The “Sustainable Development Goals (SDG) Teaching Map” …
491
(1) Learning for Sustainable Development
Knowledge transfer and awareness-raising on sustainability issues, in particular in
relation to sustainable economic transformation in the context of the SDGs. Learners
should be empowered to make responsible decisions and take into account sustainability aspects, regardless of their specific role or function within an organisation
(Weybrecht 2015).
(2) Learning for the Future of Work
Teaching professional “future skills” to learners that are becoming increasingly
important in times of growing uncertainty and rapid technological development,
such as creativity, adaptability and flexibility, as well as the ability to collaborate
(LinkedIn Talent Solutions 2019; World Economic Forum 2016).
The focus of the summer school is on the students’ empowerment to develop their
own points of view and to link taught content individually with their personal interests: ‘It is about moderating dynamic discussions and providing a space in which
each student can develop his or her own understanding of sustainable management’
(Kolb and Bungard 2018, p. 207). This is based on the understanding of sustainable
management theory at the CBS. It should also go hand in hand with a necessary
general cultural change in teaching, which does not focus exclusively on hard skills
but also includes the personal development and creative competence of the learners
(Schmidpeter and Kolb 2018). Learning should thus take place in a meaningful interplay between conventional and innovative formats (Lozano et al. 2019; Molthan-Hill
2017; Schmidpeter and Kolb 2018) as well as across locations, disciplines and results.
During the seven-day course, students will be encouraged to learn independently. For
this purpose, the role of the teaching staff is more oriented towards that of a moderator
or a learning companion (MacVaugh and Norton 2012; Warburton 2003) who injects
knowledge and impulses into the discussions and working formats. The learning
events will follow a “learn to do” approach and distinguish themselves from the
more traditional “learn to know” style (Hermens and Clarke 2009). Course content
should be based on real examples and collaboration projects (Leal Filho et al. 2019)
and clearly go beyond a classroom as usual experience.
The programme schedule is divided into the components “Knowledge, Mindset
& Action,” based on the “Head, Heart and Hands” approach by Sipos et al. (2008).
Ultimately, it aims to create a transformative mindset conveyed through interactive, creative and practical teaching and learning formats (action). The applied
pedagogical approaches thus promote the development of sustainability skills,
for example interdisciplinarity, uncertainty tolerance, critical analysis, systemic
thinking, empathy and communication skills (Lozano et al. 2019; Rieckmann 2018).
Some suitable methods to promote these skills, which are incorporated into the
summer school, include project- and problem-based learning, jigsaw teams, group
work, critical discussions, case studies in combination with site visits and networking,
as well as role play and reflection (Alden Rivers et al. 2015; Bass 2012; Leal
Filho et al. 2018; Lozano et al. 2019; Moratis et al. 2006; Remington-Doucette
and Musgrove 2015; Sipos et al. 2008).
491
(1) Learning for Sustainable Development
Knowledge transfer and awareness-raising on sustainability issues, in particular in
relation to sustainable economic transformation in the context of the SDGs. Learners
should be empowered to make responsible decisions and take into account sustainability aspects, regardless of their specific role or function within an organisation
(Weybrecht 2015).
(2) Learning for the Future of Work
Teaching professional “future skills” to learners that are becoming increasingly
important in times of growing uncertainty and rapid technological development,
such as creativity, adaptability and flexibility, as well as the ability to collaborate
(LinkedIn Talent Solutions 2019; World Economic Forum 2016).
The focus of the summer school is on the students’ empowerment to develop their
own points of view and to link taught content individually with their personal interests: ‘It is about moderating dynamic discussions and providing a space in which
each student can develop his or her own understanding of sustainable management’
(Kolb and Bungard 2018, p. 207). This is based on the understanding of sustainable
management theory at the CBS. It should also go hand in hand with a necessary
general cultural change in teaching, which does not focus exclusively on hard skills
but also includes the personal development and creative competence of the learners
(Schmidpeter and Kolb 2018). Learning should thus take place in a meaningful interplay between conventional and innovative formats (Lozano et al. 2019; Molthan-Hill
2017; Schmidpeter and Kolb 2018) as well as across locations, disciplines and results.
During the seven-day course, students will be encouraged to learn independently. For
this purpose, the role of the teaching staff is more oriented towards that of a moderator
or a learning companion (MacVaugh and Norton 2012; Warburton 2003) who injects
knowledge and impulses into the discussions and working formats. The learning
events will follow a “learn to do” approach and distinguish themselves from the
more traditional “learn to know” style (Hermens and Clarke 2009). Course content
should be based on real examples and collaboration projects (Leal Filho et al. 2019)
and clearly go beyond a classroom as usual experience.
The programme schedule is divided into the components “Knowledge, Mindset
& Action,” based on the “Head, Heart and Hands” approach by Sipos et al. (2008).
Ultimately, it aims to create a transformative mindset conveyed through interactive, creative and practical teaching and learning formats (action). The applied
pedagogical approaches thus promote the development of sustainability skills,
for example interdisciplinarity, uncertainty tolerance, critical analysis, systemic
thinking, empathy and communication skills (Lozano et al. 2019; Rieckmann 2018).
Some suitable methods to promote these skills, which are incorporated into the
summer school, include project- and problem-based learning, jigsaw teams, group
work, critical discussions, case studies in combination with site visits and networking,
as well as role play and reflection (Alden Rivers et al. 2015; Bass 2012; Leal
Filho et al. 2018; Lozano et al. 2019; Moratis et al. 2006; Remington-Doucette
and Musgrove 2015; Sipos et al. 2008).