Sustainability in finance teaching: evaluating levels of reflection and transformative learning

Abstract

Purpose The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years. Design/methodology/approach The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data. Findings Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students’ mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts. Research limitations/implications Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance. Practical implications The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers. Originality/value Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students’ learning, especially in relation to the development of a new rationality.

Transformative learning in the field of sustainability: a systematic literature review (1999-2019)

“…The complexity of this problem could lay in the unpredictability and subjectivity of the outcomes of such life-changing experiences as well as the methodical and ethical implications in evaluating them. Nonetheless, recent efforts in evaluating transformative learning outcomes and levels of reflection through surveys and questionnaires were found in this review (Papenfuss and Merritt, 2019;Probst et al, 2019;Brunstein et al, 2019). Thirdly, this review makes self-evident that transformative learning shares common elements to both experiential and social learning (Kolb and Kolb, 2005).…”

Objetivos do Desenvolvimento Sustentável e educação para a sustentabilidade: análise das concepções de sustentabilidade de estudantes de Administração em uma instituição superior pública

“…Essa percepção da sustentabilidade como um dos vieses a serem considerados constantemente na gestão comunga com o reconhecimento sobre a necessidade de profissionais capazes de lidar com os desafios impostos pela sustentabilidade (MOCHIZUKI, FADEEVA, 2011;JACOBI, BEDUSCHI FILHO, 2014;BRUNSTEIN et al, 2019). Não se trata apenas de conhecer, entender, saber o que significa, mas de ser capaz de atuar, estar apto para, a cada tomada de decisão, em qualquer área em que se esteja atuando ou sobre qualquer aspecto que esteja sendo considerado, levar em conta também questões que envolvam a sustentabilidade.…”

Teaching sustainability-oriented capabilities using active learning approach

“…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.…”