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A cross-case analysis of ESD learning and development in UK business schools

A cross-case analysis of ESD learning and development in UK business schools
A cross-case analysis of ESD learning and development in UK business schools
Education for Sustainable Development (ESD) has found its way onto business school agendas with an increase in curricular engagement. With a large number of students obtaining business and management degrees, business schools are at the forefront of educating future business leaders, hence are in the spotlight of sustainability and responsibility debates. Academics are crucial in ESD research and teaching, yet their learning and development is still largely confined to the side-lines in academic debates, which is paradoxical given their role in educating future business leaders. This thesis investigates academics’ learning of ESD and their perceptions on professional development opportunities as a means to support curricular integration. A cross-case analysis of three UK business schools highlights similar barriers and drivers across universities, and shows that enthusiasts remain at the forefront of ESD integration, a process influenced by each institutional setting. Additionally, there is a fragmentation on how academics learn and develop their knowledge and skills and ESD learning. Other findings point to the marketisation of HE and changing academic role that constitutes a higher degree of pressure and additional responsibilities. Ultimately, ESD learning and integration are impacted through individuals’ lack of time to engage, a lack of funding and support and shifting priorities in research that is more likely to further their careers. The implications of this study are twofold, firstly suggesting that academics’ ESD development requires individuals, both enthusiasts and non-enthusiasts, to embrace other forms of learning such as social learning in order to increase collaborations across University departments and disciplines. This in turn ties in to ongoing institutional support for enthusiasts to pursue sustainability activities. Secondly, the changing role of academics has to be taken into consideration to contribute to a more realistic and systemic integration of ESD, by firmly prioritising the concept as part of institutions blue prints.
University of Southampton
Salmen, Angelika
95cbd252-d200-4692-8a21-8a2b6e11e44b
Salmen, Angelika
95cbd252-d200-4692-8a21-8a2b6e11e44b
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18

Salmen, Angelika (2018) A cross-case analysis of ESD learning and development in UK business schools. University of Southampton, Doctoral Thesis, 323pp.

Record type: Thesis (Doctoral)

Abstract

Education for Sustainable Development (ESD) has found its way onto business school agendas with an increase in curricular engagement. With a large number of students obtaining business and management degrees, business schools are at the forefront of educating future business leaders, hence are in the spotlight of sustainability and responsibility debates. Academics are crucial in ESD research and teaching, yet their learning and development is still largely confined to the side-lines in academic debates, which is paradoxical given their role in educating future business leaders. This thesis investigates academics’ learning of ESD and their perceptions on professional development opportunities as a means to support curricular integration. A cross-case analysis of three UK business schools highlights similar barriers and drivers across universities, and shows that enthusiasts remain at the forefront of ESD integration, a process influenced by each institutional setting. Additionally, there is a fragmentation on how academics learn and develop their knowledge and skills and ESD learning. Other findings point to the marketisation of HE and changing academic role that constitutes a higher degree of pressure and additional responsibilities. Ultimately, ESD learning and integration are impacted through individuals’ lack of time to engage, a lack of funding and support and shifting priorities in research that is more likely to further their careers. The implications of this study are twofold, firstly suggesting that academics’ ESD development requires individuals, both enthusiasts and non-enthusiasts, to embrace other forms of learning such as social learning in order to increase collaborations across University departments and disciplines. This in turn ties in to ongoing institutional support for enthusiasts to pursue sustainability activities. Secondly, the changing role of academics has to be taken into consideration to contribute to a more realistic and systemic integration of ESD, by firmly prioritising the concept as part of institutions blue prints.

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Published date: June 2018

Identifiers

Local EPrints ID: 433257
URI: http://eprints.soton.ac.uk/id/eprint/433257
PURE UUID: cdb97abb-0a27-48d7-8e7a-2b07112ed60d

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Date deposited: 12 Aug 2019 16:30
Last modified: 12 Aug 2019 16:30

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