Fostering improved learning about sustainability

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.