Silos and sated sustainability: the need for a common framework
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2020
Typ der Arbeit
Studiengang
Sammlung
Typ
06 - Präsentation
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Verlagsort / Veranstaltungsort
Bern
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Higher Education Summit 2020
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
31.08.2020
Enddatum der Konferenz
02.09.2020
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Begutachtung
Peer-Review des Abstracts
Open Access-Status
Lizenz
Zitation
Nikoulina, A., Staley, L., & Samuel, O. (2020). Silos and sated sustainability: the need for a common framework. Higher Education Summit 2020. https://irf.fhnw.ch/handle/11654/42702