"The Sustainable Mindset: Connecting Being, Thinking, and Doing in Management Education"

Kassel, Kerul; Rimanoczy, Isabel; Mitchell, Shelley F.

doi:10.5465/ambpp.2016.16659abstract

Cited by 56 publications

(80 citation statements)

References 26 publications

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“…To better understand how assumptions may be linked, we have, therefore, categorized literature into ways of being (ontologies), thinking (epistemologies) and acting (ethics). These three categories were selected as fundamental aspects of relationality based on the work of Varela (1999), Barad (2007), Kassel et al (2016), Escobar (2017), and Puis de la Bellacasa (2017) who describe relational ways of being, thinking, and acting as a single tri-partite constellation-an ethico-onto-epistemology-that does not presuppose subject-object and nature-culture binaries.…”

Section: Introductionmentioning

confidence: 99%

Towards a relational paradigm in sustainability research, practice, and education

Walsh

Böhme

Wamsler

2020

Ambio

122

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Relational thinking has recently gained increasing prominence across academic disciplines in an attempt to understand complex phenomena in terms of constitutive processes and relations. Interdisciplinary fields of study, such as science and technology studies (STS), the environmental humanities, and the posthumanities, for example, have started to reformulate academic understanding of nature-cultures based on relational thinking. Although the sustainability crisis serves as a contemporary backdrop and in fact calls for such innovative forms of interdisciplinary scholarship, the field of sustainability research has not yet tapped into the rich possibilities offered by relational thinking. Against this background, the purpose of this paper is to identify relational approaches to ontology, epistemology, and ethics which are relevant to sustainability research. More specifically, we analyze how relational approaches have been understood and conceptualized across a broad range of disciplines and contexts relevant to sustainability to identify and harness connections and contributions for future sustainability-related work. Our results highlight common themes and patterns across relational approaches, helping to identify and characterize a relational paradigm within sustainability research. On this basis, we conclude with a call to action for sustainability researchers to codevelop a research agenda for advancing this relational paradigm within sustainability research, practice, and education.

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Section: Introductionmentioning

confidence: 99%

Towards a relational paradigm in sustainability research, practice, and education

Walsh

Böhme

Wamsler

2020

Ambio

122

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“…As, innovative technologies can solve the problem of efficient use of resources only partly; to achieve a sustainable society basic change in everybody's behavior and particularly change in values, attitudes, beliefs are required [7,17]. According to Kassel,[18] "a sustainability mindset is intended to help individuals analyze complex management challenges and generate truly innovative solutions".…”

Section: Sustainable Mindsetmentioning

confidence: 99%

“…The sustainability mindset cut the continues tendencies and breaks away from conventional organization or traditional management disciplinary silos promoting the integration of management of "ethics, entrepreneurship, environmental studies, systems thinking, self-awareness and spirituality within the dimensional contexts of being (values), thinking (knowledge) and doing (competency)", [18].…”

Section: Sustainable Mindsetmentioning

confidence: 99%

Challenges Companies Encounter When Delivering Sustainable Solutions: Research Conducted in the United Arab Emirates

Seretny¹,

A²,

Azeem³

et al. 2019

Preprint

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The purpose of this article is to draw attention to the challenges faced by business organizations implementing sustainable solutions in the United Arab Emirates (UAE) and the wider Gulf Coast Countries (GCC) region. To this end, our study examines an academic theory supporting the implementation of responsible solutions to the market. Ultimately, the authors hope to inspire the reader to consider what he or she can do to ameliorate the existing challenges encountered by sustainable businesses. The analysis presented in this article implies that in recent markets, the implementation of the sustainability theory is essential for further development. The research project contributes to the increase of knowledge about corporate and organizational challenges related to running a responsible business, as well as challenges related to the application of environmental, social and economic aspects of sustainable business practices. The research is currently limited to conceptual analysis, literature review and a survey conducted during the Sustainability Week 2019 in Abu Dhabi, United Arab Emirates. Nevertheless, this is the first stage of the research project conducted by the research team in cooperation with enterprises that implement responsible solutions in many global markets, and in UAE market. The scope of the first stage of the study was limited to the analysis of data clarifying the concept of the model specified in the research. To prove the validity of the model it will be implemented and tested in cooperation with organizations participating in the research.

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“…These four domains were incorporated, therefore, into the core of the Young Persons' Plan for the Planet (YPPP) Program approach. Within these four domains, five additional key competencies were identified as having the potential to contribute successfully to EFSD, and were incorporated, therefore, into the development of the program: (v) A systems approach to the 17 UN SDGs [15]; (vi) STEM skills (Science, Technology, Engineering, Mathematics) [16]; (vii) Strategic Planning [17]; (ix) Challenge-Based Learning [18]; and, (x) a Sustainable Mindset [19].…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

“…Further, Meadows highlights that one of the most important leverage points for systems change is a paradigm mindset shift [30]. As highlighted by Costanza et al [31] the paradigm mindset shift required will be the transition from a 'business as usual' mindset to what has been termed a 'sustainable mindset' [19]-both individually and as a society. Furthermore, Costanza et al note that Scenario Planning can also be effective in achieving this key system change leverage point [31].…”

Section: Achieving a 'Sustainable Mindset'mentioning

confidence: 99%

Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program

Chambers

Roberts

Suzy³

et al. 2019

Sustainability

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In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

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"The Sustainable Mindset: Connecting Being, Thinking, and Doing in Management Education"

Cited by 56 publications

References 26 publications

Towards a relational paradigm in sustainability research, practice, and education

Towards a relational paradigm in sustainability research, practice, and education

Challenges Companies Encounter When Delivering Sustainable Solutions: Research Conducted in the United Arab Emirates

Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program

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