Transformative Learning for Sustainability in a Business School Through the Analysis of Students’ Critical Reflection

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dc.contributor.authorBrunstein J.
dc.contributor.authorSambiase M.F.
dc.contributor.authorBrunnquell C.
dc.contributor.authorCuri D.P.
dc.contributor.authorSantos C.J.
dc.date.accessioned2024-12-01T06:14:42Z
dc.date.available2024-12-01T06:14:42Z
dc.date.issued2023
dc.description.abstract© Springer Nature Switzerland AG 2023.The chapter presents the results of a pedagogical experience conducted in a business school located in Brazil between 2015 and 2017. The curriculum applied in five courses in the business administration program – strategic sustainability management, social entrepreneurship, financial market, valuation of variable income assets, and financial management – aimed at transforming students’ rationality toward sustainability through critical reflection. We conducted an exploratory design-based quantitative-qualitative research. The levels of reflection of the participants were assessed via analysis of a survey distributed at the end of the courses. The experiences of the participants were indicated by their responses to open-ended questions. The quantitative results indicated few differences in the levels of reflection among the disciplines analyzed, while the students’ written reports indicated greater adherence and openness to the idea of transformation. The analyses indicated significant concordance with reflection and critical reflection statements. When analyzing the students’ reports, three macro-categories were identified as the following transformation dimensions: (a) conception transformation, (b) feeling transformation, and (c) behavior transformation; however, the less promising aspects should also be noted. The data expressed variation in students throughout the business administration program. Nonetheless, that sustainability discussion occurred in five courses in the same program ensured enough recurrence to help in the process of adherence to new beliefs – hence the importance of more disciplines incorporating sustainability when it comes to nurturing a paradigmatic change like that demanded by management teaching. This presupposes strengthening pedagogical strategies directed at critical reflection and transformative learning.
dc.description.firstpage1417
dc.description.lastpage1458
dc.identifier.doi10.1007/978-3-319-17461-7_158
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/39811
dc.relation.ispartofLearning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy
dc.rightsAcesso Restrito
dc.subject.otherlanguageBusiness curriculum
dc.subject.otherlanguageLevels of reflection
dc.subject.otherlanguageManagement education
dc.subject.otherlanguageSustainability
dc.subject.otherlanguageTransformative learning
dc.titleTransformative Learning for Sustainability in a Business School Through the Analysis of Students’ Critical Reflection
dc.typeCapítulo de livro
local.scopus.citations0
local.scopus.eid2-s2.0-85208301464
local.scopus.updated2025-04-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85208301464&origin=inward
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