impact of sustainability outcomes on student learning

8/13/2019 Impact of Sustainability Outcomes on Student Learning

1/17

The Impact of Sustainability

Curriculum on Student Outcomes

Dr. Leo Wong


2/17

Background

The increased importance business is paying to CSR and sustainability, and how

students are demanding their employers to be more sustainable.

High public awareness of corporate fraud and unethical behaviour.


3/17

According to a survey by Cone Inc. (Feb. 2008), of 1080 adults, how many said they were concernedabout the environmental impact of their consumption and that they were changing theirbuying habits to lessen the impact?

a. 5%

b. 22%

c. 59%

d. 78%

Answer:

C - 59%


4/17

According to a study by Cone Inc (2004), 67% of employees would do this, if they found out theyworked for an unethical company:

a. quit

b. be less loyal to their jobs

c. tell their friends about itd. justify it as part of doing business

Answer:

Bbe less loyal to their jobs


5/17

A 2003 study from Stanford University found that MBA graduates would sacrifice an average of howmuch in annual salary to work for a socially responsible company?

Answer:

$13,700


6/17

Background

United Nations Principles for Responsible Management Education (PRME) and

how business schools are adopting sustainability education.

- 476 schools worldwide

- 16 in Canada

- MacEwan University to host 1stPRME Canada regional meeting June 11/12


7/17

Background

Different approaches:

- Business ethics vs sustainability

- Integrate vs Separate Debate

Sustainability defined as meeting the needs of the present without compromising

the ability of future generations to meet their own needs.

- Brundtland Commission, 1987

Assumes a triple bottom line approach (economic, social and environmental

outcomes)


8/17

PRME Video Competition


9/17

Background

The role of sustainability education at an introductory business course vs senior-

level courses.

- Most sustainability courses are offered as electives, at a senior level

- Cornerstone vs Survey Course

- Cornerstone + Capstone link

Challenges:

- No textbook available

- Managing change among multiple instructors across multiple sections (~30

sections/year)- Poorly evaluated course historically due to survey approach and scheduling

inconsistencies


10/17

Research Purpose

Education influences peoples values and social consciousness

(Rowe, 2002).

Education provides knowledge and skill sets, which can lead to

social change.

The impact of sustainability curriculum on learning outcomesand

sustainability behaviours in particular, over a multi-year period.

Provide benchmarks to measure impact of business curriculum on

sustainable behaviours.


11/17

Research Design

Pre- and post-semester surveys

3 year period

Learning Outcomes:

- understanding course concepts- solving economic/social/environmental problems

Sustainability Behaviours:

- community involvement

- other behaviours (i.e., recycling, saving energy, etc.)


12/17

Research Design

Winter 2012No changes to curriculum

Fall 2012Changes to curriculum include:

- introducing a community service learning (CSL) campaign

- Student Food Bank- supplementing sustainability after each chapter in-class

- scaling down on usage of 650+ page textbook

Fall 2013Planned changes:

- new textbook (custom publication)- embedding sustainability into each chapter

- improving on CSL campaign

- Speaker Series

- scaling down group project to move away from survey

approach


13/17

Preliminary Results

Time Periods:

Post Winter 2012 / Pre Fall 2012 / Post Fall 2012

Variables:

Familiarity with course concepts (ex. management, marketing, etc)

Interest with course conceptsFamiliarity with sustainability concepts

Interest with sustainability concepts

Confidence with problem solvingecon, soc + env

Community involvement

Interest with CSL

Sustainable behavioursfuture

Likert Scale used in all cases (1not very 4 neutral 7 very)


14/17

Preliminary Results

Pre F12 Post F12

N 394 267

Familiarity - course concepts 3.71 4.94 sig.

Interest - course concepts 5.29 5.31 not sig.

Familiarity - sustainability concepts 3.93 5.03 sig.

Interest - sustainability concepts 5.24 5.22 not sig.

Confidence problem solving - economic 4.81 5.29 sig.

Confidence problem solving - social + environmental 4.54 5.24 sig

Community involvement 3.74 4.17 sig

Interest with CSL 4.51 4.50 not sig.

Sustainable behaviours - future 5.04 5.00 not sig.


15/17

Preliminary Results

Post W12 Post F12

N 144 267

Familiarity - course concepts 4.39 4.94 sig.

Interest - course concepts 4.93 5.31 mar. sig.

Familiarity - sustainability concepts 3.92 5.03 sig.

Interest - sustainability concepts 4.76 5.22 mar. sig.

Confidence problem solving - economic 5.03 5.29 sig.

Confidence problem solving - social + environmental 4.63 5.24 sig


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Potential Conclusions

It is difficult to influence sustainable behaviours and interest in

community service learning

Embedding sustainability and other changes have improved

familiarity/interest in course concepts, as well as confidence insolving economic, social and environmental problems

Other Results

Student Food Bank project raised nearly 10,000 pounds of food inone semester, doubling the Student Food Banks annual demand

for food


17/17

Any Questions?

Contact me at:

Leo Wong

Assistant Professor of Marketing

[email protected]

impact of sustainability outcomes on student learning

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