Integrating Sustainability into Business School Curriculum: Understanding the Impact
| dc.contributor.advisor | Gereluk, Dianne T. | |
| dc.contributor.author | Fearon, Lois Patricia | |
| dc.contributor.committeemember | Lock, Jennifer V. | |
| dc.contributor.committeemember | Groen, Janet Elizabeth | |
| dc.date | 2020-11 | |
| dc.date.accessioned | 2020-09-03T21:13:37Z | |
| dc.date.available | 2020-09-03T21:13:37Z | |
| dc.date.issued | 2020-07-27 | |
| dc.description.abstract | This multi-case study examined the impact of integrating sustainability in two different undergraduate business programs at Royal Roads University. The research considered how including sustainability in business school curriculum contributed to changes in students’ conceptualization of sustainability and their sustainability-related attitudes and behaviours. Data was collected through semi-structured interviews and document analysis. Findings emerged that suggest a combination of approaches to integration are most effective in enhancing students’ sustainability orientations. Although sustainability was, for the most part, conceptualized in a multidimensional manner, an environmental bias was evident as was a tendency to frame the concept from within the business paradigm. Stronger, more robust conceptualizations were lacking. Recommendations include: (a) maximizing integration by embedding sustainability throughout the curriculum in both disciplinary and cross-disciplinary coursework; (b) moving beyond a disciplinary conceptualization and introducing students to deeper sustainability discourse and varied conceptualizations; (c) introducing powerful sustainability pedagogies that maximize experiential learning and cultivate deep connections to place and; (d) ensuring that the formal and the informal curriculum mutually reinforce a positive sustainability agenda by paying careful attention to context and institutional commitment. | en_US |
| dc.identifier.citation | Fearon, L. P. (2020). Integrating Sustainability into Business School Curriculum: Understanding the Impact (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/38164 | |
| dc.identifier.uri | http://hdl.handle.net/1880/112492 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Education for Sustainability | en_US |
| dc.subject.classification | Education | en_US |
| dc.subject.classification | Education--Business | en_US |
| dc.subject.classification | Education--Higher | en_US |
| dc.title | Integrating Sustainability into Business School Curriculum: Understanding the Impact | en_US |
| dc.type | doctoral thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Research | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Doctor of Education (EdD) | en_US |
| ucalgary.item.requestcopy | true | en_US |