Sustainable MBAs: A phase model development of sustainability in MBA education

Hart, Timothy A.; Fox, Corey J.; Korstad, John; Nill, Erin E.

doi:10.4337/9781785361241.00035

Cited by 2 publications

(19 citation statements)

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“…It is a competency-oriented framework based on the SDGs, and it can be used for implementation as well as an evaluation of the current state. The second framework, the "Phase Model of Sustainability in MBA Education", was developed by Hart et al (2017). It concentrates on sustainability education in MBA programs.…”

Section: Methods and Datamentioning

confidence: 99%

“…To do that, we apply a new research approach. We combine and adapt the two frameworks, "Phase Model of Sustainability in MBA Education", developed by Hart et al (2017), and UNESCO's learning objectives for ESD (United Nations Educational, Scientific and Cultural Organization, 2017). With the following description of our procedure, we want to provide a guide for analysing sustainability at higher education institutions (HEI).…”

Section: Education For Sustainable Development 1229mentioning

confidence: 99%

“…A model is purely a tool for evaluating at which stage MBA programs and schools are at the moment of analysis. Hart et al (2017) do not necessarily intend to suggest that an institution needs to achieve Phase 5. Rather, they just offer a comparison tool that can help to foster sustainability education if intended.…”

Section: Phase Model Of Sustainability In Master Of Business Administ...mentioning

confidence: 99%

“…We use the "Phase Model of Sustainability in MBA Education" developed by Hart et al (2017) as the basis for our study. The model focuses on MBA education and concentrates on interdisciplinary approaches in curricula and faculties.…”

Section: Adaption Of the Frameworkmentioning

confidence: 99%

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Education for sustainable development at Chemnitz University of Technology

Albert

Uhlig

2021

IJSHE

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Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

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Section: Methods and Datamentioning

confidence: 99%

Section: Education For Sustainable Development 1229mentioning

confidence: 99%

Section: Phase Model Of Sustainability In Master Of Business Administ...mentioning

confidence: 99%

Section: Adaption Of the Frameworkmentioning

confidence: 99%

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Education for sustainable development at Chemnitz University of Technology

Albert

Uhlig

2021

IJSHE

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“…Based on their own experience, Miesing et al (2017) report that SiME integration requires a multilevel approach. Other authors have proposed phase models that identify and describe the characteristics of programs, and in terms of how fully they embrace sustainability education (Hart et al, 2017). In general, work in this area has drawn from curriculum development and design literature, structural change, and systems theory.…”

Section: Sustainability In Management Educationmentioning

confidence: 99%

Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement

Arevalo

2020

Journal of Management Education

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Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity working environments. Integrating SiME and Feminist Organization literatures, I develop a multidimensional framework for conceptualizing gender studies in the classroom. This theoretical framework offers faculty and students an evolving pathway to analyze gender and SiME with perspectives in feminist organization studies. I conclude by reflecting on integration strategies for creating space in research and pedagogy for the critical engagement of gender debates in our programs.

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Sustainable MBAs: A phase model development of sustainability in MBA education

Cited by 2 publications

References 0 publications

Education for sustainable development at Chemnitz University of Technology

Education for sustainable development at Chemnitz University of Technology

Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement

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