Fostering improved learning about sustainability

Mills, Michael and Quinn, Andrea (2011) Fostering improved learning about sustainability. In: Building Business Communities: Justice, Performance and Change Creating a Sustainable Scholarly Community Colloquia, 9 Nov 2011, Brisbane, Australia.

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Abstract

University business graduates must not only understand but also be equipped to apply a sustainable thought process to today's business challenges. However, evidence suggests that standard approaches to teaching business courses have not advanced to reflect changing student needs, especially for NetGen students who have differing expectations than earlier cohorts. The current challenge for instructors concerns the preservation of rigor and integrity in course design, while responding to the needs of a new generation of learners. This article presents a conceptual framework incorporating experiential learning, reflective practice, and the use of metaphor, with application to the teaching of sustainability within a number of business courses.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: USQ conference - Paper 9. Authors retain copyright.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Business and Law - School of Management and Marketing
Date Deposited: 11 Jan 2012 22:57
Last Modified: 07 Aug 2014 23:45
Uncontrolled Keywords: sustainability; business education; experiential learning; reflective practice; metaphor
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170113 Social and Community Psychology
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
URI: http://eprints.usq.edu.au/id/eprint/20114

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