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dc.contributor.authorWarwick, PN
dc.contributor.authorWyness, L
dc.contributor.authorConway, H
dc.date.accessioned2017-06-23T13:31:53Z
dc.date.issued2017-07
dc.identifier.issn1472-8117
dc.identifier.issn2352-3565
dc.identifier.urihttp://hdl.handle.net/10026.1/9526
dc.description.abstract

This paper explores how partnership with students can help sustainability educators with refining the living theory of their practice and improving the implementation of this practice in real world contexts. It draws from the case study of an undergraduate module within a UK Higher Education Institution committed to the Principles for Responsible Management Education (PRME) and that has sought to embody a shift towards more active, student-centred and problem-based pedagogical approaches. The module leaders aimed to draw out a more nuanced appreciation of the knowledge, skills, values, and attributes necessary for business and management graduates to contribute to more sustainable futures. We argue that whilst attempts to reform higher education in this direction are on the rise worldwide, there remains a relative lack of research into the students' perspectives of these Education for Sustainable Development initiatives. Drawing from the applied research work of Swanson and Chermack (2013) and Kim-Eng Lee and Mun Ling (2013), it is argued that robust strategies for listening to students provide a vital praxis lens through which the intended, enacted and lived curriculum can be refined and brought closer together by business school educators.

dc.format.extent192-204
dc.languageen
dc.language.isoen
dc.publisherElsevier BV
dc.subjectSustainability
dc.subjectPRME
dc.subjectUndergraduate
dc.subjectPedagogy
dc.subjectStudent voice
dc.titleThink of the future: managing educational change from students' perspectives of an undergraduate sustainable business programme
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000425025300014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue2
plymouth.volume15
plymouth.publication-statusPublished
plymouth.journalThe International Journal of Management Education
dc.identifier.doi10.1016/j.ijme.2017.03.010
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2017-03-20
dc.rights.embargodate2018-6-15
dc.identifier.eissn2352-3565
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1016/j.ijme.2017.03.010
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2017-07
rioxxterms.typeJournal Article/Review


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