The “Sustainable Development Goals (SDG) Teaching Map” …
495
and fairs, and by faculty and administrative staff at the university, e.g. as part of a
company outing or faculty days. When designing new events or programmes at the
university, the Escape Room can always be considered in the planning process.
Technological Transformation Aspect within the Curriculum: With the Sustainability Escape Room, the ISSUE project is realising an innovative new format that
transcends the usual classroom or site visit experience. By leveraging new technological possibilities and creating a gamified physical emersion experience for the
learner, it perfectly displays the exploration of new learning and teaching potentials.
4 Conclusion
The main challenges that come with the innovation and reformation of university
teaching will hardly be met by individual universities alone. Even though they can act
as pilots and best-practice examples, the development of new teaching and learning
methods discussed above is time-consuming and resource-intensive. This is why
cooperation projects such as ISSUE, or networks such as Principles for Responsible
Management Education (PRME) or the European School of Sustainability Science
and Research (ESSSR), which serve as a platform and jointly test and implement
new formats, are necessary. It is necessary for universities not only to cooperate, but
also to build bridges to companies and politics, in order to successfully implement
the United Nation’s Agenda 2030. Second, in order to respond to the call for a “True
University Responsibility” (Schneidewind 2014), the adoption of a more holistic
perspective that goes beyond the triple bottom line logic of sustainability is of vital
importance (Dyllick and Muff 2016; Muff et al. 2017; Schneidewind and Rehm
2019). According to the “Future Art” model approach, however, this sustainability
can only be achieved if the cultural aspects of our current economic system (and all
its respective players) change as well (Schneidewind 2019). Additionally, continuous
monitoring of the alignment of course content and SDGs needs to be ensured. A key
factor in achieving this would be a bottom-up approach to take care of the inclusion
and willingness of lecturers to tackle and address proactively the SDGs in their course
content and set-up.
Other universities can easily make use of this SDG Teaching Map and identify
respective strengths and weaknesses throughout their curriculum. However, there
needs to be more exchange regarding best practices in the field of higher education
teaching that are targeted at improving RME. In regards to the way forward, using
the SDGs for restructuring and improving the curriculum at CBS International Business School has provided a starting point to contribute to the Agenda 2030 through
advancing higher education as the ultimate goal. Furthermore, the missing targets not
covered in the curricula need to be addressed by CBS alone or in collaboration with
other institutions. Additionally, it would be beneficial to use quantifiable indicators
and goals that measure our advancements in addressing the SDGs and the change
we can provoke in students’ mindsets.
495
and fairs, and by faculty and administrative staff at the university, e.g. as part of a
company outing or faculty days. When designing new events or programmes at the
university, the Escape Room can always be considered in the planning process.
Technological Transformation Aspect within the Curriculum: With the Sustainability Escape Room, the ISSUE project is realising an innovative new format that
transcends the usual classroom or site visit experience. By leveraging new technological possibilities and creating a gamified physical emersion experience for the
learner, it perfectly displays the exploration of new learning and teaching potentials.
4 Conclusion
The main challenges that come with the innovation and reformation of university
teaching will hardly be met by individual universities alone. Even though they can act
as pilots and best-practice examples, the development of new teaching and learning
methods discussed above is time-consuming and resource-intensive. This is why
cooperation projects such as ISSUE, or networks such as Principles for Responsible
Management Education (PRME) or the European School of Sustainability Science
and Research (ESSSR), which serve as a platform and jointly test and implement
new formats, are necessary. It is necessary for universities not only to cooperate, but
also to build bridges to companies and politics, in order to successfully implement
the United Nation’s Agenda 2030. Second, in order to respond to the call for a “True
University Responsibility” (Schneidewind 2014), the adoption of a more holistic
perspective that goes beyond the triple bottom line logic of sustainability is of vital
importance (Dyllick and Muff 2016; Muff et al. 2017; Schneidewind and Rehm
2019). According to the “Future Art” model approach, however, this sustainability
can only be achieved if the cultural aspects of our current economic system (and all
its respective players) change as well (Schneidewind 2019). Additionally, continuous
monitoring of the alignment of course content and SDGs needs to be ensured. A key
factor in achieving this would be a bottom-up approach to take care of the inclusion
and willingness of lecturers to tackle and address proactively the SDGs in their course
content and set-up.
Other universities can easily make use of this SDG Teaching Map and identify
respective strengths and weaknesses throughout their curriculum. However, there
needs to be more exchange regarding best practices in the field of higher education
teaching that are targeted at improving RME. In regards to the way forward, using
the SDGs for restructuring and improving the curriculum at CBS International Business School has provided a starting point to contribute to the Agenda 2030 through
advancing higher education as the ultimate goal. Furthermore, the missing targets not
covered in the curricula need to be addressed by CBS alone or in collaboration with
other institutions. Additionally, it would be beneficial to use quantifiable indicators
and goals that measure our advancements in addressing the SDGs and the change
we can provoke in students’ mindsets.