needs of other people or the needs of non-human creatures and plants.…”

Section: Environmental Concernsmentioning

confidence: 99%

Exploring sustainable entrepreneurial intentions through the lens of theory of planned behaviour: a PLS-SEM approach

Sharma,

Bulsara,

Bagdi

et al. 2023

JAMR

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PurposeThis research aims to forecast university students' intentions to contribute to sustainable entrepreneurship (SE) in an emerging market. The study observed the factors influencing students’ sustainable entrepreneurial intentions (SEI) using an extended theory of planned behaviour (TPB).Design/methodology/approachA survey was conducted utilising an online questionnaire with a total of 332 college students in Gujarat, India. Partial least squares-structural equation modelling (PLS-SEM) was used to analyse the data.FindingsThe outcome of the present research sanctions that university support strongly impacts perceived behavioural control (PBC) and negatively affects attitudes towards sustainable entrepreneurship (ATT). The findings revealed that environmental concern positively influences students' attitudes and perceived behavioural control towards sustainable entrepreneurship. Whereas sustainable development goals knowledge (SDGK) negatively impacts attitude and PBC. Out of the three key factors of TPB used in the study, only the subjective norm negatively affects SEI among the respondents.Research limitations/implicationsThis research may be valuable to academicians and environmental strategists in determining the most essential elements that drive students to create sustainable firms. The findings of this study back up the assumption that TPB adaptation is required when assessing entrepreneurship-specific intents.Originality/valueThe current research aimed to regulate students' entrepreneurial intention (EI) in Gujarat, India, concerning a sustainable enterprise. This research appears to be one of the extremely scarce studies that utilise the extended TPB model to investigate the effect of university support (US), environmental concern (EC) and SDGK in the context of India.

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“…From entrepreneurship education, we can learn that assessments should not focus on ticking off clear-cut and standardised levels of competencies, but on providing insight into the processes students undertake in the entrepreneurial process of creating value for others [22,25]. Lönngren and Svanstöm [5] also argue that innovative assessment for valuing student transdisciplinary learning in sustainability education is lacking hitherto, and Kalsoom [26] and Bramwell-Lalor [27] discuss the challenges in assessing sustainability competencies and using assessments to stimulate sustainable learning. Yarime and Tanaka [14] explicitly stressed that assessment tools in sustainability education should be sensitive to the collaborative processes students undertake with other stakeholders.…”

Section: Making Transdisciplinary Learning Visiblementioning

confidence: 99%

Towards a Rubric for Stimulating and Evaluating Sustainable Learning

Gulikers

Oonk

2019

Sustainability

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Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don't know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different 'practices', e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with 'others' around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.Sustainability 2019, 11, 969 2 of 20 integration of sustainable development into higher education curricula, at least in Flanders, is still scarce. Svanström et al. [10] showed in their analysis of various educational programs for sustainable development that the learning objectives varied in number and kind, but that "the integration of different perspectives" was one commonality found in all programs. Filho and colleagues [4] moreover stress that higher education should encourage more multi-stakeholder dialogue between students and (non-academic) organisations, confronting students with various aspects (e.g., economic, social, cultural or environmental) relevant for sustainable development.This requires transdisciplinary education [11] in which students work on real world wicked problems, as well as collaborate across disciplinary and institutional boundaries to work towards knowledge co-creation [12], innovation and transformation [1]. Though transdisciplinary education is sparsely emerging in higher education [3,11], most educational practices address well-structured problems that do not require multi-stakeholder interaction, probably because developing, implementing and assessing education that fosters sustainability competencies is a challenge for teachers and students [5,7]. Teachers are not educated in an inter-or transdisciplinary manner, or might not feel able to integrate sustainable development issues into their education [4,9]. Various reviews on assessment tools have also aimed to compare, evaluate or audit sustainability programs [13,14], and have shown that the actual design and activiti...

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Assessment of Sustainability Competencies

Cited by 5 publications

References 11 publications

An analysis of sustainability-driven entrepreneurial intentions among university students: the role of university support and SDG knowledge

An analysis of sustainability-driven entrepreneurial intentions among university students: the role of university support and SDG knowledge

Exploring sustainable entrepreneurial intentions through the lens of theory of planned behaviour: a PLS-SEM approach

Towards a Rubric for Stimulating and Evaluating Sustainable Learning

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