Lenses on the post-oil economy
Integrating entrepreneurship into sustainability education through problem-based learning
Bibliographic Data
| ID | 21600626 |
|---|---|
| Authors | Roberto Rivas Hermann (0000-0003-3970-5481, Nord University Business School, Nord University, Bodø, Norway, corresponding author), Marilia Bonzanini Bossle (0000-0002-2917-4202, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul), Marcelo Amaral (0000-0002-8607-3520, Institute for Human and Social Sciences, Federal Fluminense University, Volta Redonda, Brazil) |
| Year | 2022 |
| Volume | 30 |
| Issue | 3 |
| Pages | 480-506 |
| Publication date | 2022-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1823239 |
| OpenAlex | W3091970119 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education
Action research · Curriculum · Economic growth · Economics · Entrepreneurship · Formative assessment · Higher education · Management · Mathematics education · Pedagogy · Political science · Sociology · Sustainability · Adult and Continuing Education Topics · Problem and Project Based Learning · Psychology · Sustainability in Higher Education
The Coding Manual for Qualitative Researchers
Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
Declarations for sustainability in higher education
Sustainability in higher education in the context of the UN Desd
Learning Styles and Learning Spaces
Effects of problem-based learning
Identifying and overcoming obstacles to the implementation of sustainable development at universities
Integrating problem- and project-based learning into sustainability programs
Problem‐based learning
The Quintuple Helix innovation model
Learning apart and together
Degrowth and post-extractivism
Linking classroom learning and research to advance ideas about social-ecological resilience
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |