Reflective practice and fieldwork

Student help co-create an MBA for the planet

A growing number of companies are increasing their commitment to sustainability – particularly those working with commodities, chemicals, consumer products, retailing and industrial goods and machinery. A university in Exeter, United Kingdom, has incorporated sustainability studies in its MBA programme – providing a transformative, reflective, and issue-based learning curriculum. Working closely with a well-known environmental […]

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Pedagogy of passion for sustainability

Current practices in teaching sustainable management are replete with scientific facts, analytical tools, optimization models, and management techniques. A Professor at a Canadian business school argues that we need to focus on transformative learning, reflective practice and fieldwork, and issue-centred learning when teaching sustainability – specifically by helping students develop a passion to tackle the […]

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Seeking creative solutions to complex problems

A US-based university refocuses its efforts on ethics, social responsibility, service and sustainability as part of its issue-centered learning courses. One of their programs strongly encourages students to draw on knowledge and experience from all backgrounds when addressing complex issues, as well as promoting a transdisciplinary approach amongst faculty members and postgraduate students.  Institution:  Bentley University Country: […]

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Resetting managerial mindsets

An international management masters program utilises a unique approach structured around five managerial mindsets (reflective, analytical, worldly, collaborative, action). The program breaks away from the traditional lecture format where the professor is considered the expert in the room, focusing instead on sessions that are designed to involve all participants, enabling them to transfer knowledge with […]

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Changing attitudes with the MBA for a Better Planet

A University in Canada plans to launch an MBA for a Better Planet. Students will combine a transformative classroom and online learning curriculum with experiential and field-based learning to better understand food systems and supply chains, barriers to a safe and secure food supply, and the role of business in development. The program aims to […]

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Applying whole person learning to real-world problems

A business school in Hong Kong sets an example to other institutions with its strong emphasis on ethics, corporate social responsibility and corporate governance to its education and research agenda, which form a core aspect of its transformative learning philosophy. The school conducts wide-ranging community based work in promoting corporate social responsibility by encouraging its […]

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The Dream Factory: working for the common good

An international not-for-profit initiative empowers participants to create and lead their own social projects through issue-centred training in subjects ranging from leadership, organization building, project management, financial planning and fund raising. The institute offers a one-year program that uses a hands-on fieldwork approach, with a heavy emphasis on real world case studies. The curriculum is designed to support their “dream factory”, where participants learn how to convert their dreams of social change into reality.

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Fostering a collaborative perspective in management education

The current challenge for management education is one of re-legitimization, particularly in the context of unresolved humanitarian, political and environmental problems. One Swedish business school has already proven itself an admirable institutional role model, given its long-held tradition of collaborating with surrounding society by connecting their faculty and students to the larger scope of community and global contexts, and working on human rights and social sustainability issues in tandem with private, public, and not-for-profit organizations. The business school further employs ‘live cases’ in its courses, where students are placed into the field to solve real problems across different facets of society.

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Students reflect on the social context of business

A Canadian Faculty of Management made a module on “The Social Context of Business” compulsory for all undergraduates studying Management. Students are asked to write a “conscious living” journal for 30 days where they take a hard look at how they conduct their lives and why they make the choices they do.

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Module investigates the values that frame sustainable enterprise

A UK Business School embarked on a journey to evolve both an Undergraduate and Postgraduate a curriculum that is more representative of Responsible Management education. One of their pilot programmes is a module on Sustainable Enterprise Economy. Three critical factors contributed to developing this module; the willingness of a virtual team comprising cross-discipline collaborative colleagues, the flexibility afforded us by Faculty Managers to achieve University accreditation, and critically the UN Global Compact, but more specifically access to PRME initiative as a reference point.

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