Integration of sustainable development in higher education's curricula of applied economics: Large-scale assessments, integration strategies and barriers

Ceulemans, Kim; Prins, Marijke De; Cappuyns, Valérie; Coninck, Wouter De

doi:10.5172/jmo.2011.622

Cited by 7 publications

(9 citation statements)

References 22 publications

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“…Furthermore, the integra-Journal of Human Resource and Sustainability Studies tion of actions related to sustainable development in the field of education, within the cooperation framework of central public administration with companies, is fairly recent and rather limited (Moon & Orlitzky, 2011). Another important indicator of the relevance between CSR and schools of Economics and Business Administration is the way of finance of this new scientific field (Ceulemans et al, 2011). Moreover, there has been a debate on whether CSR should be taught as a separate course in the curriculum or if a new program supporting the basis of the concept and content of CSR is to be created (Christensen et al, 2007;Rusinko, 2010).…”

Section: Education For the Sustainable Development And Csr In The Heimentioning

confidence: 99%

“…Moreover, Ceulemans et al (2011) argue that the topic of Sustainability Reporting (SR) has been approached in a rather fragmented way in the Higher Education for Sustainable Development (HESD) literature, while the scientific field would benefit from more in-depth studies, preferably supplemented by empirical evidence. For this reason, the concept of SR in relation to HESD was until now relatively unclear, and many avenues for further research currently still remain open (Ceulemans et al, 2011). Verhulst & Lambrechts (2015) presented a conceptual model which links human factors to the sustainable development integration process.…”

Section: Education For the Sustainable Development And Csr In The Heimentioning

confidence: 99%

“…The success of these actions is being determined by companies, E.U. and by other international bodies and it can be considered, amongst others, a result of the human factor, who has been trained by various training programs in universities (Benn & Kramar, 2011;Ceulemans et al, 2011) and technological institutes (Wright, 2003;Cantalapiedra et al, 2006;Benn & Rusinko, 2011). The goal of these earliest programs, often referred to in the international literature as training programs for corporate social responsibility and programs for environmental (and ecological) education and sustainable development, is to prepare employees, future managers and active citizens to improve social, environmental and sustainable business performance (Wright, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Education for the Sustainable Development and Corporate Social Responsibility in Higher Education Institutions (HEIs): Evidence from Greece

Sepetis¹,

Γούλα²,

Kyriakidou³

et al. 2020

JHRSS

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This paper investigates the Education for Sustainable Development in international and Greek Universities. It further aims to investigate how Greek students comprehend the Sustainable Development (SD) issues and Corporate Social Responsibility (CSR) and support, as future managers, its added value concerning the environmental, social and corporate governance management in the Greek Business Community. For this purpose, a literature review and a field research among Greek Higher Educational Institutions (HEIs) students has been conducted. The field research and other relevant researches conclude that the Greek HEIs have followed the international trends and started implementing CSR and Sustainable Development courses in their curriculum. Furthermore, they state that SD and CSR courses are very important for the shaping of a business ethics management, an environmentally friendly behavior and promote the stakeholders interests. Moreover, the field researches find there are strong parallels between the CSR orientation of Greek students and students and managers in other countries. For this reason, Greek Companies could play a significant role at this point, by allowing students to participate in their CSR initiatives. For Greek Higher Educational Institutions (HEIs) and students the SD and CSR, is more than just another scientific subject, as it is a way of completely altering existing way of business management, decision making and market behavior. Therefore, Greek Higher Educational Institutions and students argue that Sustainable Development

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Section: Education For the Sustainable Development And Csr In The Heimentioning

confidence: 99%

Section: Education For the Sustainable Development And Csr In The Heimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Education for the Sustainable Development and Corporate Social Responsibility in Higher Education Institutions (HEIs): Evidence from Greece

Sepetis¹,

Γούλα²,

Kyriakidou³

et al. 2020

JHRSS

View full text Add to dashboard Cite

show abstract

“…A first conclusion of the analysis of Table 1 is that most of previous studies focused on the extent that ethics, CSR and environmental issues are integrated into business curricula (Christensen et al, 2007;Fernández and Bajo, 2010;Ceulemans et al, 2011;Setó-Pamies et al, 2011) whilst there is a limited research relating to marketing curricula (Buff and Yonkers, 2004;Strongfellow et al, 2006;Rundle-Thiele and Wymer, 2010). While these studies reviewed both graduate and undergraduate education and offered options for incorporating ethics, CSR or environmental issues into business or marketing curricula, none of these studies included a comprehensive assessment of all three areas.…”

Section: Theoretical Background: a Review Of Prior Researchmentioning

confidence: 99%

Integrating corporate social responsibility into the business and marketing curricula in Spanish universities

Jorge¹,

Peña²,

Reyes³

2014

ESIC Market

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To a great extent, the future success of corporate social responsibility (CSR) will depend on the attitude of future generations, as these generations will influence relations between business and society, whether as citizens, customers or managers. Therefore, business and marketing educators can play a fundamental role due to the impact of the incorporation of social, ethical and environmental practices into the design of their curricula. This study analyzes comparatively the presence of CSR stand-alone subjects in business and marketing curricula offered by Spanish universities. An exploratory and descriptive web-content analysis and logistic regression of the curricula of undergraduate and postgraduate degrees at all universities in Spain was conducted. This study reports that marketing curricula emphasizes the integration of ethics stand-alone courses in their study plans in comparison with business degrees whilst CSR and environmental issues are less embedded than ethics. Also, statistical findings show that CSR education is greater in private universities in Spain as well as in undergraduate curricula in comparison with postgraduate degrees.

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“…Three dimensional assessment was used: the precondition of education, how the education is conducted and finally results of education. Ceulmans et al, (2011) showed that attention Sustainable Development is growing, even in higher education. The importance of sustainable development integration in higher education, both on strategic and operational level, is often stressed, but the actual measurements of this integration are less frequent.…”

Section: Literature Reviewmentioning

confidence: 99%

Application of Matrix Outcome Mapping to Constructively Align Program Outcomes and Course Outcomes in Higher Education

Mazouz¹,

Crane²

2013

JEL

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Establishing a link between Course Learning Outcomes (LOs) and Program Outcomes (POs) while assessing the course contents and delivery are among the most challenging issues in Higher Education. In the present study two forms were generated based on specific Course Learning Outcomes identified in the syllabus at the beginning of the teaching term: a Student outcome evaluation form and a Faculty outcome evaluation form. The objective is was to assess if the outcomes specified in the syllabus are being delivered and are being delivered throughout the term. At the end of the semester, a student survey was given to students to evaluate the course outcomes. In addition, the faculty evaluated the course outcomes. A matrix was developed mapping the results of the student, the faculty and each assessment contributing to the specified outcome, all are on a similar scale. A mapped matrix was then generated based on the results. The results from the mapped Matrix pinpoint which assignment contributed to the specified outcome, and show the gaps between the student evaluation and faculty evaluation. All data and results are set within a dashboard. The Dashboard is used as a tool to help see where improvements are needed, whether an assessment has contributed to the LOs or not and how much has contributed to the PO, thus constructively aligning POs and LOs with continuous improvement as a focus.

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Integration of sustainable development in higher education's curricula of applied economics: Large-scale assessments, integration strategies and barriers

Cited by 7 publications

References 22 publications

Education for the Sustainable Development and Corporate Social Responsibility in Higher Education Institutions (HEIs): Evidence from Greece

Education for the Sustainable Development and Corporate Social Responsibility in Higher Education Institutions (HEIs): Evidence from Greece

Integrating corporate social responsibility into the business and marketing curricula in Spanish universities

Application of Matrix Outcome Mapping to Constructively Align Program Outcomes and Course Outcomes in Higher Education

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