Introducing sustainability into business education contexts using active learning

Jason MacVaugh, Michael Norton

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programmes. The focus of this study is the experience of the authors in the development and implementation of education for sustainability within their business-related higher education programmes. To address the inherent challenges of the task, they apply the principles of active learning, with substantial use of problem-based learning, in the classroom and engage in a process of staff development in their personal time. The method used is a simplified version of action research where the authors worked together over two years and then reflected on the experience through interviews and extensive discussions with each other, with their respective teaching teams, and with sustainability educators from outside of their programmes.

Original languageEnglish
Pages (from-to)439-457
Number of pages19
JournalHigher Education Policy
Volume24
Issue number4
DOIs
Publication statusPublished - 2011 Dec 1

Keywords

  • active learning
  • education for sustainability
  • higher education
  • pedagogy
  • problem-based learning

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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