Adopting Sustainability Competencies in Management Education—A Scoping Review of Progress
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
There is growing urgency to address society’s complex issues, many of which are incorporated within the Sustainable Development Goals (SDGs). Higher education has a special role and a responsibility to support and promote these goals and to prepare students for the complex challenges they will face as future leaders. The SDG framework helps students understand SDGs, but special competencies are necessary to address them effectively. Sustainability competencies (SCs) impart the personal/emotional development missing from current programming, but higher education institutions (HEIs) have been reluctant to introduce them into their curricula. Meanwhile, graduating students are ill-prepared for the complex problems, such as sustainability, that they will face as new managers and leaders. Our research question focused on identifying essential evidence that would support the implementation of SCs in HEIs. Our purpose was to raise awareness of the need for action in improving sustainability education and to assist in moving the issue forward. To enhance reading, we purposefully included multiple sections that capture and highlight the essential information. We employed a scoping review (SR) to scope out the relevant literature that supported a credible model for SCs and determine whether consensus was evident among scholars for such a model. Contrary to a commonly expressed theme in the literature, the results revealed that scholarly opinion had converged around a framework proposed by Wiek, Withycombe and Redman in 2011 and their 2021 update. A thematic analysis identified the key barriers preventing integration in HEIs, including the absence of a comprehensive policy to direct the implementation and sustain the change. We discuss these barriers and how they may be addressed. Integrating SCs into ME responds to SDG 4 (quality education). The results are intended to generate action regarding the need to integrate SCs in ME—sooner rather than later. The conclusions drawn respond to SDG 4 (quality education). The study serves to increase awareness of the issues and barriers preventing the much-needed transformation of ME in HEIs and stimulate discussion and potential action. Further research may involve a systematic review to inform much-needed policy and implementation.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle