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Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Effective Learning Approaches for Sustainability: A
Student Perspective
Laura Erskine & Scott D. Johnson
To cite this article: Laura Erskine & Scott D. Johnson (2012) Effective Learning Approaches for Sustainability: A Student Perspective, Journal of Education for Business, 87:4, 198-205, DOI: 10.1080/08832323.2011.590162
To link to this article: http://dx.doi.org/10.1080/08832323.2011.590162
Published online: 29 Mar 2012.
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ISSN: 0883-2323 print / 1940-3356 online DOI: 10.1080/08832323.2011.590162
Effective Learning Approaches for Sustainability:
A Student Perspective
Laura Erskine and Scott D. Johnson
Illinois State University, Normal, Illinois, USAThe authors offer an exploratory glimpse into the perceived effectiveness of learning ap-proaches presently being used to teach students about sustainability in a business school setting. Sustainability is a topic of growing importance in business and business education. Using teaching approaches generated through self-reports related to the Principles for Re-sponsible Management Education, a student population was used to determine which of these learning approaches are perceived as most effective. Students perceived sustainability to be im-portant for businesses, and agreed that they would prefer to work for a company that embraces sustainability as a core value.
Keywords: attitudes, perceptions, PRME, students, sustainability
The concept of sustainability continues to gain acceptance in the business community and business education is be-ginning to recognize the importance of sustainability in the curriculum (Grayson, 2010). Corporations such as Target, 3M, Wal-Mart, Nestl´e, Nike, Kraft, P&G, and GE (among others) are recognizing the need to incorporate sustainability into their corporate culture (Seidman, 2008; Wasik, 2010). They recognize that sustainability is an essential component of long-term profitability. Consumers and suppliers in the demand and supply chains have a growing consciousness of the importance of incorporating sustainable concepts in products, practices, and core values.
A goal of this exploratory empirical study is to provide an initial perspective of how undergraduate business stu-dents at one large Midwestern university evaluate learning approaches in the context of sustainability. The learning ap-proaches studied are drawn from the self-reports of business schools reporting their pedagogical experiences as members of business schools that support UN Principles of Respon-sible Management Education (PRME). The various learning approaches for sustainability in the curriculum are then eval-uated by a student sample as to the perceived effectiveness of each approach. Findings based on student majors are a part of the analysis and the importance of sustainability in
Correspondence should be addressed to Laura Erskine, Illinois State versity, Department of Management and Quantitative Methods, 410 S. Uni-versity Avenue, Normal, IL 61790–5500, USA. E-mail: lerskin@ilstu.edu
business and for students personally is reported followed by a discussion of the findings.
PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION
PRME originated in 2007 through the United Nations with the goal of having an impact on management education by calling for the incorporation of positive values in curric-ula and research at business schools (Principles for Respon-sible Management Education, n.d.). Many accrediting and certifying organizations associations including the Associa-tion to Advance Collegiate Schools of Business InternaAssocia-tional (AACSB), European Foundation for Management Develop-ment, the Aspen Institute, the Academy of Business in Soci-ety, the Globally Responsible Leadership Initiative, and Net Impact all worked together to draft the six principles. The principles emerged in part as a response to the criticism lev-eled at businesses and business schools in the early part of the 21st century. These criticisms ranged from focusing on max-imizing shareholder value and advocating for tight controls to prevent opportunistic behavior (Ghoshal, 2005) to trans-forming business education to a science and thereby denying moral and ethical considerations (Ghoshal). In speaking of the rise of the economic perspective in business schools, Gioia (2002) wrote, “for all the good that economic perspec-tives do, they nonetheless emphasize a view of the world in dollars, profits, returns, etc., which de-emphasizes other
EFFECTIVE LEARNING, SUSTAINABILITY 199
ways in which we might conceptualize the responsibilities of business” (p. 143).
The first of the six principles is “we will develop the capabilities of students to be future generators of sustain-able value for business and society at large and to work for an inclusive and sustainable global economy.” The five other related PRME principles include global social responsibility, responsible leadership, research in sustain-able social–environmental–economic value, interaction with managers to share experiences, and support dialog related to global social responsibility.
This study is therefore an early look at what business schools are doing in response to their pledge to embrace the sustainability dimension of the PRME principles. In addi-tion, we are reporting on the learning approaches that stu-dents believe are the most effective within the context of one university.
WHAT IS SUSTAINABILITY?
There is growing awareness in the business community and among academics in business schools about sustainability. Economic growth and development is considered sustain-able when “it meets the needs of the present generation with-out compromising the ability of future generations to meet their own needs” (Brundtland Commission, 1987, p. 8). Al-though the concept of sustainability is built on a foundation of concern for the natural environment, it gives equal atten-tion to the concern for human and economic development. This definition suggests, “assuming the reality and severity of environmental threats, that the only actions that are ac-ceptable for organizations are simultaneously economically profitable (or at least break-even), environmentally sound, and socially just” (Rands, 2009, p. 299). Organizations are beginning to recognize this tripartite approach of economic, environmental, and social values as a triple bottom line (Elkington, 1998).
EVOLVING PERSPECTIVES IN MANAGEMENT EDUCATION
Business schools tend to teach theories and models that em-phasize shareholder value and the idea that organizations need to compete not only with their competitors but also with their own stakeholders, such as their employees, cus-tomers, and suppliers. Some have argued that by propagating ideologically inspired amoral theories, business schools are actively freeing students from a sense of corporate respon-sibility in society (Ghoshal, 2005). This assumption is well documented (Pfeffer, 2005) and there is a growing interest in the evolving attitudes and values of business students. The Aspen Institute has made great strides to track the attitudes of MBA students at a small number of schools to assess
longitudinal changes (Aspen Institute, 2001, 2003, 2008), but there is little empirical evidence about the perceived ef-fectiveness of different strategies used to impact business education students’ attitudes about sustainability, especially in undergraduate populations.
Although sustainability is an important issue to the UN Global Compact and on the corporate agenda (Nicholson & DeMoss, 2009), many faculty members still do not feel they have the proper training to teach about topics broadly related to corporate social responsibility and if they do, this would have to come at the expense of foregoing important technical material (Dean & Beggs, 2006). However, Gioia (2002) asserted, of the idea that faculty can affect a student’s ethical framework,
Many of us seem to hold the assumption that we have little effect on our students’ ethics—that their ethics are essentially incorrigible by the time they show up on our doorsteps . . . Why on earth would we assume that, when we assume that we can influence so many other educational values and ori-entations? (p. 142)
The principles put forth in PRME are inherently based in an ethical framework that promotes active discussion and action related to sustainability and corporate social respon-sibility. In this context, we might reasonably believe that the framers of PRME are concluding that knowledge, attitudes, and behavior can be shaped.
SUSTAINABILITY IN MANAGEMENT EDUCATION
Sustainability is a relatively new area in management schol-arship and in management education. However, studies have shown, for example, that there is evidence of a positive cor-relation between stock price and sustainable business prac-tices (Holliday, 2010; Seidman, 2008; Waddock & Graves, 1997). Sustainable practices may even offer a new proxy for management performance (Bradbury, 2003; Nicholson & DeMoss, 2009). In addition, as regulatory compliance be-comes more complex and costly, sustainable practices may enable organizations to comply more readily with these stricter and more comprehensive regulations (Rands, 2009). By broadening their vision to sustainable development, busi-ness leaders are recognizing the impact of the organization on the social and natural environment. Similarly, if businesses are embracing a triple bottom line, business schools need to prepare students for triple-bottom-line thinking. Compa-nies are being recognized and are therefore benefitting from new products, services, and processes that may lessen their environmental impact (Bradbury).
Sustainability is not a concept that is embraced in isolation by one firm or one industry. Bradbury (2003) noted that to meet present needs without penalizing future
generations, organizations must work together. This is particularly important for business students, as they will be involved in shaping organizations in this new context (Bridges & Wilhelm, 2008; L¨ams¨a, Vehkaper¨a, Puttonen, & Pesonen, 2007). Most importantly for business education, employers are demanding that business school graduates be trained in issues of social responsibility (Nicholson & DeMoss, 2009). A more focused view of sustainability and corporate social responsibility may demand longer time-frames, community-based initiatives, and bioregional models rather than organization-based models (Kearins & Springett, 2003).
Business schools can play an important role in sustain-ability education by fostering the awareness, understanding, and concern that might motivate students to take action in their personal and organizational lives to facilitate environ-mentally sustainable behavior (Rands, 2009). Students at the top 30 business schools are being exposed to social and en-vironmental issues in 25% of their coursework, compared to 8% for the remaining schools (Bridges & Wilhelm, 2008). Scholars in management (Rands, 2009; Rusinko, 2010), mar-keting (Bridges & Wilhelm), and accounting (Fleischman & Schuele, 2006) are encouraging an increased focus on the need for a sustainability curriculum in management educa-tion.
Business schools are increasingly concerned about how to demonstrate that learning outcomes are being met. As sus-tainability begins to be embraced at the mission level and at the learning outcome level, understanding what is most effec-tive from the student perspeceffec-tive can be valuable for building mature assessment practices. Chad Holliday, the former CEO of DuPont, argued that sustainability is gaining traction and must be integrated into business school courses as practi-cal, hands-on experiences are the best ways for students to learn (Holliday, 2010). Others (Alcaraz & Thiruvattal, 2010; Bridges & Wilhelm, 2008; Fleischman & Schuele, 2006) agree with the Holliday perspective, but there is also an argu-ment to take a slow, increargu-mental approach to sustainability issues in business education (e.g., Rusinko, 2010). In either approach we have little data from a student perspective to un-derstand student perceptions of what are the most effective approaches to learning about sustainability.
THE IMPORTANCE OF STUDENT PREFERENCES
Student acceptance has been shown to be an important key to the successful implementation of new programs (Martins & Kellermanns, 2004). We also know that activities that match student preferences heighten their chances for successful out-comes because when students have a favorable attitude, they also engage more deeply and experience more positive out-comes (Clarke, Flaherty, & Mottner, 2001; Farias, Farias, & Fairfield, 2010; Taylor, Humphreys, Singley, & Hunter,
2004). There is a robust relationship between motivation or willingness to learn and actual learning (Cole, Feild, & Harris, 2004; Karns, 2005; Zocco, 2009). Although educa-tors may create opportunities based on what students should learn, it is ultimately the student that makes decisions about attendance, preparation, and participation (Eastman, Iyer, & Eastman, 2011). Learning more about what students think are the most effective ways to learn about sustainability should help shape the discussion for structure within courses, cur-ricular content, and offerings outside of the classroom expe-rience.
METHOD
Our primary goal in doing this exploratory research was to more clearly understand the perceived effectiveness of learn-ing strategies about sustainability from a student perspective. During August 2010, all 125 publicly available PRME Shar-ing of Information on Progress (SIP) reports were content analyzed for approaches used to introduce sustainability-related PRME ideas into business school offerings. Members of PRME publicly shared their progress reports on the PRME website. The submitted SIP reports analyzed offered a wide range of practices. The analysis revealed 35 unique learn-ing approaches. Judgment was used to shape the categories based on a wide range of reporting styles. It should be noted that we analyzed only those reports that were submitted in English.
Procedure
Based on the identified learning approaches, we created a questionnaire to learn about student attitudes toward the ef-fectiveness of each approach. In addition, the questionnaire included questions about the importance of sustainability as well as classification questions. We prefaced the question-naire with the following definition and explanation:
Sustainability is an emerging concept in business education. Sustainability has been defined as: “meeting the needs of the present generation without compromising the ability of future generations to meet their own needs.”
Sustainable business practices therefore are business ap-proaches and strategies that would meet the needs of the present generation without compromising the ability of fu-ture generations to meet their own needs. The following ques-tions focus on your percepques-tions of the effectiveness of various approaches to learning about sustainable business practices.
Sample
We recruited a convenience sample of 183 business students at a large, public Midwestern university. The profile of the institution is that of college students of traditional ages. In
EFFECTIVE LEARNING, SUSTAINABILITY 201
this context, 93% of the respondents were between the ages of 18 and 23. The remaining 7% of respondents were age 24 or older. Work experience for the respondents indicated that 55% had no full-time work experience, whereas 29% had 1–2 years of work experience and 17% had three or more years of work experience. Women comprised 51% of the respondents whereas men comprised 49% of respondents. The distribu-tion of identified majors in the sample was representative of all 10 majors (accountancy, integrated bachelor–master of professional accountancy, business administration, business information systems, business teacher education, finance,
in-surance, international business, management, and market-ing) offered in the business school and approximated the proportion of actual majors. The sample represented the de-mographic characteristics on the undergraduate population.
RESULTS
The perceived effectiveness of the 35 approaches to learn-ing about sustainability from a student perspective in busi-ness courses and extracurricular activities is summarized in
TABLE 1
Perceived Effectiveness of Learning About Sustainability
Perceived effectiveness of learning approaches M SD n
Most effective learning approaches (aggregateM=3.83)
Sustainability-related scholarships 3.90 1.00 144
Sustainability integrated into various classes 3.89 0.85 183 Internships related to sustainable business practices 3.89 1.01 166 Sustainability-related business simulations in class 3.86 0.92 146 Sustainability practices implemented at the university level 3.81 0.95 158 International opportunities to learn about sustainability 3.76 1.01 144
More effective learning approaches (aggregateM=3.60)
A field trip away from campus to learn about sustainability 3.73 1.03 159 Points for student involvement in sustainability projects 3.71 0.98 146 Case studies in classes about sustainability 3.69 0.95 183 Guest speakers in classes to discuss sustainability 3.67 1.01 181 Invited lectures by experts in sustainability 3.67 1.02 166 Enhanced environmentally friendly (“green”) initiatives on campus 3.65 1.07 153 A sustainable business institute in the college 3.60 0.91 154 Sustainability learning goals within existing courses 3.60 1.06 145 Student team projects related to sustainability 3.59 1.12 166 Elective course in sustainability offered for students 3.58 1.02 183 A new degree program in sustainability within the college 3.54 1.04 159 Student research studies about sustainability 3.53 0.96 158 Mentoring program to help school children learn about sustainability 3.53 1.00 144 A career fair about sustainability jobs 3.52 1.03 153 Student organizations targeting sustainability projects 3.52 0.95 146 Workshops with faculty–business people to discuss sustainability issues 3.51 0.97 152
Midlevel effective learning approaches (aggregateM=3.40)
Independent study projects offered in sustainability 3.46 0.98 158 Student competitions in classes about sustainability 3.43 1.07 182 A student club focused on sustainability 3.40 1.04 166 Sustainability certificate offered to students 3.39 1.14 165 Sustainability incorporated into the mission of the college 3.35 1.22 143
Less effective learning approaches (aggregateM=3.13)
Required sustainability course for all students in college 3.25 1.08 183 A conference focused on sustainability 3.13 1.02 166 A film series focused on sustainability issues 3.13 1.10 144 Student panel discussion pertaining to sustainability 3.11 0.98 153 Alumni network projects related to sustainability 3.01 1.00 146
Least effective learning approaches (aggregateM=2.70)
Social night for students to discuss sustainability issues 2.82 1.01 159 Online webinars related to sustainability 2.69 1.07 145 A pledge taken by students to observe sustainability practices 2.60 1.14 152
Note.The prompt provided was: “Assume you will be learning about sustainability business practices in your business courses and in extracurricular activities. Please rate how EFFECTIVE you would perceive each of the following approaches in learning about sustainability.” Responses were rated on a 5-point Likert-type scale ranging from 1 (very ineffective) to 5 (very effective).
TABLE 2
Perceived Effectiveness of Learning About Sustainability, by Major
M SD n
Top five: Finance/accounting majors
Sustainability integrated into various classes 3.91 0.78 54 Internships related to sustainable business practices 3.91 0.90 54 Sustainability-related business simulations in class 3.91 0.78 54 Sustainability practices implemented at the University level 3.85 0.86 53
Sustainability-related scholarships 3.78 0.95 54
Top five: Management majors
Sustainability-related scholarships 4.00 1.06 54
Internships related to sustainable business practices 3.85 1.20 54 Case studies in classes about sustainability 3.81 0.80 54 Sustainability integrated into various classes 3.80 1.00 54 Sustainability-related business simulations in class 3.74 1.07 54
Top five: Marketing majors
Sustainability integrated into various classes 4.14 0.69 29 Points for student involvement in sustainability projects 4.03 0.82 29 Internships related to sustainable business practices 3.90 1.05 29 Sustainability-related business simulations in class 3.90 0.90 29 Sustainability practices implemented at the university level 3.90 0.94 29
Note.The prompt was the following: “Assume you will be learning about sustainability business practices in your business courses and in extracurricular activities. Please rate how EFFECTIVE you would perceive each of the following approaches in learning about sustainability.” Responses were rated on a 5-point Likert-type scale ranging from 1 (very ineffective) to 5 (very effective).
Table 1. The perceived effectiveness of the various ap-proaches ranged from a high of 3.90 to a low of 2.60 in which a higher value indicates perceived higher effectiveness of the learning approaches.
The six most effective learning approaches for sustain-ability include sustainsustain-ability-related scholarships, integrat-ing sustainability into various classes, internships related to sustainable business practices, using sustainability related business simulations in class, sustainability-related practices implemented at the university level, and international oppor-tunities to learn about sustainability.
Table 1 is also organized to show five groupings of learn-ing approaches from most effective to least effective. These groupings provide insight into the perceived relative im-portance of the various learning approaches. However, the groupings should not be construed as being intrinsically more or less beneficial to students. The identified aggregate means for each group are noted in parentheses. A test comparing these aggregate means resulted in each aggregate mean
be-ing significantly different from every other aggregate mean at the< .01 level. In this sense, although the groupings are
somewhat arbitrary, they do provide a basis for discussing relative perceived effectiveness.
Table 2 shows the perceived effectiveness of different approaches broken down by reported student major. Three common learning approaches appear in all of the majors: in-ternships, simulations, and integration into various courses. All of the three items listed also appear in the most effective learning approaches for sustainability, as noted in Table 1. Sample size for each of these items varies due to some non-respondents in these questions. In addition, although other majors were identified, sample size began to diminish, so only the three largest majors are reported.
Student attitudes about the importance of sustainability in business and preferences for working for a company that em-braced sustainability as a core value were also investigated. In addition, self-reported knowledge of sustainability and the importance to the student of the topic of sustainability were
TABLE 3
Attitudes Toward Sustainability
Sustainability attitudes M SD n
I would prefer to work for a company that embraces sustainability 3.95 .78 136 as a core value.
Sustainability is an important topic in business. 3.94 .81 136 Sustainability is an important topic to me. 3.54 .94 136 I am very knowledgeable about sustainability issues in business. 2.97 1.00 136
Note.Responses were rated on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree).
EFFECTIVE LEARNING, SUSTAINABILITY 203
TABLE 4
Attitudes Toward Sustainability
Sustainability attitudes % Agree % Strongly agree
% Agree & strongly agree
Sustainability is an important topic in business. 56 22 78 I would prefer to work for a company that embraces sustainability as a core value. 45 26 71 Sustainability is an important topic to me. 34 16 50 I am very knowledgeable about sustainability issues in business. 31 4 35
assessed. Table 3 indicates that students tend to agree that they would prefer to work for a company that embraces sus-tainability as a core value (3.95) and that sussus-tainability is an important topic in business (3.94). However, it is inter-esting to note that we found a relatively lower value for the statement “sustainability is important to me” (3.54). Finally, almost half of the students felt they lacked knowledge about sustainability issues in business (2.97).
In breaking out some of the responses beyond the mean scores, Table 4 reports findings that offer a more detailed look at responses. Interestingly, 78% of the respondents agreed that sustainability is an important topic in business while 71% agreed that they would prefer to work for a company that embraced sustainability as a core value. By contrast, 50% of respondents agreed that sustainability was important to them and only 35% of respondents agreed that they were very knowledgeable about sustainability issues in business. Table 5 reports findings on attitudes toward sustainability by major. Marketing students appear more likely to feel that sustainability is an important topic in business (83%) and report more often that they would like to work for a company that embraces sustainability (83%). Finance and accounting
students are least likely to agree that sustainability is impor-tant to them (41%) and that they are knowledgeable about sustainability issues (28%).
DISCUSSION
The research findings presented offer an exploratory glimpse into the present learning approaches that PRME signatories are utilizing in their effort to teach students about sustain-ability. The 35 learning approaches should not be construed as an exhaustive list going forward. Rather it is a snapshot of what is being tried now as business schools begin to embrace the mandates of the principles of responsible management in the area of sustainability. This list will naturally change and evolve as is the way of all curricula.
The findings show that some learning approaches are considered to be significantly more or less effective to an undergraduate population. The five identified groupings can assist faculty and curriculum teams in formulating discus-sions about categories of learning approaches that students might consider more effective. Although it is certainly true
TABLE 5
Attitudes Toward Sustainability, by Major
Sustainability attitudes % Agree % Strongly agree
% Agree & strongly agree
Finance/accounting
Sustainability is an important topic in business. 59 19 78 I would prefer to work for a company that embraces sustainability as a core value. 50 22 72 Sustainability is an important topic to me. 32 9 41 I am very knowledgeable about sustainability issues in business. 26 4 28
Management
Sustainability is an important topic in business. 50 24 74 I would prefer to work for a company that embraces 32 30 62 Sustainability as a core value.
Sustainability is an important topic to me. 33 22 55 I am very knowledgeable about sustainability issues in business. 33 6 39
Marketing
Sustainability is an important topic in business. 59 24 83 I would prefer to work for a company that embraces 59 24 83 Sustainability as a core value.
Sustainability is an important topic to me. 41 17 58 I am very knowledgeable about sustainability issues in business. 35 3 38
that some faculty members may discount the preferred learning approaches embraced by students, student feedback regarding the perceived effectiveness of various learning approaches may give insight into ways to close the gap between present student knowledge and the growing importance placed on sustainability by the corporate world. Because sustainability is, by its nature, a concept and topic that calls for action, the active learning approaches preferred by students may be more valuable in this emerging focus of business inquiry.
We note that many of the more effective approaches can be described as active learning, whereas many of the least effective approaches can be described as passive learning. This finding supports the practical hands on approach fa-vored by Holliday (2010). Active learning describes activ-ities that involve the students in doing things and thinking about the things they are doing. These can be divided into ex-periences (doing) and reflection and include such examples as debates, role-plays, cases, simulations, service learning, situational observations, authentic projects, and reflective pa-pers (Wingfield & Black, 2005). In contrast, passive learning occurs when students are receiving information and ideas (Richlin, 2006). Active learning has been shown to better prepare students to make meaningful contributions at work (Wingfield & Black).
Undergraduate students tend to agree that sustainability is an important topic in business. When diligent students know what is important in business, whether such items are technical skills or soft skills, these students will seek out ways to become more knowledgeable about such topics. It is therefore likely that student demand for learning experiences related to sustainability topics will increase in the coming years. Business schools that are responsive to student inter-ests and student expectations are likely to offer a growing array of options to students to help them become knowledge-able and engaged in sustainability initiatives and activities. Both in-class exercises and out of class opportunities will be valued by students.
A limitation of the study is that it is exploratory in nature. Although exploratory research can offer new insights into emerging trends, it may lack the foundation that comes from numerous prior empirical students. In addition, the findings represent one university sample and are focused on an un-dergraduate population. A population of graduate students or a broader representation of nontraditional students may provide different judgments of effective learning approaches in the context of sustainability.
Recruiters should take note that more than half of the students surveyed would prefer to work for a company that embraces sustainability. This study shows that under-graduates think the business community values sustain-ability yet these same students are aware that they do not yet have a highly developed base of knowledge about sustainability. By implementing some of the approaches perceived as most effective by this student population,
business schools may be able to more fully prepare stu-dents for an era in which sustainability is a key strategic priority.
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