How to Develop the Humanistic Dimension in Business and Management Higher Education?

Eizaguirre, Almudena; Alcañiz, Leire; García‐Feijoo, Maria

doi:10.1007/978-3-030-29426-7_1

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…For such purposes, fostering new content, methodologies, learning experiences, ways to work collaboratively that allow students to develop critical thinking is necessary [ 5 ]. Likewise, to provide students with spaces where they can question their perspective of the world, the economy, and current society is necessary to try and develop a more honest and kinder society for all [ 6 ].…”

Section: Introduction Background and Literature Reviewmentioning

confidence: 99%

The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

2020

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The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and studies identify significant contributions that are important to the student’s profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student’s personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student’s profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.

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Section: Introduction Background and Literature Reviewmentioning

confidence: 99%

The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

2020

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“…Therefore, there is still a focus on the formal curriculum, not on students' personal satisfaction [13] or their desire to become catalysts for change [111] and responsible and active citizens [14]. ABS needs to have a deeper focus on the informal curriculum [46,112] and to address students' sustainability needs, aspirations, and concerns [10,113].…”

Section: Knowledge and Skillsmentioning

confidence: 99%

Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education

Elmassri,

Pajuelo,

Alahbabi

et al. 2023

Sustainability

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This paper aims to assess students’ perceptions regarding the extent of integration of the eighth principal Sustainable Development Goal (SDG 8) “promote inclusive and sustainable economic growth, employment, and decent work for all” into an undergraduate business school (BS) course. We analyzed students’ perceptions with respect to three pedagogical themes: content/curriculum; knowledge and skills; and awareness and attitudes. Based on legitimacy theory, we conducted a survey of 124 students at a globally accredited business school that has been a pioneer in terms of integrating SDGs into business school education in the Middle East and particularly in the United Arab Emirates (UAE), which we refer to as Alpha Business School (ABS). A Q-methodology approach was adopted by designing a concourse of 37 statements. Our research findings highlight that in response to institutional governmental pressure to implement the SDGs at all levels in the country, ABS has begun to integrate the SDGs into its practice, including undergraduate courses. However, after a more in-depth analysis, the findings suggest that traditional learning methods and a “business as usual” mentality continue to prevail as a management paradigm among students and that, therefore, ABS has only embedded SDG 8 symbolically without undergoing a full substantive change. In conclusion, further work is needed to incorporate the SDGs into all dimensions of the business school’s activities and to promote new methodologies, skills, and competencies. This paper is helpful for accounting educators and curriculum setters in the process of revamping accounting curricula to reflect the importance of sustainability education. The results of this study have professional, academic, and policy-making implications.

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“…Second, it seems essential to generate a paradigm shift and a change in the university syllabus that addresses students' sustainability needs, aspirations and concerns, for example by incorporating subjects focused on these issues [3,20,21]. Increasingly, university-management teams and faculty are aware of the importance of encouraging students to question the economic paradigm and move towards a humanistic paradigm [22][23][24][25]; to incorporate the theoretical foundations of sustainability into courses, promoting critical thinking and decision-making [12,26,27]; and to create opportunities for students to experience and connect with the real world, for example through extracurricular activities [28]: "as businesses need to change towards sustainable development, apparently changes in business education become inevitable" [29] (p. 282).…”

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confidence: 99%

“…Third, the literature mentions a variety of methodologies for students to deploy these competencies for sustainability: offering students volunteer experiences; applying the service-learning methodology; reinforcing tutorials or development tools on the basis of conversation, such as mentoring; using real case studies in the classroom; incorporating the debate methodology; encouraging the use of methodologies that generate self-knowledge and reflection; working in laboratories; and organizing workshops with professionals [20].…”

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Systematic Review of Sustainable-Development-Goal Deployment in Business Schools

2020

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In 2015, more than 190 countries pledged to meet by 17 sustainable development goals (SDGs) by 2030 that aim to ensure sustainable global social and economic development, and to strengthen universal peace. Public institutions, businesses, organizations and individuals are all called upon to contribute to this challenge. Focusing on business schools (BSs), and the potential impact they have on graduates, we ask what they are doing for the deployment of these objectives. To this end, we conducted a systematic review of the literature related to SDGs and business schools in the WOS, SCOPUS and ERIC databases. A multi-stage exclusion process resulted in 16 documents for review. The findings of this study provide key information on the role that business schools have to play in achieving SDGs and the ways in which they can be incorporated into their activity: from more in-depth actions linked to creating awareness, questioning current paradigms, fostering cooperation and interdisciplinarity with stakeholders, and working on coherence; to more specific interventions such as creating student associations, incorporating new teaching methodologies or increasing students’ participation in extracurricular activities. In addition, this study also allows us to identify gaps in the literature, giving ideas on necessary future lines of research.

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How to Develop the Humanistic Dimension in Business and Management Higher Education?

Cited by 9 publications

References 34 publications

The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education

Systematic Review of Sustainable-Development-Goal Deployment in Business Schools

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