Introducing sustainability into business education contexts using active learning

Jason MacVaugh, Mike Norton

Research output: Contribution to journalArticle

7 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
Publication statusPublished - 2011

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business education
sustainability
learning
team teaching
education
action research
legitimacy
experience
educator
staff
classroom
interview

Keywords

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

Cite this

Introducing sustainability into business education contexts using active learning. / MacVaugh, Jason; Norton, Mike.

In: Higher Education Policy, Vol. 24, No. 4, 2011, p. 439-457.

Research output: Contribution to journalArticle

MacVaugh, Jason ; Norton, Mike. / Introducing sustainability into business education contexts using active learning. In: Higher Education Policy. 2011 ; Vol. 24, No. 4. pp. 439-457.
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