Including SDGs in the education of globally responsible leaders

Filho, Norman de Paula Arruda; Hino, Márcia Cassitas; Beuter, Barbara S. Przybylowicz

doi:10.1108/ijshe-01-2019-0032

Cited by 23 publications

(13 citation statements)

References 10 publications

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“…Integrating SDGs into the business school curriculum has started. One Brazilian business school achieved this by acknowledging that a considerable mind-set shift would be needed for sustainability leadership (De Paula Arruda Filho, Hino & Beuter, 2019). Along similar lines, Kopnina (2018) reviewed the teaching of SDGS in The Netherlands in vocational colleges, and at both under-and postgraduate university level.…”

Section: Literature Surveymentioning

confidence: 99%

Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Nhamo

2021

SAJEE

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This paper documents the processes leading to the hosting of the University of South Africa (Unisa) Sustainable Development Goals (SDGs) Localisation Indaba1 in November 2019. Of interest is how the programming, which started as a purely inreach community engagement project, ultimately embraced the whole institution, all SDGs and the South African higher education sector. Data was generated via two platforms, namely participatory action research and a survey evaluating the Indaba. The following cycles emerged: the development of a Unisa Management Policy Brief calling for the SDGs Localisation Indaba in 2017 (Cycle 1); the development of an SDGs for Society Research Stream as part of the Unisa Annual Interdisciplinary Academy and Summer School in 2018 (Cycle 2); and the SDGs Localisation Indaba in 2019 (Cycle 3). The Indaba led to the SDGs Localisation Declaration which resulted in the formation of the SDGs Liaison Committee. Several agreements were made to expand SDGs localisation at Unisa. Finally, the Indaba attracted many participants from outside Unisa, especially from other institutions of higher education. However, it took almost three years to realise the SDGs localisation dream at Unisa. The key recommendation is thus that those championing SDGs localisation should be prepared to continue moving forward despite delays due to management changes and processes.Keywords: Higher education, sustainable development goals, domestication, localisation of the SDGs Introduction

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Section: Literature Surveymentioning

confidence: 99%

Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Nhamo

2021

SAJEE

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“…SOCs, from a broader perspective, could be developed during undergraduate, graduate or executive education programs. Studies show that business schools are already implementing changes in three main areas: campus operations and people management, the research agenda and the curriculum (Brunstein et al , 2019; Aleixo et al , 2020; Orlovic Lovren et al , 2020; Leal Filho, 2020; Mawonde and Togo, 2019; Arruda Filho et al , 2019; Qureshi, 2020; Albareda-Tiana et al , 2018; Miñano and García Haro, 2017; Beynaghi et al , 2016). With respect to campus operations, it is felt that higher education institutions should include sustainability in their missions, integrating the topic into the hierarchy and managing facilities, people and activities accordingly.…”

Section: Theoretical Reviewmentioning

confidence: 99%

Teaching sustainability-oriented capabilities using active learning approach

Claro

Esteves

2021

IJSHE

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Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

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“…Many authors express concern that business education fails to teach undergraduates to confront the challenges entailed in ethical and responsible management (see Alonso-Almeida et al, 2015;Arruda Filho et al, 2019). Scholars addressing the subject seem to agree to the need to change that older mentality and encourage knowledge and attitudes that will redound to responsible future leadership.…”

Section: Article In Pressmentioning

confidence: 99%

“…Educational projects that have assimilated these initiatives as a reference have reported progress in developing a new sustainable leadership mindset, although for the time being the evidence is based primarily on case studies conducted in private business schools (e.g., Arruda Filho et al, 2019;O'Sullivan, 2017). Along these lines, Arruda Filho et al (2019) analyzed the effects of an educational project implemented in a Brazilian business school addressing sustainable development and globally responsible leadership, among others. The data showed a significant variation in students' average understanding of the conceits on which a sustainability mindset builds (SDGs, environmental footprint, UN PRME, Global Compact, sustainable development, learning community).…”

Section: Article In Pressmentioning

confidence: 99%