1 / 17

The UN Sustainable Development Goals, Entrepreneurship Education and Institutional Excellence.

Explore the integration of sustainability into entrepreneurship education to address global challenges and promote institutional excellence. Learn how education for sustainable development can enhance students' skills and values for a responsible society.

charron
Download Presentation

The UN Sustainable Development Goals, Entrepreneurship Education and Institutional Excellence.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The UN Sustainable Development Goals, Entrepreneurship Education and Institutional Excellence. Andreas Walmsley, Christopher Moon, Nikolaos Apostolopoulos University of Plymouth Middlesex University

  2. Houston, we have a problem… • The World Wildlife Fund (2018) estimates there has been a 60% fall in wildlife populations globally in just 40 years. • Global warming has increased by an estimated 1˚C above pre-industrial levels and is likely to reach 1.5°C between 2030 and 2052 if it continues to increase at the current rate (high confidence) (IPCC, 2018). • Plastic pollution is estimated at 18 billion pounds of plastic waste flow into the oceans from coastal regions annually, the equivalent of five grocery bags per square foot of coastline around the world (Parker, 2018).

  3. Social issues too…. OECD. (2017). Understanding the socio-economic divide in Europe. Retrieved from https://www.oecd.org/els/soc/cope-divide-europe-2017-background-report.pdf

  4. Subject excellence to include sustainability “By 2030 ensure that all learners acquire the knowledge and skills needed to promote sustainable development” “…allow a graduate to make a strong contribution to society, economy and the environment”

  5. Times Higher Education - developing new global ranking of HEIs on Sustainable Development Goals • Data will be collected from universities and Elsevier to produce an overall ranking of universities based on the best four or five SDGs per university. Individual rankings of the universities that are best achieving the initial 11 SDGs. • Implications for teaching, research and practice. https://www.timeshighereducation.com/news/developing-ranking-based-sustainable-development-goals

  6. Preliminary survey (n = 306 HEIs).

  7. “At best, we are guilty of having provided an environment where the Enrons and the Andersens of the world could take root and flourish. At worst, we are guilty of being active accomplices and co-conspirators in their shoddy and criminal behaviour” (Mitroff, 2004:185). “However, the manner and extent to which sustainability is offered as part of the curriculum differ, and a discussion of how to integrate sustainability into the business school curriculum has ensued (Snelson-Powell et al. 2016:706).

  8. Step in: Entrepreneurship Education… Higher Education Enterprise and Entrepreneurship Education is a significant part of the university landscape; its successful delivery is key to the overall success of the sector. (QAA, 2018:2) Business schools Entrepr. Programmes

  9. An EE framework for sustainability drawing on Ölander and Thøgersen (1995)’s AMO model

  10. The Will • ESD (education for sustainable development) is a pedagogical approach that can help staff assist graduates who wish to develop the skills, knowledge and experience to contribute to an environmentally and ethically responsible society, and pursue a career that reflects those values. (Advance HE, 2018) – Where’s the will? • QAA (2018) “…enable students to express…their value propositions…and should include ethical considerations”

  11. The Will • Whose values? • Criticality • Ends not just means (see Schön, 1991) • “Ethics is fundamentally about engaging students in arguments in order to clarify their values against the strongest "test" that can be arrayed” (Mitroff, 2004:187).

  12. The Will • Value freedom ('Value-free' here means facing reality with an open countenance, unprotected by the soothing certainties of tradition, Hennis et al. 1994:115) • Can education be value-free? • Probably not (by choosing what to include in curricula we express certain values; Soltis, 1968) • This does not mean we should provide students with only one lens through which to view the world… • Moral dilemmas and ethical decisions require a recognition of the dilemma (Lee, 2003)

  13. The How (ability) Education for sustainable development: Enterprise and Entrepreneurship Education has been shown to: have a positive influence on students’creativity, flexibility and the innovationprocess (QAA, 2018:3) • ESD “should emphasise creative thinking, innovationand the long-term perspective, particularly our responsibility towards future generations” (Council of the European Union, 2010:4)

  14. Entrepreneurship Education • “Our Delphi analysis suggests a definition of EE as developing the mindset, skill set, and practice necessary for starting new ventures, yet the outcomes of such education are far reaching supporting the life skills necessary to live productive lives even if one does not start a business.” (Neck and Corbett, 2018:8). • Morris and Liguori (2016; xvi) concede that ‘‘the emergence of entrepreneurship has occurred so rapidly that it has outpaced our understanding of what should be taught by entrepreneurship educators, how it should be taught, and how outcomes should be assessed’’.

  15. An emerging framework Source: Nabi et al. 2017:3

  16. Summary • Growing calls for the embedding of sustainability in the curriculum including in the TEF • How sustainability should be embedded is not clear • We argue Enterprise Education has a key role to play in ensuring institutional excellence with regard to promoting education for sustainable development (ESD) • We offer an outline framework for EE for sustainability education • This framework focuses on two components: the ‘will’ (motivation) and the ‘how’ (skills and competencies)

  17. References: • Advance HE. 2018. Education for sustainable development in higher education, Vol. 2018. • Council of the European Union. 2010. Council conclusions on education for sustainable development. Paper presented at the 3,046th Education, Youth, Culture and Sport Council meeting, Brussels. • Hennis, W., Brisson, U., & Birsson, R. 1994. The Meaning of 'Wertfreiheit' on the Background and Motives of Max Weber's "Postulate". Sociological Theory, 12(2): 113-125. • IPCC. 2018. Global Warming of 1.5˚C. Headline Statements.: 3: Intergovernmental Panel on Climate Change. • Lee, S. 2003. Uneasy Ethics. London: Pimlico. • Mitroff, I. 2004. An Open Letter to the Deans and the Faculties of American Business Schools. Journal of Business Ethics, 54(2): 185-189. • Moon, C., Walmsley, A., & Apostolopoulos, N. 2018. Governance Implications of The UN Higher Education Sustainability Initiative. Corporate Governance. The international journal of business in society., 18(4): 624-634. • Morris, M. H., & Liguori, E. 2016. Preface: Teaching reason and the unreasonable. In M. H. Morris, & E. Ligouri (Eds.), Annals of entrepreneurship education and pedagogy: xiv–xxii. Northampton, MA: Edward Elgar Publishing. • Nabi, G., Liñan, F., Fayolle, A., Krueger, N., & Walmsley, A. 2017. The impact of entrepreneurship education in higher education: A systematic review and research agenda. . Academy of Management Learning and Education, 16(2): 277-299. • Neck, H., & Corbett, A. 2018. The Scholarship of Teaching and Learning Entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1): 8-41. • Ölander, F., & Thøgersen, J. 1995. Understanding of Consumer Behavior as a Prerequisite for Environmental Protection. Journal of Consumer Psychology, 18(4): 345-385. • Parker, L. 2018. Planet or Plastic? Fast facts about plastic pollution, National Geographic. • Quality Assurance Agency. 2018. Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers: 33. Gloucester: The Quality Assurance Agency for Higher Education. • Schön, D. 1991. The Reflective Practitioner. How professionals think in action.Aldershot: Ashgate. • Snelson-Powell, A., Grosvold, J., & Millington, A. 2016. Business School Legitimacy and the Challenge of Sustainability: A Fuzzy Set Analysis of Institutional Decoupling. Academy of Management Learning and Education, 15(4): 703-723. • Soltis, J. 1968. An Introduction to the Analysis of Educational Concepts. Reading: Addison Wesley. • World Wildlife Fund. 2018. Living Planet Report 2018: Aiming Higher. In M. Grooten, & R. E. A. Almond (Eds.): 75. Gland, Switzerland: World Wilflife Fund

More Related