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K. Emblen-Perry
as they promote active learning amongst participants, which provides an opportunity
to transform sustainability thinking (Bardati 2006; Ferreira et al. 2006).
The authors’ experience of audits as an ISO Auditor and Auditor Trainer suggests
the process of undertaking a sustainability audit of the campus and reflecting on the
findings to recommend strategic improvements can provide an innovative approach to
business sustainability for business management students. This LTA approach delivers students’ preferences for active learning (Oblinger and Oblinger 2005) in a real
world setting (Wiek et al. 2014) that can engage students in sustainability knowledge
and skills and softer employment skills demanded by businesses (Docherty 2014).
The author defines ABL as ‘learning achieved through preparing and undertaking
an audit and reflecting on its outcomes’. The audit project is both an outcome and a
process of learning (Corcoran and Wals 2004) through which students recognise and
take ownership of their learning needs, which Savery and Duffy (1995) recognise as
a critical component of learning. The sustainability audit also reflects the complexity
of the environment student will progress into after graduation.
ABL combines three learning styles that can generate positive learning outcomes
and stimulate students to be active learners rather than simply consumers of knowledge (Juarez-Najera et al. 2006). Firstly, ‘learning by doing’, which can generate
student engagement (Dewey 1916; Drayson 2014); the most important issue currently facing the HE sector (Leach 2016). Secondly, project-based learning, which
can equip students with softer employment skills such as collaboration, negotiation
and influencing and transferable academic skills such as enquiry, problem solving
and critical analysis. Thirdly, active learning in a real world setting which can help
students find their place in the world by doing what they learn (Bardati 2006). Crosthwaite et al. (2006) consider the development of generic and transferable employability
skills is more likely when students engage with realistic and relevant experiences in
contexts that they find meaningful.
Within ABL, students are exposed to wider issues, which they explore in a real
world context, than would be encountered through passive learning in the classroom.
Knowledge gained in this environment is retained for longer than knowledge gained
in passive learning experiences (Gardiner and D’Andrea 1998). Beckett and Murray
(2000) argue that audits offer valuable double loop learning as they expose learners
to a variety of possible future scenarios through a critical evaluation of their own
decisions.
As an approach to students’ preferred active, project-based learning (Oblinger and
Oblinger 2005; Wiek et al. 2014), ABL can support student engagement, develop
employment skills demanded by employers and provide students with the opportunity
to generate sustainability knowledge and skills and apply them to real life, which
stimulates self-directed deeper learning (Moalosi et al. 2012) and promotes advocacy
for sustainable futures.
K. Emblen-Perry
as they promote active learning amongst participants, which provides an opportunity
to transform sustainability thinking (Bardati 2006; Ferreira et al. 2006).
The authors’ experience of audits as an ISO Auditor and Auditor Trainer suggests
the process of undertaking a sustainability audit of the campus and reflecting on the
findings to recommend strategic improvements can provide an innovative approach to
business sustainability for business management students. This LTA approach delivers students’ preferences for active learning (Oblinger and Oblinger 2005) in a real
world setting (Wiek et al. 2014) that can engage students in sustainability knowledge
and skills and softer employment skills demanded by businesses (Docherty 2014).
The author defines ABL as ‘learning achieved through preparing and undertaking
an audit and reflecting on its outcomes’. The audit project is both an outcome and a
process of learning (Corcoran and Wals 2004) through which students recognise and
take ownership of their learning needs, which Savery and Duffy (1995) recognise as
a critical component of learning. The sustainability audit also reflects the complexity
of the environment student will progress into after graduation.
ABL combines three learning styles that can generate positive learning outcomes
and stimulate students to be active learners rather than simply consumers of knowledge (Juarez-Najera et al. 2006). Firstly, ‘learning by doing’, which can generate
student engagement (Dewey 1916; Drayson 2014); the most important issue currently facing the HE sector (Leach 2016). Secondly, project-based learning, which
can equip students with softer employment skills such as collaboration, negotiation
and influencing and transferable academic skills such as enquiry, problem solving
and critical analysis. Thirdly, active learning in a real world setting which can help
students find their place in the world by doing what they learn (Bardati 2006). Crosthwaite et al. (2006) consider the development of generic and transferable employability
skills is more likely when students engage with realistic and relevant experiences in
contexts that they find meaningful.
Within ABL, students are exposed to wider issues, which they explore in a real
world context, than would be encountered through passive learning in the classroom.
Knowledge gained in this environment is retained for longer than knowledge gained
in passive learning experiences (Gardiner and D’Andrea 1998). Beckett and Murray
(2000) argue that audits offer valuable double loop learning as they expose learners
to a variety of possible future scenarios through a critical evaluation of their own
decisions.
As an approach to students’ preferred active, project-based learning (Oblinger and
Oblinger 2005; Wiek et al. 2014), ABL can support student engagement, develop
employment skills demanded by employers and provide students with the opportunity
to generate sustainability knowledge and skills and apply them to real life, which
stimulates self-directed deeper learning (Moalosi et al. 2012) and promotes advocacy
for sustainable futures.