A fenntarthatóság tétova szószólói
Mit és hogyan kommunikálnak az üzleti iskolák a fenntarthatósággal kapcsolatban?
DOI:
https://doi.org/10.14267/VEZTUD.2023.07-08.05Kulcsszavak:
fenntartható üzleti képzés, fenntarthatóság és oktatás, a felsőoktatás jövője, kevert módszertani szövegelemzésAbsztrakt
A jelenlegi és jövőbeli gazdasági vezetők lehetnek az egyik legfontosabb szereplői a fenntartható gazdaság és társadalom felé való átmenet elindításának és irányításának. A felsőoktatási intézmények, különösen az üzleti képzéssel foglalkozó intézmények feladata, hogy felkészítsék őket erre a szerepre. A szerzők írásukban a nemzetközi TOP100 üzleti képzőhely (business school) külső online kommunikációjának vizsgálatán keresztül térképezik fel, hogy az üzleti iskolák hogyan keretezik a fenntarthatóság kérdését a valószínű és lehetséges jövővel kapcsolatban. Eredményeik tükrében az látszik, hogy ezen intézmények közel fele nem foglalkozik a fenntarthatósággal az oktatással kapcsolatos online kommunikációjában, míg a másik fele szinte kizárólag annak gazdasági dimenzióját hangsúlyozza. Kevés bizonyítékot találtak arra, hogy az üzleti képzőhelyek megpróbálnának eltérni a status quo-tól, inkább az látszik az eredményekből, hogy továbbra is a neoliberális világképet erősítik, és a fenntarthatóság csak azon aspektusait építik be, amelyek összeegyeztethetők ezzel a szemlélettel.
Letöltések
Hivatkozások
AACSB International (2020). 2020 Guiding principles and standards for business accreditation. https://www.aacsb.edu/-/media/aacsb/docs/accreditation/business/standards-and-tables/2020%20business%20accreditation%20standards.ashx?la=en&hash=E4B-7D8348A6860B3AA9804567F02C68960281DA2
Amsler, S., & Facer, K. (2017). Contesting anticipatory regimes in education: exploring alternative educational orientations to the future. Futures, 94, 6-14. https://doi.org/10.1016/j.futures.2017.01.001
Aleixo, A. M, Ulisses, S. L., & Azeiteirod, M. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of Cleaner Production, 172, 1664-1673. https://doi.org/10.1016/j.jclepro.2016.11.010
Badea, L., Șerban-Oprescu, G.L., Dedu, S., & Piroșcă, G. I. (2020). The impact of education for sustainable development on Romanian economics and business students’ behavior. Sustainability, 12(19), 8169. https://doi.org/10.3390/su12198169
Balsiger, J. (2015). Transdisciplinarity in the class room? Simulating the co-production of sustainability knowledge. Futures, 44(2), 127-135. https://doi.org/10.1016/j.futures.2014.08.005
Bansal, P., Grewatsch, S., & Sharma, G. (2021). How COVID‐19 informs business sustainability research: It’s time for a systems perspective. Journal of Management Studies, 58(2), 602-606. https://doi.org/10.1111/joms.12669
Barber, N., Wilson, F., Venkatachalam, V., Cleaves, S., & Garnham, J. (2014). Integrating sustainability into business curricula: University of New Hampshire case study. International Journal of Sustainability in Higher Education, 15(4), 473-493. https://doi.org/10.1108/IJSHE-06-2013-0068
Beusch, P. (2014). Towards sustainable capitalism in the development of higher education business school curricula and management. International Journal of Educational Management, 28(5), 523-545. https://doi.org/10.1108/IJEM-12-2012-0132
Beynaghi, A., Moztarzadeh, F., Maknoon, R., Waas, T., Mozafari, M., Huge ,́ J., & Leal Filhom W. (2014). Towards an orientation of higher education in the post Rio + 20 process: How is the game changing? Futures, 63, 49-67. https://doi.org/10.1016/j.futures.2014.08.004
Bieler, A., & McKenzie, M. (2017). Strategic planning for sustainability in Canadian higher education. Sustainability, 9(2), 161. https://doi.org/10.3390/su9020161
Bizerril, M., Carvalho, M. J. R. T., & Pedrosa, J. (2018). Sustainability in higher education: A review of contributions from Portuguese speaking countries. Journal of Cleaner Production, 171, 600-612. https://doi.org/10.1016/j.jclepro.2017.10.048
Brennan, J., & Teichler, U. (2008). The future of higher education and of higher education research. Higher Education, 56(3), 259-264. https://doi.org/10.1007/s10734-008-9124-6
Brinkman, B. (2014. September 16). Sustainability: the first postmodern discipline. Huffington Post. https://www.huffingtonpost.com/bob-brinkmann/sustainability-the-first-_b_5831654.html
Bostrom, N. (2013). Existential risk prevention as global priority. Global Policy, 4(1), 15-31. https://doi.org/10.1111/1758-5899.12002
Brundiers, K., Wiek, A., & Redman, C.L. (2010). Realworld learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324. https://doi.org/10.1108/14676371011077540
Csillag, S., Géring, Zs., Győri, Zs., & Szegedi, K. (2020). „Kódexem, kódexem, mondd meg nékem...” Etikaikódex-fejlesztési folyamat egy magyar egyetemen. Vezetéstudomány, 51(10), 2-14. https://doi.org/10.14267/VEZTUD.2020.10.01
Fyfe, J. C., Kharin, V. V., Swart, N., Flato, G. M., Sigmond, M., & Gillett, N. P. (2021). Quantifying the influence of short-term emission reductions on climate. Science Advances, 7(10), 1-4. https://doi.org/10.1126/sciadv.abf7133
Gayá, P., & Brydon-Miller, M. (2017). Carpe the academy: Dismantling higher education and prefiguring critical utopias through action research. Futures, 94, 34-44. https://doi.org/10.1016/j.futures.2016.10.005
Géring Zs. (2014). Profit és/vagy közösségi szerepvállalás? Vállalati társadalmi felelősségvállalás vezetői szemmel. Vezetéstudomány, 45(12), 53-66. https://doi.org/10.14267/VEZTUD.2014.12.05
Géring Zs. (2017). Kevert szövegelemzési módszertan alkalmazása gazdasági és társadalmi jelenségek vizsgálatához: Online CSR-kommunikáció vizsgálata tartalomelemzéssel és diskurzuselemzéssel. Vezetéstudomány, 48(4), 55-66. https://doi.org/10.14267/VEZTUD.2017.04.08
Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4(1), 75-91. https://www.corporation2020.org/documents/Resources/Ghoshal.pdf
Gowdy, J. (2020). Our hunter-gatherer future: Climate change, agriculture and uncivilization. Futures, 115, 102488. https://doi.org/10.1016/j.futures.2019.102488
Grey, C. (2002). What are business schools for? On silence and voice in management education. Journal of Management Education, 26(5), 496-511. https://doi.org/10.1177/105256202236723
Global University Network for Innovation – GUNI. (2019). Higher education in the World. humanities and higher education: synergies between science, technology and humanities. Barcelona: Global University Network for Innovation (GUNi). https://www.guninetwork.org/report/higher-education-world-7
Hicks, D. (2012). The future only arrives when things look dangerous: Reflections on futures education in the UK. Futures, 44(1), 4-13. https://doi.org/10.1016/j.futures.2011.08.002
Hitt, M. A., & Greer, C. R. (2012). The value of research and its evaluation in business schools. Journal of Management Inquiry, 21(2), 236-240. https://doi.org/10.1177/1056492611428721
Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable development: mapping different approaches. Sustainable Development, 13(1), 38-52. https://doi.org/10.1002/sd.244
Kallio, T.J. (2007). Taboos in corporate social responsibility discourse. Journal of Business Ethics, 74(2), 165–175. https://doi.org/10.1007/s10551-006-9227-x
Kanda, W., & Kivimaa, P. (2020). What opportunities could the COVID-19 outbreak offer for sustainability transitions research on electricity and mobility? Energy Research & Social Science, 68, 101666. https://doi.org/10.1016/j.erss.2020.101666
Kasza-Kelemen, K., Neulinger, Á. Kiss, G., Veress, T., & Lazányi, O. (2022). A társas tanulás eredményei a fenntartható fogyasztást előmozdító budapesti gyakorlatközösségekben. Vezetéstudomány, 53(1), 2-14. https://doi.org/10.14267/VEZTUD.2022.01.01
Kiss, G., Veress, T., & Köves, A. (2021). Learning responsibility – teaching sustainability. experiential and transformative learning in a business school. Vezetéstudomány, 51(7), 18-29. https://doi.org/10.14267/VEZTUD.2021.07.03
Landrum, N.E., & Ohsowski, B. (2017). Content trends in sustainable business education: an analysis of introductory courses in the USA. International Journal of Sustainability in Higher Education, 18(3), 385-414. https://doi.org/10.1108/IJSHE-07-2016-0135
Leal Filho, W., (2011). About the role of universities and their contribution to sustainable development. Higher Education Policy, 24, 427-438. https://doi.org/10.1057/hep.2011.16
Levy, O., Goldberg, Y., & Dagan, I. (2015). Improving distributional similarity with lessons learned from word embeddings. Transactions of the Association for Computational Linguistics, 3, 211-225. https://doi.org/10.1162/tacl_a_00134
Lozano, R. (2008). Envisioning sustainability three-dimensionally. Journal of Cleaner Production, 16(17), 1838-1846. https://doi.org/10.1016/j.jclepro.2008.02.008
Lozano, R., Ceulemans, K., Alonso-Almeida, M., Huisingh, D., Lozano, F.J., Waas, T., Lambrechts, W., Lukman, R., & Huge, J., (2015). A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey. Journal of Cleaner Production, 108, 1-18. http://dx.doi.org/10.1016/j.jcle- pro.2014.09.048
Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: assessing the connections between competences and pedagogical approaches. Sustainability, 11, 1602. https://doi.org/10.3390/su11061602
MacVaugh, J., & Norton, M. (2012). Introducing sustainability into business education contexts using active learning. International Journal of Sustainability in Higher Education, 13(1), 72-87. https://doi.org/10.1108/14676371211190326
Málovics Gy. (2011). A vállalati fenntarthatóság értelmezéséről. Szeged: JATEPress.
Málovics, Gy., Juhász, J., Hajdu, K. & Gyarmati, L. (2016). Az egyetemek környezeti fenntarthatóságának megközelítései – a Szegedi Tudományegyetem esetén keresztül. Vezetéstudomány, 47(6), 16-29. https://doi.org/10.14267/VEZTUD.2016.06.02
Monteiro, F., Leite, C., & Rocha, C. (2019). Ethical education as a pillar of the future role of higher education: Analysing its presence in the curricula of engineering courses. Futures, 111, 168-180. https://doi.org/10.1016/j.futures.2018.02.004
Mulá, I., Tilbury, D., Ryan, A., Mader, M., Dlouhá, J., Mader, C., Benayas, J., Dlouhý, J., & Alba, D. (2017). Catalysing change in higher education for sustainable development: A review of professional development initiatives for university educators. International Journal of Sustainability in Higher Education, 18(5), 798- 820. https://doi.org/10.1108/IJSHE-03-2017-0043
Naeem, M.A., & Neal, M. (2012). Sustainability in business education in the Asia Pacific region: A snapshot of the situation. International Journal of Sustainability in Higher Education, 13(1), 60-71. https://doi.org/10.1108/14676371211190317
Naeem, M.A., & Peach, N.W. (2011). Promotion of sustainability in postgraduate education in the Asia Pacific region. International Journal of Sustainability in Higher Education, 12(3), 280-290. https://doi.org/10.1108/14676371111148063
Pfeffer, J., & Fong, C. T. (2004). The business school ‘business’: Some lessons from the US experience. Journal of Management Studies, 41(8), 1501-1520. https://doi.org/10.1111/j.1467-6486.2004.00484.x
Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44, 127-135. https://doi.org/10.1016/j.futures.2011.09.005
Scott, R. W. (2003). Organizations. Rational, Natural, and Open Systems. Harlow: Pearson Education.
Slager, R., Pouryousefi, S., Moon, J., & Schoolman, E. D. (2020). Sustainability centres and fit: how centres work to integrate sustainability within business schools. Journal of Business Ethics, 161, 375-391. https://doi.org/10.1007/s10551-018-3965-4
Stough, T., Ceulemans, K., Lambrechts, W., & Cappuyns, V. (2018). Assessing sustainability in higher education curricula: a critical reflection on validity issues. Journal of Cleaner Production, 172, 4456-4466. https://doi.org/10.1016/j.jclepro.2017.02.017
Sylvestre, P., McNeil, R., & Wright, T. (2013). From Talloires to Turin: A critical discourse analysis of declarations for sustainability in higher education. Sustainability, 5(4), 1356-1371. https://doi.org/10.3390/su5041356
THE (2019). Times Higher Education World University Ranking List – Business and Economics list. https://www.timeshighereducation.com/world-university-rankings/2019/subject-ranking/business-and-economics#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats
Trkman, P. (2019). Value proposition of business schools: More than meets the eye. The International Journal of Management Education, 17(3), 100310. https://doi.org/10.1016/j.ijme.2019.100310
Veblen, T. (1918). The higher learning in America. New York: B. W. Huebsch.
Verhulst, E., & Lambrechts, W., (2015). Fostering the incorporation of sustainable development in higher education. Lessons learned from a change management perspective. Journal of Cleaner Production, 106, 189- 204. https://doi.org/10.1016/j.jclepro.2014.09.049
Waas, T., Huge, J., Ceulemans, K., Lambrechts, W., Vandenabeele, J., Lozano, R., & Wright, T. (2012). Sustainable higher education: understanding and moving forward. Flemish Government – Environment, Nature and Energy Department, Brussels. https://ees.kuleuven.be/eng/klimos/toolkit/documents/396_sust_higher_educ.pdf
Wright, T. (2004). The evolution of sustainability declarations in higher education. In Corcoran, P. B. & Wals, A. E. J. (Eds.), Higher education and the challenge of sustainability (pp. 7-19). Dordrecht: Springer. https://doi.org/10.1007/0-306-48515-X_2
Yanez, G. A., Thumlert, K., de Castell, S., & Jenson, J. (2019). Pathways to sustainable futures: A “production pedagogy” model for STEM education. Futures, 108, 27-39. https://doi.org/10.1016/j.futures.2019.02.021
Downloads
Megjelent
Hogyan kell idézni
Folyóirat szám
Rovat
License
Copyright (c) 2023 Vezetéstudomány / Budapest Management Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors assign copyright to Vezetéstudomány / Budapest Management Review. Authors are responsible for permission to reproduce copyright material from other sources.
