Problem-posing in management classrooms for collective sustainability transformation

Abstract

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

Remote Teaching in the Pandemic: Opportunities for a Transformative Learning

“…Born out of andragogy in 1981, with roots in constructivism and heavily influenced by Paulo Freire and Jurgen Habermas, the TL developed by Jack Mezirow has been discussed in studies of critical management learning (ML). Questioning the transmissive education historically practiced in management education, TL proposes learning through discovery, critical reflection, and dialogue, with a focus on real dilemmas and problem posing/reframing, rather than problemsolving (Brunstein & King, 2018;Brunstein et al, 2021). Mezirow (1997) defines TL as learning that changes problematic reference patterns into frameworks that are more inclusive, distinct, reflective, open, and emotionally capable of change.…”

“…When we are in contact with the world and, based on experience and interactions, describe it and change our assumptions, we undergo TL (Brunstein & King, 2018;Hoggan, 2016). The focus is on acquiring the ability to deal critically and reflectively with knowledge, not on accumulating it (Brunstein et al, 2021;Cunliffeet al, 2020), and we experience a transformation in the assumptions underlying our thoughts, feelings, and actions (Gambrell, 2016). TL takes place when we face a disorienting dilemma (Mezirow, 1997), which leads us to critical reflection and, therefore, to a change in our frames of reference, or from our point of view, or in both (Ross & Rosenbloom, 2011).…”

“…It also considers that students must engage in collective dilemmas (Brunstein & King, 2018;Gambrell, 2016;Krishnamurthy, 2020), question their assumptions through critical reflection (Brunnquell & Brunstein, 2018;Brunstein & King, 2018;Cunliffe et al, 2020), and develop meta-skills that enable them to adapt to different situations and cognitive domains (Gambrell, 2016). 63 (1) | 2023 | 1-21 | e2021-0703 eISSN 2178-938X Like TL, EfS breaks with the pedagogy usually practiced in management education, as it introduces problematization and the questioning of values, beliefs, and assumptions in socioenvironmental issues and develops systemic thinking and new competencies that allow students to take on new roles in promoting sustainability (Brunstein et al, 2021). Based on the TL-EfS intertwining, and in order to think about how it occurs in RT, we introduce the third theory of this reference framework: the communicative ecosystem (CE).…”

“…Therefore, our contribution lies in describing the migration of a sustainability-oriented education experience to ERT, with a view to fostering transformative learning (TL), a relevant theory for studies in the fields of management learning (ML) and responsible management learning and education (RMLE), especially in its social and critical strand (Taylor & Cranton, 2013). This strand intends to train managers so that they can: (a) question their own assumptions and those of mainstream management; (b) work with disorienting collective dilemmas, not just individual ones; and (c) exercise dialogue and critical reflection about commonly held assumptions (Brunnquell & Brunstein, 2018;Brunstein & King, 2018;Brunstein, Walvoord, & Cunliff, 2021).…”

Quanto Tempo Destinar para as Discussões ao Ensinar com Casos para Ensino?

“…Brunstein et al (2021) são ambiciosos ao referirem-se a uma oportunidade sendo desperdiçada no ensino superior, por não haver a adoção massiva dos ca-Quanto Tempo Destinar para as Discussões ao Ensinar com Casos para Ensino? How Long to Allow Classroom Discussions with Teaching Cases?…”