基于stem的可持续性在商业和管理课程中的作用:探索大学生的认知和情感结果

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2021-11-01 DOI:10.1177/10525629211056316

C. Craig, Elizabeth L. Petrun Sayers, S. Gilbertz, R. Karam, Song Feng

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引用次数: 5

摘要

为了解决企业管理和大学内部课程中STEM和可持续性方面的不足，我们在美国西部的一所大学开发并实施了基于STEM的跨学科可持续性课程。六个班参与了课程工作，包括商业管理课程的面对面和在线部分、普通STEM选修课程的面对面的和在线部分，以及每个（n = 214）。我们使用案例教学方法系统地设计、开发和实施了课程干预措施——基于STEM的多周商业可持续性模块。通过前后测试进行综合评估，评估学生的可持续性认知和影响。可持续性认知取得了重大成果，包括可持续性的环境、社会和经济层面。与直觉相反，学生的可持续性影响并没有改善。然而，在治疗后的测试中，可持续性认知和情感显著相关，这表明认知和情感的变化具有相同的方向性。提供了讨论、含义、局限性和未来的研究方向。

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The Role of STEM-Based Sustainability in Business and Management Curricula: Exploring Cognitive and Affective Outcomes in University Students

To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided.

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.