Auditing the University: Promoting Business Education …
319
9 Conclusion
The study presented here contributes to the debate into effective LTA approaches to
EfS and to the delivery of students’ preferences for active, collaborative experiential
learning and extends the body of knowledge on the value of audit-based learning for
EfS.
Overall, the research findings presented and evaluated through the 21st Century
Learning Framework suggest ABL can provide a challenging task in a cognitively
demanding, real world environment that engages students with EfS and develops
sustainability literacy and employment skills. The use of ABL within the business
sustainability module appears to have produced a new learning culture that can promote and deliver sustainable futures and contribute to the closure of sustainability
and cognitive skills gaps. Students’ reflections on the module and their audit experience highlight ABL’s ability to engage students in new ways of learning and thinking
and empower them to take responsibility for identifying their learning needs.
References
Adomssent M, Fischer D, Godemann J, Herzig C, Otte I, Rieckmann M, Timm J (2014) Emerging
areas in research on higher education for sustainable development—management education,
sustainable consumption and perspectives from central and Eastern Europe. J Clean Prod 62:1–7
Alshuwaikhat H, Abubakar I (2008) An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J Clean Prod
16:1777–1785
Argyris C (1982) Reasoning, learning, and action: individual and organizational. Jossey-Bass, San
Francisco
Bardati D (2006) The integrative role of the campus environmental audit: experiences at Bishop’s
University, Canada. Int J Sustain High Educ 7(1):57–68
Beckett R, Murray P (2000) Learning by auditing: a knowledge creating approach. TQM Mag
12(2):125–136
Benn S, Dunphy D (2009) Action research as an approach to integrating sustainability into MBA
programs: an exploratory study. J Manage Educ 33(3):276–295
Bertrand JT, Brown JE, Ward VM (1992) Techniques for analysing focus group data. Eval Rev
16:198–209
Buck Institute for Education (2017). Why project based learning (PBL)? Buck Institute for Education, Novato. Retrieved from https://www.bie.org/about/why_pbl
Burgess J (2006) Blogging to learn, learning to blog. In: Bruns A, Jacobs J (eds) Use of blogs. Peter
Lang Publisher, New York
Chalkley B (2006) Education for sustainable development: continuation. J Geogr High Educ
30(2):235–236
Clark G, Whitelegg J (1998) Maximising the benefits from work-based learning: the effectiveness
of environmental audits. J Geogr Hig Educ 22(3):325–334
Conole G, Alevizou P (2010) A literature review of the use of Web 2.0 tools in higher education.
Higher Education Academy, York. Retrieved from http://www.heacademy.ac.uk/
Corcoran P, Wals A (2004) Higher education and the challenge of sustainability: problematics,
promise, and practice. Kluwer Academic Publishers, Boston
319
9 Conclusion
The study presented here contributes to the debate into effective LTA approaches to
EfS and to the delivery of students’ preferences for active, collaborative experiential
learning and extends the body of knowledge on the value of audit-based learning for
EfS.
Overall, the research findings presented and evaluated through the 21st Century
Learning Framework suggest ABL can provide a challenging task in a cognitively
demanding, real world environment that engages students with EfS and develops
sustainability literacy and employment skills. The use of ABL within the business
sustainability module appears to have produced a new learning culture that can promote and deliver sustainable futures and contribute to the closure of sustainability
and cognitive skills gaps. Students’ reflections on the module and their audit experience highlight ABL’s ability to engage students in new ways of learning and thinking
and empower them to take responsibility for identifying their learning needs.
References
Adomssent M, Fischer D, Godemann J, Herzig C, Otte I, Rieckmann M, Timm J (2014) Emerging
areas in research on higher education for sustainable development—management education,
sustainable consumption and perspectives from central and Eastern Europe. J Clean Prod 62:1–7
Alshuwaikhat H, Abubakar I (2008) An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J Clean Prod
16:1777–1785
Argyris C (1982) Reasoning, learning, and action: individual and organizational. Jossey-Bass, San
Francisco
Bardati D (2006) The integrative role of the campus environmental audit: experiences at Bishop’s
University, Canada. Int J Sustain High Educ 7(1):57–68
Beckett R, Murray P (2000) Learning by auditing: a knowledge creating approach. TQM Mag
12(2):125–136
Benn S, Dunphy D (2009) Action research as an approach to integrating sustainability into MBA
programs: an exploratory study. J Manage Educ 33(3):276–295
Bertrand JT, Brown JE, Ward VM (1992) Techniques for analysing focus group data. Eval Rev
16:198–209
Buck Institute for Education (2017). Why project based learning (PBL)? Buck Institute for Education, Novato. Retrieved from https://www.bie.org/about/why_pbl
Burgess J (2006) Blogging to learn, learning to blog. In: Bruns A, Jacobs J (eds) Use of blogs. Peter
Lang Publisher, New York
Chalkley B (2006) Education for sustainable development: continuation. J Geogr High Educ
30(2):235–236
Clark G, Whitelegg J (1998) Maximising the benefits from work-based learning: the effectiveness
of environmental audits. J Geogr Hig Educ 22(3):325–334
Conole G, Alevizou P (2010) A literature review of the use of Web 2.0 tools in higher education.
Higher Education Academy, York. Retrieved from http://www.heacademy.ac.uk/
Corcoran P, Wals A (2004) Higher education and the challenge of sustainability: problematics,
promise, and practice. Kluwer Academic Publishers, Boston