Integrating sustainability into Business Education teacher training

America, Carina

doi:10.15700/201409161105

Cited by 12 publications

(26 citation statements)

References 18 publications

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“…Comparing the problem-solving strategies of designers with those of scientists, for example, Lawson (1979) found that scientists focused on the problem to discover the fundamental rule to be applied, while designers learned about the problem by trying out various solutions. This solution-focused strategy has been observed in architects, urban designers, and engineers (America, 2014). Certain stage of design thinking can help learners to relate problem and learning.…”

Section: Purpose Of the Studymentioning

confidence: 90%

“…1. Design is multi-epistemic: interacting with the world is as much feeling, sensing, intuiting as it is thinking (Boland & Collopy, 2004) suggesting the necessity of transcending cognitive and analytical processes in designing (America, 2014). Our teaching team focuses on (a) identifying possible causes and effects of a problem as well as identifying the underlying sustainable problem.…”

Section: About the Learning In Design Projectmentioning

confidence: 99%

“…A timely discussion by stakeholders in business education is how to effectively teach sustainability to business and management students. It is obvious that a number of business students are exposed to neoclassical economic thinking, which focuses on unlimited economic growth through increasing production and consumption via a free market system (America, 2014). This is predominantly because of the larger provision of classic economics and business frameworks available in business education programmes at all levels (Fleetwood, 2005).…”

Section: Problem Statementmentioning

confidence: 99%

“…https://doi.org/10.15405/epsbs.2019.08.48 Corresponding Author: Nattavud Pimpa Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 484 Comparing the problem-solving strategies of designers with those of scientists, for example, Lawson (2006) found that scientists focused on the problem to discover the fundamental rule to be applied, while designers learned about the problem by trying out various solutions. This solution-focused strategy has been observed in architects, urban designers, and engineers (America, 2014). (2008) put forward a sustainability framework which relates basic concepts and assumptions within the eco-centric, ecological modernisation and neoclassical paradigms in organisational practice and behaviour.…”

Section: Problem Statementmentioning

confidence: 99%

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Design Thinking for Sustainability in Management Education

Pimpa¹

2019

The European Proceedings of Social and Behavioural Sciences

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Recently, the adoption of design approach and thinking in sustainability for business and management education has been the key movement by business schools and educators worldwide. Both academics and management practitioners criticize management education for their lack of relevance to practitioners, the values they impart to students, and their teaching methods. The poor integration of sustainability in management education can potentially contribute to poor management outcomes for most organisations. In this paper, we argue that design thinking allows management students to think and act sustainably. The data were collected from undergraduate students and academics teaching in the management programs in Australia and China. Results indicate that students' involvement in the 'problem identification' and 'ideation' stages can contribute to their understanding of sustainability in management. Roles of educators, approaches in learning and teaching, and learning resources can also contribute to students' understanding of complex issues in sustainability and management. As such, the researcher proposes a set of four recommendations for the adoption of design thinking for sustainability in management education.

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Section: Purpose Of the Studymentioning

confidence: 90%

Section: About the Learning In Design Projectmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

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Design Thinking for Sustainability in Management Education

Pimpa¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Die vraag is hoe die EBSOkurrikulum as deel van ŉ aanvanklike onderwysers opleidingsprogram gedekoloniseer en die kontekstuele en inhoudskennis belyn kan word. Inhoudskennis in EBSO is gemodelleer op ŉ oorwegend neoklassieke wêreldsiening wat meestal ontdaan is van plaaslike Suid-Afrikaanse sosio-ekonomiese werklikhede (America 2014;Maistry & David 2018) en waar ongelykheid en armoede in die samelewing steeds aansienlik hoog is (Bernstein 2014;Wêreldbank 2018). Die pre en postkoloniale tydperke het voetspore gelaat in die hedendaagse ongelykheid en ŉ disposisie wat diep gewortel is in instellings en organisasies.…”

Section: Opsommingunclassified

Dekolonisering van die kurrikulum: ŉ Kontekstualisering van Ekonomie- en Besigheidstudie-onderrig

America

Grange

2019

Tydskr. geesteswet.

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is 'n dosent en vak-koördineerder van Ekonomiese en Bestuurswetenskappe in die Departement Kurrikulumstudie, Fakulteit Opvoedkunde aan die Universiteit Stellenbosch. Sy doen navorsing en gee onderrig in die vakgebiede Ekonomie-, Rekeningkundeen Besigheidstudies-onderrig. Vir die afgelope tien jaar is sy betrokke in verskeie navorsingsprojekte, onder andere oor kurrikulum-ontwikkeling en assessering en het verskeie navorsingsverslae in haar hoedanigheid as leier van die Besigheidstudies-groep vir Umalusi geskryf.

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