Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature

Interdisciplinarity-Based Sustainability Framework for Management Education

Luciana Oranges Cezarino
;
2022

Abstract

Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10278/5005520
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