Critical reflection and transformative learning: The development of shared value rationality in the teaching of strategy for sustainability

Brunstein J.; Sambiase M.F.; de Novaes M.B.C.

Critical reflection and transformative learning: The development of shared value rationality in the teaching of strategy for sustainability

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Capítulo de livro

Date

2017

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Handbook of Sustainability in Management Education: In Search of a Multidisciplinary, Innovative and Integrated Approach

item.page.citationsscopus

1

Authors

Brunstein J.
Sambiase M.F.
de Novaes M.B.C.

Abstract

© Jorge A. Arevalo and Shelley F. Mitchell 2017. All rights reserved.In order to break with the dominant rationality in courses teaching business administration strategy, a São Paulo business school created, four years ago, a discipline entitled ‘Strategic Sustainability Management’ (SSM). This experience aims to discuss theories of strategy fostering a mindset in students capable of delivering rationality based on shared value generation. To this end, didactic-methodological resources were used. This research aims to describe and analyze the results of this pedagogic experiment on students’ learning about the rationality of shared value, considering the theoretical assumptions of critical reflection (CR) and transformative learning (TL). Thus, a qualitative method research was conducted. On the one hand, the pedagogical experience mobilized students, being the discipline which made the greatest gains in relation to the teaching-learning of shared value. The graduates were able to grasp new content and mainly absorb resources for reflection on business objectives and ways to reach them. On the other hand, the results reinforce the challenge of promoting a level of CR and TL in the context of a discipline, since few changes in assumptions were noted. The contributions presented are: (a) to adapt and introduce a proposal for a qualitative assessment of CR and TL for sustainability in business administration students that can be replicated and adapted to different educational institutions; (b) to describe the implications of this pedagogical experience in the teaching-learning of shared value rationality, which can serve as inspiration for other teachers and researchers in the area.