Training managers for sustainable development: the lens of three practitioners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
How to create a context in and around the classroom to motivate business students to become global citizens and managers aware of the issues around sustainable development that are usually ignored by traditional academic teaching? How to make them aware of the issues, encourage them to take action, and enable them to act responsively?This chapter aims to build on our experience as teachers and educators in Business, Economics and Management education in our respective contexts-teaching sustainable development and management in a Business School in Canada; global environmental and social issues in an MBA program in finance and in a Business School in France; and Environmental Impact Assessment in a Department of Economics at a French university. It comprises three sections. The first describes our three experiences "teaching" sustainable development in the classroom to managers. The second section highlights how each of these experiences enhances the skills necessary for education in sustainable development based on Tilbury and Wortman's (2004) work. The last section summarizes some of the lessons learned and proposes future directions for research and practice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it