Samuel, Olga

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Samuel
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Olga
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Samuel, Olga

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2020 - 20223
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Anfangsdatum: 2020 × Enddatum: 2022 ×

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Gerade angezeigt 1 - 3 von 3
  • Vorschaubild
    Publikation
    Analytics of social media data - State of characteristics and application
    (Elsevier, 2022) Zachlod, Cécile; Samuel, Olga; Ochsner, Andrea; Werthmüller, Sarah [in: Journal of Business Research]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    The societal case for small business social responsibility: a review of the evidence of societal impact types and their relevance to stakeholders
    (Routledge, 2022) Lindeque, Johan Paul; Samuel, Olga; Kudłak, Robert; Barkemeyer, Ralf; Preuss, Lutz; Heikkinen, Anna [in: The impact of corporate social responsibility: corporate activities, the environment and society]
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Silos and sated sustainability: the need for a common framework
    (2020) Nikoulina, Anya; Staley, Larssyn; Samuel, Olga
    Universities can play a key role in bringing change in society when it comes to sustainability (Dagiliūtė, Liobikienė, & Minelgaitė, 2018). Busines schools must train and equip future business leaders with the skills needed to address sustainability. When it comes to integrating sustainability into business education, there are challenges: organizational, terminological and capabilities (Figueiró & Raufflet, 2015). Currently, sustainability education in business education is highly fragmented (Graham, Trendafilova, & Ziakas, 2018). Kassel et al. (2016) assert that business education often suffers from traditional disciplinary silos: focusing on concepts, analysis, methods and investigation techniques – often losing track of the big picture (Shrivastava, 2010). Figueiró & Raufflet (2015) discuss two approaches to teaching for sustainability: a horizontal integration in which sustainability is ”interwoven through different courses on the curriculum” and a vertical in which stand-alone courses are introduced. Their findings show that a more real-world, interdisciplinary approach is needed to ultimately help “students and citizens to co-operate in integrating sustainability issues in real societal decision-making processes” (2015, p. 30). Blake, Sterling, & Goodson (2013) show that students prefer a reframing of curriculum content rather than additional courses. Educators we need to change the culture and our educational practice and thinking. Sterling (2010), Figueiró & Raufflet (2015) Erskine & Johnson (2012) and Kessel (et al. 2016) speak of a paradigm shift in order to change from transmissive education about sustainability to transformative education for sustainability. Students are constantly confronted with sustainability, but need to be given a coherent set of tools and the opportunity to experience how sustainability affects their education. In this workshop, we aim to discuss the barriers to transformative education for sustainability. The focus is not on content or what she be taught, but rather how can organisational barriers / traditional disciplinary silos can be overcome for curriculum development for sustainability.
    06 - Präsentation