Designing a Sustainability-Driven Entrepreneurship Curriculum as a Social Learning Process : A Case Study from an International Knowledge Alliance Project

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00101996" target="_blank" >RIV/00216224:14230/18:00101996 - isvavai.cz</a>

Result on the web

<a href="http://www.sciencedirect.com/science/article/pii/S0959652617309769" target="_blank" >http://www.sciencedirect.com/science/article/pii/S0959652617309769</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jclepro.2017.05.051" target="_blank" >10.1016/j.jclepro.2017.05.051</a>

Result language

angličtina

Original language name

Designing a Sustainability-Driven Entrepreneurship Curriculum as a Social Learning Process : A Case Study from an International Knowledge Alliance Project

Original language description

Integrating Education for Sustainable Development (ESD) in higher education curricula requires innovative ideas and approaches how to combine educational, sustainability and disciplinary knowledge, skills, experiences, and motivations. Curriculum developers are challenged to be open to new concepts in their discipline regarding what should be taught and how it can be taught to facilitate learning processes to prepare students for shaping a sustainable future. The European project ‘Competencies for A Sustainable socio-Economic development’ (CASE) follows a participatory, inter- and transdisciplinary approach to design a Master’s program on sustainability-driven entrepreneurship. This study presents an analysis of the social learning process that has taken place in the interdisciplinary, intercultural CASE team during the participatory development process of the new Master’s program. The methodological design of the study is based on qualitative, participative evaluation research. The process of learning is discussed based on how the group reflected on and developed their “action theories” on how to design a supportive learning environment in which a Master’s program with innovative scopes and goals can be created. The findings highlight the importance of sharing and processing the experiences, mental models and interpretations concerning concepts, ideas, perspectives and new input within the group. This seems crucial for developing the capacity of the group to bring together diverse knowledge and perspectives for innovative, feasible solutions and ideas as well as to cooperate and collaborate effectively as a team. The implications of a culture of dialogue, participation and learning in diverse teams as important principles for developing innovative ESD-based curricula in different disciplines are discussed. It is emphasized that not only students, but also curriculum developers have to acquire the corresponding ESD-related competencies.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50300 - Education

Project

—

Continuities

R - Projekt Ramcoveho programu EK

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Cleaner Production

ISSN

0959-6526

e-ISSN

1879-1786

Volume of the periodical

172

Issue of the periodical within the volume

January

Country of publishing house

GB - UNITED KINGDOM

Number of pages

10

Pages from-to

4357-4366

UT code for WoS article

000423002500119

EID of the result in the Scopus database

2-s2.0-85038816177