Graduate Competencies and Disposition for Sustainable Development: the Nexus of Curriculum And Pedagogy in Business Education
Purpose The aim of this research is to advance our understanding of the interplay between business education the business education curriculum and pedagogy in developing graduate competencies for sustainable development. Scope There is growing scholarly interest and debate on what kinds of sustainabilityfocused competencies and graduate attributes business students should develop during the course of their study. The literature appears to have converged on a set of five competencies, which are systems thinking, futures thinking, values thinking, strategic thinking and collaboration. Despite the growing emphasis on the sustainability-related competencies for business graduates, there is limited consideration in the literature on the alignment of the business curriculum, pedagogy and overall course design as antecedents to fostering these competencies. Methodology In this study, an ethnographic case methodology is used to examine the design and delivery of an undergraduate compulsory business subject in sustainability at the La Trobe Business School in Melbourne, Australia.
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