Transformative economies and complex Thinking: Enhancing sustainability competencies in business education

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2025-06-20 DOI:10.1016/j.ijme.2025.101223

May Portuguez-Castro , María Soledad Ramírez-Montoya

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Abstract

This study presents a pedagogical innovation that integrates agile methodologies, transformative economies, and complex thinking to enhance sustainability competencies in graduate business education. Using a multiple case study design, we examined the experiences of 58 Master of Business Administration students enrolled in a course on disruptive innovation and new business models at a business school in Peru. Students applied the Scrum framework and principles from circular, green, and solidarity economies to develop sustainability-focused projects. Quantitative results from a validated instrument showed significant gains in scientific, critical, and innovative thinking. Qualitative analysis of student reflections and project artifacts confirmed increased awareness of systemic challenges and responsible decision-making. The findings demonstrate how agile, interdisciplinary, and action-oriented pedagogies can foster the competencies needed to address complex sustainability issues. This study contributes to responsible management education by offering an empirically grounded and context-sensitive model that prepares students to lead sustainable innovation in diverse business environments.

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转型经济与复杂思维：提高商业教育的可持续性能力

本研究提出了一种整合敏捷方法、变革经济和复杂思维的教学创新，以提高研究生商业教育的可持续性能力。我们采用多案例研究设计，对秘鲁一所商学院58名参加破坏性创新和新商业模式课程的工商管理硕士学生的经历进行了调查。学生们运用Scrum框架和循环经济、绿色经济和团结经济的原则来开发以可持续发展为重点的项目。经过验证的仪器的定量结果显示，在科学、批判和创新思维方面取得了重大进展。学生反思和项目工件的定性分析证实了系统挑战和负责任决策意识的增强。研究结果表明，敏捷、跨学科和以行动为导向的教学法可以培养解决复杂的可持续性问题所需的能力。本研究为负责任的管理教育做出了贡献，提供了一个基于经验和上下文敏感的模型，帮助学生在不同的商业环境中领导可持续创新。

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来源期刊

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.