The development of rationality pro-sustainability in Business Administration teaching: experiences assessment in the light of critical reflection theories and transformative learning

• Grant number: 16/00021-6
• Support Opportunities: Regular Research Grants
• Start date: August 01, 2016
• End date: July 31, 2018
• Field of knowledge: Applied Social Sciences - Administration - Business Administration
• Principal Investigator: Janette Brunstein
• Grantee: Janette Brunstein
• Host Institution: Centro de Ciências Sociais e Aplicadas (CCSA). Universidade Presbiteriana Mackenzie (UPM). Instituto Presbiteriano Mackenzie. São Paulo , SP, Brazil
• Associated researchers: Denise Pereira Curi ; Luiz Carlos Jacob Perera ; Marta Fabiano Sambiase ; Roberto Borges Kerr

Abstract

If, on the one hand, sustainability teaching-learning experiences in Business Administration courses are being spread (Annandale & Morrison-Saunders, 2004; Brunnquell, Brunstein, & Jaime, 2015; Collins & Kearins, 2007; Jones, Selby, & Sterling, 2010; Svoboda & Whalen, 2004; Springett, 2005), on the other hand, little is know about its effectiveness from the students' learning viewpoint. Thus, this research intends to fulfill this gap. One proposes to describe and analyse the results of a pedagogical trial set on the students' learning considering presuppositions of critical reflection (CR) and transformative learning (TL) (Mezirow, 2010; Sterling, 2011). Therefore, the option was to follow and analyse disciplines of financial areas, strategies and entrepreneurship of a São Paulo's city business school that has, at the last years, been adapting its contents, on theorical as well as on metodological terms, having in mind sustainability presuppositions. The intention is to carry out a blended research, in two phases, with the purpose of measuring quantitatively, and assessing qualitatively, the critical reflection and transformative learning levels achieved in this trials. To this end, one will take as basis the works of Kember et al. (2000, 2008), Cranton (2010) and King (2009). The results meant to show three contributions: Methodological, when creating an assessing tool to measure CR and TL orientated for a sustainability in Business Administration courses which can be replicated and adapted in different teaching institutions; b) practice, when describing the implications of referred pedagogical trials in the teaching-learning process of sustainability, which can serve as inspiration to other university lecturers and other disciplines; c) theorical, when putting into debate the meaning of CR and TL orientated for sustainability in Business Administration courses, starting from an empirical study. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

BRUNSTEIN, JANETTE; SAMBIASE, MARTA FABIANO; BRUNNQUELL, CLAUDINE. An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality. SUSTAINABILITY, v. 10, n. 6, JUN 2018. (16/00021-6)

BRUNSTEIN, JANETTE; SAMBIASE, MARTA FABIANO; KERR, ROBERTO BORGES; BRUNNQUELL, CLAUDINE; PERERA, LUIZ CARLOS JACOB. Sustainability in finance teaching: evaluating levels of reflection and transformative learning. SOCIAL RESPONSIBILITY JOURNAL, v. 16, n. 2, p. 19-pg., 2019-01-17. (16/00021-6)