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Sustainability In Business Education

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Sustainability in various forms and shapes has slowly crept into business schools. But the fact remains that though sustainability has been integrated into management education in the past decade most of the studies depict the difficulty in achieving a long term behavioral change regarding sustainability (Deyoung, 1993, Jackson 2005, lorenzoni et al 2001).The concept of weak and strong sustainability can be applied to Business schools as well.It was Robin and Reidenbach ,who, in 1987 suggested incorporating business ethics and social responsibility into the strategic marketing planning processes over 27 years ago, many educators have yet to decide whether sustainability education is best covered ostensibly in all business classes or in greater …show more content…

Mainstream business curricula and courses tend to either touch superficially on sustainability issues or to offer separate “silos” of each main discipline, adding sustainability topics in the program or to a course. As Fisher and Bonn (2011) state, lack of qualified staff to teach sustainability, lack of resources to develop and implement sustainability, the theoretical and broad character of sustainability as a vision further fuel the complexity of this challenge for management education.
Inculcating values and self-discovery experience through an ongoing process of activity based learning and applied approach infused in all subject areas should lead to sensitizing the students to sustainability issues. The education should motivate students to integrate sustainability into their professional and personal lives. Therefore, a similar process from transition to transformation is required in business schools as well. For this, the education has to go beyond classrooms and to the fields for students to relate to the impact of the companies on the …show more content…

Experiential learning is a process of constructing knowledge that involves a creative tension among the four learning modes that is responsive to contextual demands. The first mode of experiential learning that is, Concrete Experience (CE) and Abstract Conceptualization (AC) involves a direct experiential encounter with the learning event, rather than simply a thought process associated with the learning (Borzak, 1981)
The second mode of experiential learning Reflective Observation (RO) and Active Experimentation (AE) addresses students ‘reflection on direct participation and direct encounters within the events of everyday life (Houle, 1980)
It is the idea of learning new things based on the innate variations of life-experiences one attains each day. Students learn through real life experiences and experience shapes a person‘s capacity to bundle or chunk knowledge from past experiences to shape future experiences (Buriak, McNurlen & Harper,

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Modern day businesses have to be socially responsible; actions are taken to satisfy customers who might have a cause that they care deeply. Social responsibility occurs when a person or a company acts in an ethical and sensitive way towards important social issues of the day such as economic, environmental, and cultural concerns. Many businesses have a section of their website or business literature dedicated to social responsibility. Companies proudly detail the steps they are taking to address concerns that people have with the environment and economic issues. Having companies act in a socially responsible way is necessary because their actions have a tremendous positive impact on society.

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Sustainability is the practice of running a business in such a way that it has no negative impact on the environment, community, or society (Spiliakos, 2018). The goal of sustainability should be to have a positive impact on the world and to demonstrate the positive impact that a company has on the environment and society.

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This day and age, change has become the new norm that shapes and develops the business world and global economy. A rising topic that has shepherd the direction of innovation is climate change and environmental awareness. The sustainability of a company encompasses their ability to manage social and environmental risks, obligations and opportunities. This concept is important for managers and to understand and implement because of government regulations and potential cost efficiency. In Oregon, there are numerous companies that express the importance of being sustainable.

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There is a lot of pressure placed on managers in today’s society. “Sustainability is a major concern for marketers in the 21st century since marketing strategies and activities” (Crittenden, Crittenden, Ferrell, Ferrell, & Pinney, 2011, p. 72). For example, managers have the task often times to not only prepare for the short term future of the company, but also the long term success of the company. The managers have the greatest gift of all if they know the Lord. If they keep him first in everything thing they do, lean on his knowledge and not their own, then they will be

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The article reveals that society needs eco-innovation and a sustainable focus in today's rapidly changing environmental context. This change can come from social movements and ground-breaking projects, but educating students about sustainable living is ideal. Educators are responsible for raising environmentally conscious, self-sufficient individuals who understand the importance of protecting the environment. Young people's efforts like Spark-Y embrace practical environmental education while giving students practical skills and helping them realize the domain's value. This source and its relevancy tie back to my topic because the general points given through the source benefit my research on sustainability in

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For the most part, I know that being sustainable is important and a goal that a business should be setting. It is sort of common sense. Nobody has a set goal of hurting the environment. A business will do what they can to be sustainable but if there is not another way for them, they will continue conducting business like they were until the government steps in. I learned different strategies from the book to be more sustainable.

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The disadvantages, however, include the occasional conflict within the group dynamics, difficulty in maintaining consistency within the different groups, and the struggle of keeping a balance between completing tasks and learning from them along the way. (Merriam & Bierema, 2013) In experiential learning, the focus is on the learner, and the assumption is that experience is what best educates an individual. In other words, this method encourages learning by doing, therefore the student is hands-on with the material provided, rather than just speaking or reflecting on it.

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Thus, through the provision of opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices, and rituals, a more accurate reflection of student culture in the classroom is delivered. Cobern (1996) argues that these realities, experiences, and artifacts that students have are what make them feel, think, and act in particular ways. When educators and researcher try to understand the connections between students’ realities and the ways in which they feel, think, and

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Framework of the Study Cognitive Theory Cognitive theory is the dominant theory in instructional design and many of the instructional strategies advocated and utilized by behaviorists are also used by cognitivists. When designing from a behaviorist-cognitivist position, the designer will study the situation and sets a goal. Learning objectives are developed and individual tasks are broken down.

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The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.

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