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K. Emblen-Perry
1 Introduction
Over the last 20 years governments, organisations and the public have increasingly
recognised that Higher Education (HE) should provide key players in shaping a sustainable future (Disterheft et al. 2015; Figuero and Raufflett 2015). It has long been
held that universities’ most valuable contribution to support this future proofing is to
develop students with appropriate knowledge and skills (Chalkley 2006; Rieckmann
2011; Quality Assurance Agency for Higher Education 2014). This can develop sustainability advocacy and feed forward to graduates’ future workplaces, thus making a
difference from within and contributing to the delivery of Sustainable Development
Goals (SDG) 4 and 12. Universities form the link between knowledge generation
and knowledge transfer by educating future business managers and decision makers
(UNESCO 2011) so such that universities are increasingly focusing on developing
graduates who are employable (Leal Filho et al. 2016).
Whilst the potential for HE to contribute to addressing global sustainability challenges through education, learning and teaching and research is well recognised
(Rieckmann 2011; Sterling et al. 2013; HEFCE 2013; Higher Education Academy
2015) Education for Sustainability (EfS) has lagged behind the sustainability interests of business and change agents (Benn and Dunphy 2009). A sustainability skills
gap now exists (Edie 2015; Laurinkari and Tarvainen 2017) with business management curricula not adequately preparing students to deal with sustainability issues
(Waddock 2007). Sadler (2016) considers this has also resulted in a gap in students’
higher order cognitive skills. To overcome these gaps, practical tools are required to
equip students with the sustainability business knowledge and skills demanded by
organisations and provide employment-ready graduates.
However, educators fail to agree on how to integrate sustainability into management education or where it should fit into the curriculum (Figuero and Raufflett
2015). The author believes that waiting for a consensus before introducing business
sustainability learning, teaching and assessment (LTA) into EfS will not adequately
equip current University of Worcester Business School students with the appropriate
knowledge and skills to act as change agents in the quest for sustainable business
futures. Consequently, an innovative approach to EfS has been introduced to engage
business management students in sustainability learning and the development of
employment skills: Auditing the university.
This paper presents a practical example of a module designed to engage second
year business management students in EfS through audit-based learning (ABL). It
introduces the innovative Business Sustainability module in which the LTA strategy
focuses on a campus sustainability audit and explores the value of ABL for delivering
effective, successful EfS. Students’ reflections on participating in audit-based LTA
are examined and the research findings mapped against the Framework for 21st
Century Learning (Partnership for 21st Century Skills 2007) to establish the ability of
ABL to develop students’ sustainability knowledge and skills and employment skills
that are required to develop sustainability advocates, promote sustainable futures and
deliver employment ready graduates.
K. Emblen-Perry
1 Introduction
Over the last 20 years governments, organisations and the public have increasingly
recognised that Higher Education (HE) should provide key players in shaping a sustainable future (Disterheft et al. 2015; Figuero and Raufflett 2015). It has long been
held that universities’ most valuable contribution to support this future proofing is to
develop students with appropriate knowledge and skills (Chalkley 2006; Rieckmann
2011; Quality Assurance Agency for Higher Education 2014). This can develop sustainability advocacy and feed forward to graduates’ future workplaces, thus making a
difference from within and contributing to the delivery of Sustainable Development
Goals (SDG) 4 and 12. Universities form the link between knowledge generation
and knowledge transfer by educating future business managers and decision makers
(UNESCO 2011) so such that universities are increasingly focusing on developing
graduates who are employable (Leal Filho et al. 2016).
Whilst the potential for HE to contribute to addressing global sustainability challenges through education, learning and teaching and research is well recognised
(Rieckmann 2011; Sterling et al. 2013; HEFCE 2013; Higher Education Academy
2015) Education for Sustainability (EfS) has lagged behind the sustainability interests of business and change agents (Benn and Dunphy 2009). A sustainability skills
gap now exists (Edie 2015; Laurinkari and Tarvainen 2017) with business management curricula not adequately preparing students to deal with sustainability issues
(Waddock 2007). Sadler (2016) considers this has also resulted in a gap in students’
higher order cognitive skills. To overcome these gaps, practical tools are required to
equip students with the sustainability business knowledge and skills demanded by
organisations and provide employment-ready graduates.
However, educators fail to agree on how to integrate sustainability into management education or where it should fit into the curriculum (Figuero and Raufflett
2015). The author believes that waiting for a consensus before introducing business
sustainability learning, teaching and assessment (LTA) into EfS will not adequately
equip current University of Worcester Business School students with the appropriate
knowledge and skills to act as change agents in the quest for sustainable business
futures. Consequently, an innovative approach to EfS has been introduced to engage
business management students in sustainability learning and the development of
employment skills: Auditing the university.
This paper presents a practical example of a module designed to engage second
year business management students in EfS through audit-based learning (ABL). It
introduces the innovative Business Sustainability module in which the LTA strategy
focuses on a campus sustainability audit and explores the value of ABL for delivering
effective, successful EfS. Students’ reflections on participating in audit-based LTA
are examined and the research findings mapped against the Framework for 21st
Century Learning (Partnership for 21st Century Skills 2007) to establish the ability of
ABL to develop students’ sustainability knowledge and skills and employment skills
that are required to develop sustainability advocates, promote sustainable futures and
deliver employment ready graduates.