Problem-posing in management classrooms for collective sustainability transformation

dc.contributor.authorBrunstein J.
dc.contributor.authorWalvoord M.E.
dc.contributor.authorCunliff E.
dc.date.accessioned2024-03-12T19:21:18Z
dc.date.available2024-03-12T19:21:18Z
dc.date.issued2021
dc.description.abstract© 2020, Emerald Publishing Limited.Purpose: The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach: A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings: Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications: This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications: The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value: There is limited research and analysis of the identification and implications of using PP pedagogy.
dc.description.firstpage477
dc.description.issuenumber3
dc.description.lastpage496
dc.description.volume22
dc.identifier.doi10.1108/IJSHE-05-2020-0141
dc.identifier.issn1467-6370
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/34703
dc.relation.ispartofInternational Journal of Sustainability in Higher Education
dc.rightsAcesso Restrito
dc.subject.otherlanguageManagement education
dc.subject.otherlanguageProblem-posing
dc.subject.otherlanguageProblem-solving
dc.subject.otherlanguageSustainability
dc.subject.otherlanguageTeaching case studies
dc.subject.otherlanguageTransformative learning
dc.titleProblem-posing in management classrooms for collective sustainability transformation
dc.typeArtigo
local.scopus.citations9
local.scopus.eid2-s2.0-85101079980
local.scopus.updated2024-12-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85101079980&origin=inward
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