Construyendo conciencia de sostenibilidad en estudiantes de negocios: percepciones de docentes universitarios
Palabras clave:
sostenibilidad, metodologías de enseñanza, educación para el desarrollo sostenible (EDS), percepciones docentes, actitudes hacia la sostenibilidad
Resumen
Antecedentes: la educación superior, especialmente en negocios, se destaca como un medio crucial para promover un accionar profesional centrado en la sostenibilidad, enfatizando la necesidad de enfoques pedagógicos y estrategias didácticas innovadoras. Objetivo: este estudio tiene como finalidad explorar las percepciones de docentes universitarios de carreras de negocios acerca de cuáles son las metodologías de enseñanza-aprendizaje más convenientes para fomentar la conciencia de sostenibilidad entre sus estudiantes. Método: en este trabajo cualitativo exploratorio se usó un muestreo por conveniencia por el cual se seleccionó y entrevistó a 19 profesores de desempeño destacados que imparten cursos en una universidad privada y acreditada de Lima, Perú. Resultados: los profesores consideran fundamental un desarrollo transversal y continuo de contenidos relacionados con la sostenibilidad en la malla curricular. Además, valoran el empleo de metodologías de aprendizaje vivencial, así como el desarrollo del diálogo y la reflexividad sobre el futuro rol de sus estudiantes como líderes organizacionales que promuevan modos de producción más conscientes y sostenibles. Conclusiones: la educación en sostenibilidad en carreras de
negocios cobra sentido en la medida de que la conducta que adopten los futuros líderes empresariales dependerá del éxito en la implantación de modos de producción más conscientes y sostenibles. Sin embargo, para que esta formación sea efectiva son necesarias adaptaciones en el diseño de las mallas curriculares
y en la forma tradicional de conducir los procesos de enseñanzaaprendizaje en el aula, migrando desde enfoques centrados en el docente hacia enfoques metodológicos centrados en el estudiante.
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Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, 2, 57–71. https://doi.org/10.1037/13620-004
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Chandler, J. & Teckchandani, A. (2015). Using social constructivist pedagogy to implement liberal learning in business education. Innovative Education Decision Science Journal, 3(3), 327-348. https://doi.org/10.1111/dsji.12073
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Mcmillin, J. & Dyball, R. (2009). Developing a Whole-of-University Approach to Educating for Sustainability: Linking Curriculum, Research and Sustainable Campus Operations. Journal of Education for Sustainable Development, 3(1), 55–64. https://doi.org/10.1177/097340820900300113
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Posch, A. & Steiner, G. (2006). Integration of research and teaching in innovation for sustainable development. International Journal of Sustainability in Higher Education, 7(3), 276-292. https://doi.org/10.1108/14676370610677847
Qureshi, S. (2020). Learning by sustainable living to improve sustainability literacy. International Journal of Sustainability in Higher Education, 21(1),161-178. https://doi.org/10.1108/IJSHE-01-2019-0001
Redman, E., Wiek, A., & Redman, A. (2018). Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook. Journal of Education for Sustainable Development, 12(1), 59–80. https://doi.org/10.1177/2455133318777182
Remington-Doucette, S. & Musgrove, S. (2015). Variation in sustainability competency development according to age, gender, and disciplinary affiliation: Implications for teaching practice and overall program structure. International Journal of Sustainability in Higher Education, 16(4), 537-575. https://doi.org/10.1108/IJSHE-01-2013-0005
Restrepo, M., Blanco-Portela, N., Ladino-Ospina, Y., Sigua, R., & Vargas, K. (2017). Professional development of university teachers in ESD: a study from the pedagogical styles. International Journal of Sustainability in Higher Education, 18(5). https://doi.org/10.1108/IJSHE-02-2016-0031
Roth, S., Schneckenberg, D., & Tsai, C. (2015). The ludic impulse as a driver of innovation: introduction to the gamification of innovation. Creativity and Innovation Management, 24(2), 300-306. https://doi.org/10.1111/caim.12124
Rountree, M. & Koernig, S. (2015). Values-Based Education for Sustainability Marketers Two Approaches to Improving Students Social Awareness. Marketing Education Magazine, 37(1), 5–24. https://doi.org/10.1177/ 0273475314559513
Shrivastava, P. (2010). Pedagogy of Passion for Sustainability. AMLE, 9, 443–455, https://doi.org/10.5465/amle.9.3.zqr443
Singhal, N., Gupta, H., & Mittal, G. (2018). Importance-performance Analysis to Identify Effective Learning Approaches for Sustainability in an Indian Business. School. Vision, 22(3), 276–283. https://doi.org/10.1177/0972262918785963
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Soyer, M., McCrackin, G., Ziyanak, S., Givens, J., Jump, V., & Schad, J. (2022). Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability. Teaching Sociology. https://doi.org/10.1177/0092055X221114688
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Wade, B. & Piccinini, T. (2020). Teaching Scenario Planning in Sustainability Courses: The Creative Play Method. Journal of Management Education, 44(6), 699–725. https://doi.org/10.1177/1052562920958136
Wall, T., Hindley, A., Hunt, T., Peach, J., Preston, M., Hartley, C., & Fairbank, A. (2017), Work-based learning as a catalyst for sustainability: a review and perspectives, Higher Education. Skills and Work Based Learning, 7(2). https://doi.org/10.1108/HESWBL-02-2017-0014
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Andrási, G., Körtvési, D., & Szegedi, K. (2022). Developing Ethical Future Managers Embracing Sustainability: Case Study of Budapest Business School. International Journal of Web-Based Learning and Teaching Technologies, 17(8), 1-19. http://doi.org/10.4018/IJWLTT.300786
André, R. (2020). Teaching Climate Leadership: Promoting Integrative Learning in Courses on Strong Sustainability. Journal of Management Education, 44(6), 766–793. https://doi.org/10.1177/1052562920941547
Aragon-Correa, J., Marcus, A., Rivera, J., & Kenworthy, A. (2017). Sustainability Management Teaching Resourcesand the Challenge of Balancing Planet, People, and Profits. Academy of Management Learning & Education, 16(3), 469-483.https://doi.org/10.5465/amle.2017.0180
Berchin, I., Aguiar Dutra, A., & Guerra, J. (2021). How do higher education institutions promote sustainable development? A literature review. Sustainable Development. https://doi.org/10.1002/sd.2219
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, 2, 57–71. https://doi.org/10.1037/13620-004
Brunstein, J., Walvoord, M., & Cunliff, E. (2021). Problem-posing in management classrooms for collective sustainability transformation. International Journal of Sustainability in Higher Education, 22(3), 477-496. https://doi.org/10.1108/IJSHE-05-2020-0141
Burns, H. (2018). Thematic Analysis: Transformative Sustainability Education. Journal of Transformative Education, 16(4), 277–279. https://doi.org/10.1177/1541344618796996
Chandler, J. & Teckchandani, A. (2015). Using social constructivist pedagogy to implement liberal learning in business education. Innovative Education Decision Science Journal, 3(3), 327-348. https://doi.org/10.1111/dsji.12073
Cottafava, D., Cavaglià, G., & Corazza, L. (2019). Education of sustainable development goals through students’ active engagement. 10(3),521-544. https://doi.org/10.1108/SAMPJ-05-2018-0152
Dyck, B., & Caza, A. (2022). Teaching multiple approaches to management to facilitate prosocial and environmental well-being. Management Learning, 53(1), 98–122. https://doi.org/10.1177/13505076211045498
Easter, S., Ceulemans, K., & Lynn, M. (2022). Moving Beyond Sisyphus: Pursuing Sustainable Development in a Business-as-Usual World. Business & Society, 61(4), 924–963. https://doi.org/10.1177/00076503211015914
Fini, E., Awadallah, F., Parast, M., & Abu-Lebdeh, T. (2018). The impact of project based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education, 43(3),473-488. https://doi.org/10.1080/03043797.2017.1393045
Fisher, P. & McAdams, E. (2015). Gaps in sustainability education: The impact of higher education coursework on perceptions of sustainability. International Journal of Sustainability in Higher Education, 16(4),407-423. https://doi.org/10.1108/IJSHE-08-2013-0106
Fullan, M. (2016). The elusive nature of whole system improvement in education. J Educ Change,17, 539–544. https://doi.org/10.1007/s10833-016-9289-1
Gal, A., & Gan, D. (2020). Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners. Journal of Transformative Education, 18(4), 271–292. https://doi.org/10.1177/1541344620932310
Gordon, S. & Thomas, I. (2018). The learning sticks: reflections on a sustainability role play case study. Research in Environmental Education., 24(2),172-190. https://doi.org/10.1080/13504622.2016.1190959
Gupta, H., & Singhal, N. (2017). Framework for Embedding Sustainability in Business Schools: A Review. Vision, 21(2), 195–203. https://doi.org/10.1177/0972262917700993
Hedden, M., Worthy, R., Akins, E., Slinger-Friedman, V., & Paul, R. (2017). Teaching sustainability using a constructivist approach to active learning: discipline-specific case studies in higher education. Sustainability, 9(8),1320. https://doi.org/10.3390/su9081320
Hursh, D., Henderson, J., & Greenwood, D. (2015). Environmental education in a neoliberal climate. Environmental Education Research, 21(3), 299-318. https://doi.org/0.1080/13504622.2015.1018141
Kelley, S. & Nahser, R. (2014). Development of sustainable strategies: fundamentals, method and pedagogy. Business ethics magazine, 123(4),631-644. https://doi.org/10.1007/s10551-013-2014-6
Mcmillin, J. & Dyball, R. (2009). Developing a Whole-of-University Approach to Educating for Sustainability: Linking Curriculum, Research and Sustainable Campus Operations. Journal of Education for Sustainable Development, 3(1), 55–64. https://doi.org/10.1177/097340820900300113
Menón, S. & Suresh, M. (2020). Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review. International Journal of Sustainability in Higher Education, 21(5),1015-1051. https://doi.org/10.1108/IJSHE-03-2020-0089
Mercer, T., Kythreotis, A., Robinson, Z., Stolte, T., George, S., & Haywood, S. (2017). The use of educational game design and play in higher education to influence sustainable behaviour. International Journal of Sustainability in Higher Education, 18(3), 359-384. https://doi.org/10.1108/IJSHE-03-2015-0064
Montiel, I., Antolin-Lopez, R., & Gallo, P. (2018). Emotions and Sustainability: A Framework Literary Genre for Environmental Sustainability Management Education. Academy of Management Learning and Education, 17(2), 155-183. https://doi.org/10.5465/amle.2016.0042
Mostafavi, A., Huff, J., Abraham, D., Oakes, W., & Zoltowski, C. (2013). Integration, learning and professional practice service: towards the vision of civil engineering in 2025. Journal of Professional Issues in Engineering Education and Practice, 142(3). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000179
Pistrang, N., & Barker, C. (2012). Varieties of qualitative research: A pragmatic approach to selecting methods. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, 2, 5–18. https://doi.org/10.1037/13620-001
Posch, A. & Steiner, G. (2006). Integration of research and teaching in innovation for sustainable development. International Journal of Sustainability in Higher Education, 7(3), 276-292. https://doi.org/10.1108/14676370610677847
Qureshi, S. (2020). Learning by sustainable living to improve sustainability literacy. International Journal of Sustainability in Higher Education, 21(1),161-178. https://doi.org/10.1108/IJSHE-01-2019-0001
Redman, E., Wiek, A., & Redman, A. (2018). Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook. Journal of Education for Sustainable Development, 12(1), 59–80. https://doi.org/10.1177/2455133318777182
Remington-Doucette, S. & Musgrove, S. (2015). Variation in sustainability competency development according to age, gender, and disciplinary affiliation: Implications for teaching practice and overall program structure. International Journal of Sustainability in Higher Education, 16(4), 537-575. https://doi.org/10.1108/IJSHE-01-2013-0005
Restrepo, M., Blanco-Portela, N., Ladino-Ospina, Y., Sigua, R., & Vargas, K. (2017). Professional development of university teachers in ESD: a study from the pedagogical styles. International Journal of Sustainability in Higher Education, 18(5). https://doi.org/10.1108/IJSHE-02-2016-0031
Roth, S., Schneckenberg, D., & Tsai, C. (2015). The ludic impulse as a driver of innovation: introduction to the gamification of innovation. Creativity and Innovation Management, 24(2), 300-306. https://doi.org/10.1111/caim.12124
Rountree, M. & Koernig, S. (2015). Values-Based Education for Sustainability Marketers Two Approaches to Improving Students Social Awareness. Marketing Education Magazine, 37(1), 5–24. https://doi.org/10.1177/ 0273475314559513
Shrivastava, P. (2010). Pedagogy of Passion for Sustainability. AMLE, 9, 443–455, https://doi.org/10.5465/amle.9.3.zqr443
Singhal, N., Gupta, H., & Mittal, G. (2018). Importance-performance Analysis to Identify Effective Learning Approaches for Sustainability in an Indian Business. School. Vision, 22(3), 276–283. https://doi.org/10.1177/0972262918785963
Soomro, B., Ghumro, I., & Shah, N. (2019). Green entrepreneurship inclination among the younger generation: An avenue towards a green economy. Sustainable Development, 28 (4),585-594. https://doi.org/10.1002/sd.2010
Soyer, M., McCrackin, G., Ziyanak, S., Givens, J., Jump, V., & Schad, J. (2022). Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability. Teaching Sociology. https://doi.org/10.1177/0092055X221114688
Sroufe, R. (2020). Business Schools as Living Labs: Advancing Sustainability in Management Education. Journal of Management Education, 44(6), 726–765. https://doi.org/10.1177/1052562920951590
Tarrant, S. & Thiele, L. (2016). Practice makes pedagogy and skills-based sustainability education. International Journal of Sustainability in Higher Education, 17(1), 54-67. https://doi.org/10.1108/IJSHE-09-2014-0127
Tognazzo, A., Gianecchini, M., & Gubitta, P. (2017). Educational context and entrepreneurial intentions of university students: an Italian study. Education for Entrepreneurship: New Perspectives in Education for Entrepreneurship,7, 47–74. https://doi.org/10.1108/S2040-724620170000007008
Vera Ruiz, A., Espinosa, A., & Prialé Valle, M. A (2021). Valores y Personalidad como Predictores del Aprecio por las Prácticas Sostenibles en Emprendedores Sociales y Comerciales de Lima-Perú. Psykhe, 30(1). https://doi.org/10.7764/psykhe.2019.22333
Viegas, C., Bond, A., Vaz, C., Borchardt, M., Pereira, G., Selig, P., & Varvakis, G. (2016). Critical attributes of Sustainability in Higher Education: a categorisation from literature review. Journal of Cleaner Production, 126, 260-276. https://doi.org/10.1016/j.jclepro.2016.02.106
Wade, B. & Piccinini, T. (2020). Teaching Scenario Planning in Sustainability Courses: The Creative Play Method. Journal of Management Education, 44(6), 699–725. https://doi.org/10.1177/1052562920958136
Wall, T., Hindley, A., Hunt, T., Peach, J., Preston, M., Hartley, C., & Fairbank, A. (2017), Work-based learning as a catalyst for sustainability: a review and perspectives, Higher Education. Skills and Work Based Learning, 7(2). https://doi.org/10.1108/HESWBL-02-2017-0014
Wang, C., Zhang, X., & Yao, M. (2018). Improving the transfer of learning of Chinese university students through service-learning. Studies in Higher Education, 44(8), 1-16. https://doi.org/10.1080/03075079.2018.1435635
Warwick, P. (2016). An integrated leadership model for leading education for sustainability in higher education and the vital role of students as change agents. Management in Education, 30(3), 105–111. https://doi.org/10.1177/0892020616653463
Weinberg, A., Trott, C., & Wakefield, W. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustain Sci, 15, 1767–1787.https://doi.org/10.1007/s11625-020-00831-9
Wiek, A., Xiong, A., Brundiers, K., & Van der Leeuw, S. (2014). Integrating problem-and project-based learning into sustainability programs: a case study on the sustainability school at Arizona State University. International Journal of Sustainability in Higher Education,15(4), 431-449. http://dx.doi.org/10.1108/IJSHE-02-2013-0013
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Publicado
2023-12-08
Cómo citar
Prialé Valle, M., Vera Ruíz, Ángela, & Soto Velarde, A. (2023, diciembre 8). Construyendo conciencia de sostenibilidad en estudiantes de negocios: percepciones de docentes universitarios. LIBERABIT. Revista Peruana De Psicología, 29(2), e695. https://doi.org/https://doi.org/10.24265/liberabit.2023.v29n2.695
Sección
Artículos de Investigación
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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