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Developing competencies for sustainability-driven entrepreneurship in higher education: A literature review of teaching and learning methods
Abstract
The transformation of current economic systems towards sustainable development requires innovative sustainability-driven enterprises with competent owners, managers and staff members. These people should see sustainable development as of primary value and as an opportunity for strategic renewal of their enterprise as well as being important to society in general. Higher education for sustainability-driven entrepreneurship aims at developing the individual competencies which are required in this context. For creating learning settings in which these competencies can be developed, particular teaching-learning approaches and methods are needed. To date, there is no comprehensive literature review dealing with teaching-learning approaches and methods of higher education for sustainability-driven entrepreneurship. Against this backdrop, a systematic literature review has been carried out to examine the state of the art concerning teaching-learning approaches and methods for sustainability-driven entrepreneurship in higher education. The results form a basis for further structuring the debate on approaches and methods of teaching and learning related to higher education for sustainability-driven entrepreneurship and for identifying future research needs in this area.
... This research focuses on evaluating the implementation of the CE syllabus as observed in a study program. This is important considering the idea of which single course is designed specifically to develop a particular comprehensive entrepreneurship competence recommended by Mindt and Rieckmann (2017) to achieve a specific learning outcome. In addition, this study attempts to explore students' potential interest in taking CE as a unique subject offered in construction-related disciplines. ...
... On the other hand, transdisciplinary learning encourages critical reflection on and liberation of disciplinary boundaries toward learning goals (Finch et al., 2021). Here, academic learning is amplified through collaborative learning with partners from other sectors (Mindt & Rieckmann, 2017;Pratibha et al., 2021) such as construction professionals and entrepreneurs. Thus, students are expected to gain insights into real-world problems and apply their knowledge in a real-life context (Mindt & Rieckmann, 2017). ...
... Here, academic learning is amplified through collaborative learning with partners from other sectors (Mindt & Rieckmann, 2017;Pratibha et al., 2021) such as construction professionals and entrepreneurs. Thus, students are expected to gain insights into real-world problems and apply their knowledge in a real-life context (Mindt & Rieckmann, 2017). ...
Construction Entrepreneurship is a unique subject taught in the Construction Engineering and Management program at the Universitas Agung Podomoro in Indonesia. As a new course, it is necessary to develop an effective and efficient teaching syllabus. This study describes construction entrepreneurship teaching through a transdisciplinary learning approach as an effective way to develop its syllabus. The transdisciplinary learning approach was chosen to provide insights into real-world problems to students through collaborative learning with industry speakers. Six construction entrepreneurs were invited to share their experiences in starting a construction business, followed by two reflective discussion forums to explore lessons learned from the sharing sessions. At the end of the term, online surveys were distributed to seek feedback from the enrolled students on the design, methods, and benefits of learning construction entrepreneurship. In addition, the survey was also intended to gather perspectives on the relevance and significance of this subject from construction students who had never taken it before. Overall, the approach to teaching construction entrepreneurship to enrolled students was found to be effective. The statistics also reveal the high interest of students from other construction-related programs in taking this subject. Keywords: construction entrepreneurship; entrepreneurs; teaching; transdisciplinary learning.
... Multiple experiences show that the challenges linked to sustainable development are inherently complex because they require multi-stakeholder solutions and interdisciplinarity, necessitating the adoption of sustainable development principles in day-today activities and across study programs (Lozano et al. 2013). In recent years, the literature has focused on the links between sustainability education and entrepreneurship education (Mindt and Rieckmann 2017), ...
... These commonalities include active-learning and real-world oriented learning approaches, both of which characterize PBL. From a pedagogical point of view, then, PBL has the potential to develop students' competences to grasp the complexity of sustainability challenges while enhancing creativity grounded in local needs (Mindt and Rieckmann 2017). Despite this potential, studies lack detail on how to develop a higher education curriculum that applies active learning approaches in a real-world oriented setting. ...
... Based on our classroom AR experience, we argue for a course design inspired by the PBL process ( Figure 3). Such a design builds on previous research on sustainability and entrepreneurship education, with a focus on either competences (Lans, Blok, and Wesselink 2014) or teaching methods (Mindt and Rieckmann 2017). ...
This book comprises the contribution presented at the PBL2021 International Conference (PBL2021), which will be held online at Aalborg University from August 17-19, co-hosted by the PAN-PBL Association of PBL and Active Learning. Under the title Transforming PBL Through Hybrid Learning Models over 100 contributions are sharing insights and experiences from both the Corona-period and from PBL and active learning research and practices in general.
... It facilitates achieving successful performance and a positive outcome that progresses sustainability (given what is known, valued, and aspired at a given moment in time), while working on specific sustainability challenges and opportunities in a range of contexts" (Brundiers et al., 2020). Key competences are becoming more and more relevant competences vis-àvis the complex challenges, and opportunities, of modern societies, such as globalization, artificial intelligence, or sustainable development (Lambrechts et al., 2013;Mindt & Rieckmann, 2017). ...
... Because competences are made of interlinked knowledge, skills, attitudes, and values, they cannot be taught adopting traditional pedagogical approaches, but they have to be acquired by learners through reflection, action, and experience (Mindt & Rieckmann, 2017;Molderez & Fonseca, 2018). A new learning culture that embeds and promotes sustainability is required. ...
... A new learning culture that embeds and promotes sustainability is required. First it should put learners at its centre and facilitate competence development (Barth et al., 2007;Mindt & Rieckmann, 2017;Sipos et al., 2008). Second, educational institutions should collaborate with other stakeholders, e.g. the local community, to understand mutual needs and exploit learners' potential to make a positive impact in society at the local and global level (Sipos et al., 2008). ...
The green transition requires investments in updated skill sets to master green technologies and reduce the environmental footprint of activities. This report aims to support the implementation of the European Green Deal, the European Industry Strategy and the recently adopted European Skills Agenda for Sustainable Competitiveness, Social, Fairness and Resilience in the area of the EU citizens' skills necessary to guarantee a smooth twin digital and green transition. This study underlines the need to develop a more encompassing system to identify and update the necessary sustainability (instead of green) competences critical to perform sustainability-related jobs and other jobs in a sustainable manner.
... These findings could guide teachers to pay attention to which competencies should be strengthened during PSTs' studies. Although there is a lack of evidence on how various pedagogies succeed in developing competencies (Mindt & Rieckmann, 2017), some suggestions based on the literature are presented. ...
... The results indicate the existing competencies in sustainability among participating second-year PSTs and suggest how the acquisition of these competencies could be improved during their studies. Despite the present lack of evidence regarding how the various pedagogies succeed in developing the competencies (Mindt & Rieckmann, 2017), some suggestions based on the literature are discussed to address how to support learning the competencies in student teachers' initial training. ...
In the contest of UNESCO’s eight teacher competencies for sustainable development, this survey study aimed to investigate Finnish (n = 190) and Spanish (n = 170) primary school student teachers’ views on competencies related to sustainability education and the ability to act as sustainability educators. The student teachers’ answers to a questionnaire were investigated using qualitative content analysis. The most common competencies that appeared in the answers were strategic thinking, collaboration and integrated problem-solving. Most often, strategic thinking was reflected in responses related to global, regional and local problems. Normative, critical and systems thinking were the rarest competencies, and self-awareness competency was not detected in the student teachers’ answers. In general, only one or two competencies were found in each answer, and no competency at all was found in the majority of the student teachers’ answers. The educational implications of these results and the implications for initial teacher education are discussed.
... However, educational tools need to be translated from the desired learning outcomes at the course and programme levels and aligned with the required competencies for SE. Such pedagogical interventions facilitate students' development of SE competencies by combining the 'what' to teach with the 'how' to teach (Mindt & Rieckmann, 2017). This is related to the diverse approaches to how sustainability can be incorporated into EE, ranging from the view that there is no need for changes (traditional EE will do the trick) to the assumption that sustainability must be integrated into EE or that EE should be transformed over time to teach students competences for SE (Hägg & Kurczewska, 2022;Kolmos et al., 2016;Sharma et al., 2021). ...
... However, there is a significant gap in our knowledge about the linkages between SEE in practice and the competencies for SE (Ploum et al., 2018), thereby lacking insights into how students should learn these competencies. Connections between teachinglearning approaches, on the one hand, and competence-based learning outcomes, on the other hand, are rarely made explicit (Mindt & Rieckmann, 2017 (Joyce & Paquin, 2016) and design thinking for sustainability (Garcia & Dacko, 2015). This illustrates the need for an overview that guides educators regarding when and how to use distinct educational tools in class. ...
Entrepreneurial competences geared towards sustainable actions are necessary for the transition towards sustainability. Higher education institutions are dedicated to training students to acquire these competences, which entails equipping teachers with educational tools that facilitate students’ learning to act for a sustainable future. This paper discusses educational tools for sustainable entrepreneurship, focusing on the competences they intend to train. We map a sample of 51 educa-tional tools used to teach sustainable entrepreneurship in higher education. We then discuss the intended sustainable entrepreneurship competences that each tool seeks to impart and the underlying pedagogical traditions upon which these tools are built. Our mapping reveals that the educational tools in our sample are predom-inantly adapted from business administration and lack a specific focus on teaching entrepreneurship for sustainability. Additionally, alternative post-growth economic paradigms are notably absent in our sample of tools. Our exploration of each tool in terms of its intended competences and the underlying tradition contributes to the ongoing discourse on sustainable entrepreneurship education as a field that combines entrepreneurship education and education for sustainable development.
... Teaching entrepreneurship in higher education is an area that is receiving increased research attention in the last decade (Carpenter & Wilson, 2022;Nabi, Liñán, Fayolle, Kruegar, & Walmsley, 2017). Mindt and Rieckmann (2017), for example, argue that it is necessary for institutions offering entrepreneurship education to adopt pedagogical approaches that can assist students to make a connection between theoretical learning and the practice of entrepreneurship in a sustainable manner. Mindt and Rieckmann (2017) thus suggest teaching approaches such as the use of authentic assessment tools and the provision of avenues for workplace learning as ways to improve the pedagogical practice of entrepreneurship education. ...
... Mindt and Rieckmann (2017), for example, argue that it is necessary for institutions offering entrepreneurship education to adopt pedagogical approaches that can assist students to make a connection between theoretical learning and the practice of entrepreneurship in a sustainable manner. Mindt and Rieckmann (2017) thus suggest teaching approaches such as the use of authentic assessment tools and the provision of avenues for workplace learning as ways to improve the pedagogical practice of entrepreneurship education. This view is also supported by analysis from Carpenter and Wilson (2022) who also argue that experiential learning should be complemented by university-organised extra-curricular learning programmes. ...
... Segundo o Empreendedor B, a questão da sustentabilidade foi vista como uma oportunidade para se diferenciar dos concorrentes (Mindt & Rieckmann, 2017), oferecendo soluções a um público interessado na causa, mas que até então tinha poucas alternativas: "[...] a gente tinha uma barreira pra viabilizar o projeto que era tá entrando no mercado com uma solução diferenciada, mais ecológica do que a da concorrência. Então tinha essa questão de será que o pessoal vai aderir e no final aderiu né, então acontece que a gente tem uma matéria-prima mais sustentável, mais barata e que acaba dando vantagem aí na concorrência" (Empreendedor B). ...
... Ainda sobre esse empreendimento, é interessante analisar que o projeto iniciou como um anseio por aumentar a competitividade da organização ao atender um nicho de mercado até então inexplorado e que tivesse valores sustentáveis fortalecidos em sua ação (Mindt & Rieckmann, 2017). Nesse contexto, as premissas do desenvolvimento sustentável deixam de ser apenas uma falácia e se demonstram como uma oportunidade de renovação estratégia e busca por sobrevivência em longo prazo (Provasnek, Schmid, Geissler, & Steiner, 2017). ...
Objetivo: O presente estudo tem por objetivo analisar características de projetos sustentáveis desenvolvidos por MPEs localizadas na região sul, enfocando a maneira pela qual estes são financiados. Metodologia: Foi realizada uma pesquisa exploratória partindo de uma estratégia de estudo de casos múltiplos com três organizações. Uma análise de conteúdo foi conduzida a partir dos dados de entrevistas semiestruturadas com gestores e análise de documentos. Principais resultados: Os resultados revelam que todos os empreendimentos fizeram uso de capital próprio para viabilizar seus projetos. Tais evidências corroboram com a literatura de financiamento à Micro e Pequenas Empresas (MPEs) e de fontes de financiamento a projetos sustentáveis, demonstrando que a escassez de fontes específicas a empreendimentos que vislumbrem ganhos além de financeiros, pode tornar a implementação destes projetos mais árdua e onerosa quando comparada aos demais. Contribuições acadêmicas: Em virtude do baixo número de pesquisas interessadas em abordar assuntos financeiros relacionados a práticas de empreendedorismo sustentável na literatura, esta pesquisa visa contribuir para o preenchimento da lacuna supracitada. Contribuições Práticas: Os resultados elucidam informações relevantes a respeito da pouca disponibilidade de recursos para o financiamanto de projetos sustentáveis em MPEs e, dessa forma, demostram a necessidade do estabelecimento de fontes de financiamento que levem em consideração retornos socias e ambientais concomitamente aos retornos econômicos.
... Although several learning collaborations and formats between HEIs and organizations exist, only a few give specific focus to SBMI [12]. SBMI strongly calls for inter-and transdisciplinary approaches that are biased towards action and learning by doing and while the literature on Higher Education for Sustainable Development (HESD) contributes greatly to competences and learning methods [17,18]. What appears insufficiently addressed is research on the practical implementation thereof for SBMI. ...
... In teaching, the concept of students engaging with organizations in action-learning projects, which allows them to work on real-world and increasingly sustainability-related challenges, is not new, and variations of these can be found in many MBA and other programs across the world. Further learning methods, such as inter-/transdisciplinary, collaborative, and problem-based learning, have received increasing attention in higher education and are believed to be fruitful for developing competences for sustainable development and entrepreneurship [18]. Table 3 provides an overview of how these methods are defined. ...
Digital transformation and sustainability are but two developments in a society 5.0 that challenge businesses to rethink their business models. Sustainable business model innovation should enable companies to operate within planetary boundaries while ensuring their long-term success. Following a designbased approach, this action-oriented research addresses how higher education institutions can offer educational initiatives that strengthen students’ and organizations’ capabilities for sustainable business model innovation. This paper confirms and addresses the need for more research on collaborative, inter- and transdisciplinary educational approaches for sustainable business model innovation with students and organizations.
... La educación superior para el emprendimiento orientada a la sostenibilidad apunta a desarrollar las competencias individuales que se requieren en este contexto (Mindt y Rieckmann, 2017). La cantidad de investigaciones realizadas sobre las competencias emprendedoras (Ferreras-Garcia, Hernández-Lara y Serradell-López, 2020) muestra cierto consenso sobre la importancia de que la potencial persona posea o desarrolle una serie de competencias transversales, unas competencias que sean realmente de vanguardia y desarrolladas (Ploum, Blok, Lans y Omta, 2018). ...
... Un entorno concebido para desarrollar las competencias individuales. Para esto se necesitan enfoques y métodos particulares de enseñanza y aprendizaje (Mindt y Rieckmann, 2017). ...
Este trabajo afronta la potencial influencia ejercida por la educación superior de doctorado sobre la intención emprendedora de este colectivo, a su vez se hace desde una perspectiva de género, pues se analiza la influencia a medida que aumenta el nivel de educación.
... Redman et al. (2021) conducted a review of tools to assess sustainability competencies. As the authors stated, 'Despite a growing body of research describing innovative pedagogies (Hallinger & Chatpinyakoop, 2019), there is a shortage of empirical evidence of whether and in what ways these [EfS] pedagogies are successful in developing students' sustainability competencies (Osagie et al., 2016;Mindt & Rieckmann, 2017;Garrecht et al., 2018;Redman et al., 2021). Indeed, recent research has been investigating the link between educational variables, such as pedagogies and outcomes in the context of EfS (e.g. ...
This contributed volume addresses the issue of how higher education institutions can systematically reorient themselves to help society become more sustainable. In particular, a strategic management approach is used to overcome the fragmentation of sustainability initiatives increasingly conducted by higher education institutions worldwide. In this book, eminent scholars in the field of sustainability in higher education combine their different backgrounds to propose conceptual frameworks for interpreting and measuring sustainability integration in higher education institutions. The chapters contained herein explore which processes and management tools should be used, as well the challenges to be faced, to make sustainable innovation effective. The cases present in this volume offer a guide for higher education institution management to lead the sustainability transition.
... The United Nations promoted and encouraged the role of sustainability in education as a means to cultivate the knowledge, skills, values, attitudes, and competencies necessary for future professionals make informed decisions and contribute to creating a more sustainable world (Maican & Cocoradă, 2021;Mindt & Rieckmann, 2017). ...
In recent years, there has been a growing focus on innovation research, particularly in the manufacturing and information technology sectors in the US and Europe. However, the disruptions caused by the recent pandemic called for more innovations, especially in the education industry. Innovation is viewed as an outcome of a set of various drivers. This study explored faculty perspectives on the drivers of innovation that can transform the curriculum into an interdisciplinary model to promote sustainability in education. Additionally, it examined the relationship between these drivers and the outcome of innovation, particularly at the process level. An explanatory sequential mixed‐method approach was employed to collect quantitative and qualitative data from a purposeful sample of 60 faculty members at one federal higher education institution in the United Arab Emirates. Findings indicated that while there is a correlation between the drivers and process of innovation and sustainability in education, other factors played a more significant role in facilitating this transformation. Empowering faculty members and involving them in the process of transformation, connecting them with the institutional vision and mission for innovation, fostering a clear understanding of the value of the transformation, providing faculty with continuous professional learning and development opportunities to promote the use of innovative pedagogical methods, are among the key factors.
... In addition, the student teams should also be supervised and researched during the period after the challenge, during which they realize the prototype. Even if the InFOCUS program contributes to the development of specific ESD competences, a longer-term program is more beneficial for the holistic development of sustainability [66]. ...
This study is based on the urgent need to adapt education systems to meet the challenges of the 21st century. It examines the implementation of the “Innovative FOCUS” program at the secondary school level to promote creative problem-solving skills in the sustainability context. The Innovative FOCUS program employs a two-stage approach, integrating flexibility, originality, creative personality development, and strategic planning. It includes in-service teacher training and a challenge-based learning framework in which students engage in real-world sustainability projects. The program’s effectiveness was evaluated through teacher and student feedback focusing on the development of prototypes addressing sustainability challenges. The implementation of the InFOCUS program in 19 secondary schools demonstrated significant effectiveness. Teachers indicated that the program’s tools were effective in promoting students’ creativity and problem-solving skills. Of the 64 student teams, 62 successfully developed innovative prototypes, reflecting an improved capacity for innovative thinking and underlining the practical impact of the program. The Innovative FOCUS program effectively integrates sustainability education with creative and critical thinking skills. It demonstrates the potential of challenge-based learning in transforming students’ approaches to real-world problems, aligning education with 21st-century sustainability goals. The program’s success highlights the importance of such innovative approaches in contemporary education systems.
... Thus, there is a need for a portfolio of teaching methods and tools designed for SEE (Hermann & Bossle, 2020). Live case-that is, a case that builds on actual, current, and novel situations for organizations (see Chapters 1 and 3)-has been used in both entrepreneurship (Rauch & Hulsink, 2015) and sustainability education (Hardin et al., 2016) and is regarded as a promising method to teach entrepreneurship for sustainable development at higher education institutions (Hermann & Bossle, 2020;Mindt & Rieckmann, 2017). However, it is not yet understood how live cases can be utilized to teach sustainable entrepreneurship (Hermann & Bossle, 2020). ...
Sustainable entrepreneurship education (SEE) is a promising means to teach students to undertake action to move towards sustainability (Rashid, 2019; Strachan, 2018). Thus, there is a need for a portfolio of teaching methods and tools designed for SEE (Hermann & Bossle, 2020). Live case—that is, a case that builds on actual, current, and novel situations for organizations (see Chapters 1 and 3)—has been used in both entrepreneurship (Rauch & Hulsink, 2015) and sustainability education (Hardin et al., 2016) and is regarded as a promising method to teach entrepreneurship for sustainable development at higher education institutions
(Hermann & Bossle, 2020; Mindt & Rieckmann, 2017). However, it is not yet understood how live cases can be utilized to teach sustainable entrepreneurship (Hermann & Bossle, 2020). In this chapter, we present our newly developed utopia-realizing methodology as an example of how to integrate elements from sustainability and entrepreneurship education using the live case method. While traditionally the case owner and the problems/challenges the case builds on are introduced as a first stage of the case activities (see Chapter 1), utopia realizing is designed so that the students first engage in a wishful-thinking scenario of the case context (i.e. utopia)—for example, the industry in a region—before the case is introduced. The live case method allows us to switch between times and to incorporate future-oriented elements into the past and present through the case narrative and activities. Thus, the live case method is suitable to teach sustainable entrepreneurship since both entrepreneurship and sustainability are future-oriented concepts focusing on changing the future (Dean & McMullen, 2007). Sustainability is about envisioning a better future and provides boundaries and prerequisites for the values to be created through entrepreneurship, and entrepreneurship is about acting on opportunities to create future value for others (i.e. entrepreneurship is a means for change).
... Thus, a growing research stream is focused on studying entrepreneurship competence and its development (Mitchelmore and Rowley, 2010;Morris et al., 2013;Schelfhouta et al., 2016;Mindt and Rieckmann, 2017), creating competence models and their descriptions. For example, Morris et al. (2013) defined 13 key competences to create a competences model. ...
Purpose
This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching.
Design/methodology/approach
The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.
Findings
Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.
Originality/value
The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.
... Nesse sentido, o desenvolvimento sustentável demanda novas formas de se organizar as economias, uma vez que o sistema vigente atua de maneira parasitária, conduzindo ao esgotamento dos recursos existentes. Uma economia sustentável pressupõe a existência de negócios resilientes, capazes de criar alternativas de enfrentamento aos problemas sociais e ambientais existentes, e que implementem inovações sustentáveis e renovações estratégicas (Mindt & Rieckmann, 2017). ...
No presente estudo busca-se analisar o impacto de empresas familiares, que participaram do Índice de Sustentabilidade Empresarial, na adoção dos Objetivos de Desenvolvimento Sustentável (ODS). A amostra, composta por 43 empresas brasileiras listadas no Índice de Sustentabilidade Empresarial, totaliza 126 observações feitas no período de 2019 a 2021. Os dados foram submetidos à análise fatorial exploratória para estimar as diferentes dimensões dos ODS (social, econômica e ambiental) que, por conseguinte, foram analisados por meio da regressão de dados em painel. Os resultados evidenciaram que empresas com gestão familiar diminuem práticas ligadas à dimensão social dos ODS. No entanto, o fato de a organização ser familiar ou possuir controle familiar não influencia nas práticas ligadas aos ODS nas dimensões social, econômica e ambiental. Ademais, os achados demonstraram que empresas com gestão familiar não estão relacionadas à adoção de práticas dos ODS nas dimensões econômica e ambiental. Esses resultados contribuem para as discussões acerca do meio ambiente, sustentabilidade, investimentos que prezam pela responsabilidade socioambiental, atuação de empresas familiares e aderência aos ODS, especialmente ao evidenciar que as diferentes características das empresas familiares no Brasil que compõem o ISE, geralmente não implicam aumento das práticas ligadas aos ODS. Sendo assim, pode também auxiliar nas decisões dos investidores, credores e órgãos reguladores sobre a adoção de práticas socioambientais.
... To this end, sustainable development demands new ways of organizing economies since the current system acts parasitic, leading to the depletion of existing resources. A sustainable economy presupposes the existence of resilient businesses capable of creating alternatives to face existing social and environmental problems and implementing sustainable innovations and strategic renewals (Mindt & Rieckmann, 2017). Therefore, the business sector, whose importance is highlighted in the 2030 Agenda, plays an essential role in this process. ...
We analyzed the effect of family businesses participating in the Corporate Sustainability Index on adopting Sustainable Development Goals (SDGs). Our sample consisted of 43 Brazilian companies listed in the Corporate Sustainability Index (CSI) that totaled 126 observations from 2019 to 2021. We submitted the data to exploratory factor analysis to estimate the different dimensions of the SDGs (social, economic, and environmental) that, therefore, were analyzed using panel data regression. We found that family-run companies reduce practices linked to the social dimension of the SDGs. However, the fact that the company is family-owned or has family control does not influence practices linked to the SDGs in the social, economic, and environmental dimensions. We found that family-run companies are unrelated to adopting SDG practices in the economic and environmental dimensions. Our results contribute to discussions about the environment, sustainability, investments that value socio-environmental responsibility, the activities of family businesses, and adherence to the SDGs. Especially when showing that the different characteristics of family businesses in Brazil that make up the CSI generally do not imply an increase in practices related to the SDGs. Therefore, our findings can help investors, creditors, and regulatory bodies decide on adopting socio-environmental practices.
... Nesse sentido, o desenvolvimento sustentável demanda novas formas de se organizar as economias, uma vez que o sistema vigente atua de maneira parasitária, conduzindo ao esgotamento dos recursos existentes. Uma economia sustentável pressupõe a existência de negócios resilientes, capazes de criar alternativas de enfrentamento aos problemas sociais e ambientais existentes, e que implementem inovações sustentáveis e renovações estratégicas (Mindt & Rieckmann, 2017). ...
No presente estudo busca-se analisar o impacto de empresas familiares, que participaram do Índice de Sustentabilidade Empresarial, na adoção dos Objetivos de Desenvolvimento Sustentável (ODS). A amostra, composta por 43 empresas brasileiras listadas no Índice de Sustentabilidade Empresarial, totaliza 126 observações feitas no período de 2019 a 2021. Os dados foram submetidos à análise fatorial exploratória para estimar as diferentes dimensões dos ODS (social, econômica e ambiental) que, por conseguinte, foram analisados por meio da regressão de dados em painel. Os resultados evidenciaram que empresas com gestão familiar diminuem práticas ligadas à dimensão social dos ODS. No entanto, o fato de a organização ser familiar ou possuir controle familiar não influencia nas práticas ligadas aos ODS nas dimensões social, econômica e ambiental. Ademais, os achados demonstraram que empresas com gestão familiar não estão relacionadas à adoção de práticas dos ODS nas dimensões econômica e ambiental. Esses resultados contribuem para as discussões acerca do meio ambiente, sustentabilidade, investimentos que prezam pela responsabilidade socioambiental, atuação de empresas familiares e aderência aos ODS, especialmente ao evidenciar que as diferentes características das empresas familiares no Brasil que compõem o ISE, geralmente não implicam aumento das práticas ligadas aos ODS. Sendo assim, pode também auxiliar nas decisões dos investidores, credores e órgãos reguladores sobre a adoção de práticas socioambientais.
... Sustainable entrepreneurship education (SEE) provides participants with skills, knowledge, and attitudes to assess and exploit business opportunities concerning environmental and social needs (Sharma et al., 2020). Among the most popular SEE teaching approaches is experiential learning, in which participants are guided through the entrepreneurial journey, essentially placing them in the position of would-be entrepreneurs (Mindt & Rieckmann, 2017). Given the complexity of the tasks that (would-be) sustainable entrepreneurs need to perform, educators require adequate tools and methods to support the learning experience and to ensure knowledge uptake. ...
The education of future entrepreneurs shapes how we will live in the future, and proper entrepreneurship education is thus of utmost importance. Entrepreneurship educators and researchers constantly renew tools, interventions, and training programs for entrepreneurship education and adapt them to the specific needs of entrepreneurs and developments in the entrepreneurship ecosystem. This open-access book is based on this background and offers expert insights that highlight context-specificity and discuss training methods and tools that are impact-oriented. The authors represent multiple institutional and cultural backgrounds, to provide a useful resource with new ideas for the community of entrepreneurship educators, facilitators, and scholars. Based on the chapters, the editors of the volume also offer several propositions and critical insights important for the current state of entrepreneurship education and its future development. This book will be a valuable resource for entrepreneurship educators and education policymakers alike.
... Sustainable entrepreneurship education (SEE) provides participants with skills, knowledge, and attitudes to assess and exploit business opportunities concerning environmental and social needs (Sharma et al., 2020). Among the most popular SEE teaching approaches is experiential learning, in which participants are guided through the entrepreneurial journey, essentially placing them in the position of would-be entrepreneurs (Mindt & Rieckmann, 2017). Given the complexity of the tasks that (would-be) sustainable entrepreneurs need to perform, educators require adequate tools and methods to support the learning experience and to ensure knowledge uptake. ...
In sustainable entrepreneurship education (SEE), participants frequently take on the role of would-be entrepreneurs and develop business ideas that contribute to sustainable development. Due to the complexity of entrepreneurial tasks, educators require adequate tools and methods that facilitate the participants’ learning. However, methods for sustainable entrepreneurship are generally scarce, and most existing approaches are either ill-suited for the educational context or encourage users to add new sustainability features to business ideas rather than challenging underlying value creation mechanisms. Hence, a new approach is needed to emphasize sustainability at the center of business model innovation while being suitable for SEE. Based on Koestler’s concept of bisociation, which implies joining seemingly unrelated or conflicting information from different domains, we developed a new method for discovering sustainable business ideas—the Impact Circle. The 2-year development process comprised 8 workshops with 164 participants and multiple scientific methods. We contribute to research and practice by outlining the iterative development process and describing the Impact Circle’s application. Furthermore, we provide novel insights into bisociation as a phenomenon in entrepreneurial cognition and creativity.KeywordsSustainable entrepreneurshipEducationMethod
Teaching
... Es por ello que se destaca la necesidad de investigar más en dicha materia, especialmente la relacionada con la sostenibilidad, como oportunidad de renovación estratégica empresarial que, como consecuencia, repercute en la sociedad. Para ello, se necesita ahondar más en la concreción de entornos de aprendizaje que favorezcan y desarrollen competencias individuales (Mindt y Rieckmann, 2017). ...
Las universidades tanto a nivel nacional como internacional y diversas entidades
científicas y académicas han tomado conciencia de la necesidad de promover el
emprendimiento universitario. Junto a esto se añade la necesidad de
introducir y desarrollar la sostenibilidad en la docencia universitaria. Ambos conceptos, emprendimiento y sostenibilidad, tienen su punto de encuentro en el emprendimiento social, también en un ámbito específico como es el emprendimiento azul que ofrece la oportunidad de plantear nuevas formas de abordar las relaciones económicas, de una manera más equitativa y sostenible. En esta misma línea, Salinas y Osorio (2012) señalan que la Universidad es un semillero de emprendedores, que aporta formación, orientación y acompañamiento a los
estudiantes para que pongan sus conocimientos, competencias y herramientas al
servicio de la sociedad.
En este capítulo se presenta una primera aproximación en relación a la inclusión de competencias asociadas al emprendimiento azul y la sostenibilidad en los documentos verificables a partir de un muestreo las cinco grandes áreas
científicas sobre las que se organizan los Grados en la Universidad de Sevilla. Este
trabajo forma parte de un proyecto más amplio de I+D+i titulado Evaluación de
Competencias para el Emprendimiento Social y la Sostenibilidad-Azul que tiene entre uno de sus objetivos realizar un análisis sobre la práctica docente que se está
desarrollando a nivel universitario andaluz
... Thus, there is a need for a portfolio of teaching methods and tools designed for SEE (Hermann & Bossle, 2020). Live case-that is, a case that builds on actual, current, and novel situations for organizations (see Chapters 1 and 3)-has been used in both entrepreneurship (Rauch & Hulsink, 2015) and sustainability education (Hardin et al., 2016) and is regarded as a promising method to teach entrepreneurship for sustainable development at higher education institutions (Hermann & Bossle, 2020;Mindt & Rieckmann, 2017). However, it is not yet understood how live cases can be utilized to teach sustainable entrepreneurship (Hermann & Bossle, 2020). ...
This book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies. Informing and inspiring entrepreneurship educators, Part I employs theoretical perspectives and practical procedures related to case teaching in entrepreneurship education. Novel and innovative case methods for entrepreneurship education are explored as well as the theoretical foundations of case-based entrepreneurship education. Part II offers 15 Nordic case studies divided into three main groups relating to becoming an entrepreneur, early-phase venture creation, and acting entrepreneurially in established organisations.
The book is open access and free to use for entrepreneurship educators in their courses.
... Sustainable entrepreneurship organizations concentrate on developing relationships with prospective consumers and other stakeholders throughout the value chain by focusing on local and regional systems (Lambrechts et al., 2013;Wiek et al., 2016;Willard et al., 2010). These enterprises also challenge profit-maximizing attitudes and methods (Mindt and Rieckmann, 2017) by testing their products/services (Blank, 2013). Hence, the stratified nature of the literature in the field indicates that sustainability impact is based on the capacity of the entrepreneurial venture to identify an opportunity and convert it into a business plan (Visser et al., 2010;Bond et al., 2012). ...
This study analyses the sustainable entrepreneurship issues faced during the pre-seed and seed phases of the life cycle of entrepreneurial ventures, which are considered the protagonists of innovative changes towards a cleaner environment. Specifically, it investigates the role innovation plays in the life cycle of entrepreneurial ventures seeking to create sustainable business models and tools for measuring the social impact of such ventures in sustainability assessment systems designed to help achieve the Sustainable Development Goals (SDGs) adopted by the UN 2030 Agenda. The study conducts a rigorous literature review and bibliometric analysis of 166 English-language articles on entrepreneurship and sustainability published between 2001 and 2021, and formulates a map for the knowledge produced and disseminated in previous investigations. The results advance our understanding of how sustainability assessment can be integrated into the life cycle phases of innovative entrepreneurial ventures. This review can aid in the development of a comprehensive framework and of research propositions for sustainable entrepreneurship issues in the pre-seed and seed phases. The study also extends institutional and stakeholder theories to provide decision support for sustainable entrepreneurial ventures in their pre-seed and seed phases. It explains how stakeholders' participation and engagement with institutional structures can be invigorated and how this affects the decision consequences for sustainable entrepreneurs. Our results can help practitioners and researchers accurately interpret ‘innovation’ in the life cycle of entrepreneurial ventures and sustainability assessment systems, thus allowing them to formulate policies, strategies, and guidelines for promoting a sustainable development agenda.
... Por ahora, la perspectiva de la educación basada en artes está permitiendo generar recursos, materiales y situaciones de aprendizaje que son del interés del alumnado. El sistema universitario puede ejercer una gran influencia en su entorno socioambiental mediante el desarrollo de competencias relacionadas con la sostenibilidad y el emprendimiento (Mindt y Rieckmann, 2017), por ello la Unión Europea considera como finalidad prioritaria desarrollar la denominada "tercera misión de la universidad", especialmente en el ámbito de la transferencia del conocimiento generado en la investigación, que debe ser aplicable en la sociedad para el fomento del emprendimiento y la innovación, así como para la promoción de actividades socioeconómicas sostenibles en su territorio de influencia (Bueno, 2007). ...
... Por ahora, la perspectiva de la educación basada en artes está permitiendo generar recursos, materiales y situaciones de aprendizaje que son del interés del alumnado. El sistema universitario puede ejercer una gran influencia en su entorno socioambiental mediante el desarrollo de competencias relacionadas con la sostenibilidad y el emprendimiento (Mindt y Rieckmann, 2017), por ello la Unión Europea considera como finalidad prioritaria desarrollar la denominada "tercera misión de la universidad", especialmente en el ámbito de la transferencia del conocimiento generado en la investigación, que debe ser aplicable en la sociedad para el fomento del emprendimiento y la innovación, así como para la promoción de actividades socioeconómicas sostenibles en su territorio de influencia (Bueno, 2007). ...
... Algunos de los principios educativos de la EDS son relevantes para el aprendizaje independiente. Por un lado, el aprendizaje debe estar orientado a la visión y a la acción; por otro lado, debe incluir el aprendizaje en red, social y autorreferencial (Rieckmann, 2017;Mindt & Rieckmann, 2017). También se favorecen los entornos de aprendizaje que promueven el aprendizaje basado en proyectos, interdisciplinario y relevante para el mundo de la vida. ...
Las competencias de la Educación para el Desarrollo Sustentable (EDS) han sido objeto de amplios debates durante la última década. Se han desarrollado varios marcos de competencias, y el proyecto Erasmus+ “A Rounder Sense of Purpose” (RSP) se propuso establecer un marco de competencias profundo y práctico para su utilización en cualquier contexto europeo con el fin de que los educadores en servicio y en formación puedan demostrar su competencia en EDS. En el transcurso de dos años, en la Universidad de Vechta se brindó capacitación a los docentes utilizando el modelo de competencias de RSP como marco orientador. Para responder a la pregunta de investigación “¿Qué competencias necesitan los profesores universitarios para trabajar con el concepto de EDS en la educación superior, y cómo estas pueden desarrollarse en un ciclo de talleres de capacitación docente?”, se recopilaron datos a través de un
grupo focal y una encuesta de autoevaluación. En los resultados se muestra que, de hecho, las 12 competencias de RSP son importantes para la enseñanza en la educación superior, pero el potencial para desarrollarlas en un programa de capacitación docente es limitado. Existen diversos puntos desencadenantes y entornos que son beneficiosos y necesarios para el desarrollo de las competencias de la EDS. Si esas condiciones no se cumplen, habrá una oportunidad limitada de aplicar métodos de la EDS en la educación superior.
... Algunos de los principios educativos de la EDS son relevantes para el aprendizaje independiente. Por un lado, el aprendizaje debe estar orientado a la visión y a la acción; por otro lado, debe incluir el aprendizaje en red, social y autorreferencial (Rieckmann, 2017;Mindt & Rieckmann, 2017). También se favorecen los entornos de aprendizaje que promueven el aprendizaje basado en proyectos, interdisciplinario y relevante para el mundo de la vida. ...
universitaria
de las habilidades comunicativas respecto de los pacientes en la formación
de Licenciados en Kinesiología y Fisiatría (LKyF) de la Universidad
Nacional Arturo Jauretche (UNAJ). Se parte de la noción sostenida por un
corpus denso de investigación que muestra que en el campo de la práctica
kinesiofisiátrica la relación entre los terapistas y sus pacientes influye positiva
o negativamente en el propio proceso terapéutico y en sus resultados.
A lo largo del artículo se vinculará analíticamente el plan de estudios de
la carrera con los resultados de una tesina de grado en la que se investigó
la inserción profesional de siete egresados de esta universidad argentina
durante los dos primeros años de ejercicio profesional. En tal sentido se
analizará la compleja experiencia que conlleva dejar de ser estudiante para
convertirse en un profesional con plena responsabilidad en sus prácticas
focalizando la reflexión en las habilidades comunicativas con los pacientes.
El artículo es de tono exploratorio en tanto se busca hipotetizar respecto de
algunos aspectos problemáticos de la formación en habilidades comunicativas
de tipo profesional con el objetivo de alentar futuras investigaciones
en el área.
... Por ahora, la perspectiva de la educación basada en artes está permitiendo generar recursos, materiales y situaciones de aprendizaje que son del interés del alumnado. El sistema universitario puede ejercer una gran influencia en su entorno socioambiental mediante el desarrollo de competencias relacionadas con la sostenibilidad y el emprendimiento (Mindt y Rieckmann, 2017), por ello la Unión Europea considera como finalidad prioritaria desarrollar la denominada "tercera misión de la universidad", especialmente en el ámbito de la transferencia del conocimiento generado en la investigación, que debe ser aplicable en la sociedad para el fomento del emprendimiento y la innovación, así como para la promoción de actividades socioeconómicas sostenibles en su territorio de influencia (Bueno, 2007). ...
... To our knowledge, so far, there is no systematic literature review regarding the integration of ESD competencies in teacher education, while there are a number of previous studies that attempted to synthesise the literature on sustainability competencies in higher education in general rather than be devoted to teacher education. Mindt and Rieckmann [31] carried out a systematic literature review to explore the state of the art concerning teachinglearning approaches and methods in higher education for sustainable development (HESD) and HEE higher education for entrepreneurship. ...
The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competencies have been considered in the literature as key competencies for reorienting teacher education towards sustainability as well as explore the suggested assessment tools and approaches to integrate these competencies into teacher education programmes. The results show increased attention during the last decade to develop a set of ESD competencies for teachers, which reveals the absence of a unified framework for teacher competencies for ESD. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area. This paper highlights the progress and gaps in the research related to mainstreaming ESD competencies in teacher education, providing evidence from the literature that can inform policy and strategy improvement in higher education institutions.
... In addition, the competencies of a person often signify all the skills and abilities of an individual to perform a task assigned to him or her. In the education and business world, individual skills are defined as a tool for communicating in success and learning processes (Mulder, 2012;Mindt and Rieckmann, 2017). Usually, human competencies are the Road to economic growth in Bangladesh inspiration, ability, components of one's self-image, social position or body of information that he or she uses. ...
Purpose
This study aims to provide a better understanding of the individual-level factors that affect rural women’s sustainable entrepreneurial intention in starting and running a business in Bangladesh and contributing to national economic growth.
Design/methodology/approach
Data from a sample of 297 rural Bangladeshi women were analysed using a quantitative approach with Smart PLS 3.0 (SEM) and SPSS V25. This was to explore the direct influence of perceived capability, social perception and individual competencies on women’s intention to become sustainable entrepreneurs. The indirect consequences of these three variables on perceived opportunity were also evaluated.
Findings
The studies confirmed a positive and significant association between perceived capability and social perception with the intention to become a sustainable entrepreneur. There is no conventional connection between women’s individual competencies and their intention to become an entrepreneur. Moreover, the data confirmed that perceived opportunity mediates the relationship between perceived capability and individual competencies with the intention to become an entrepreneur. However, no mediation role of perceived opportunity in the relationship between social perception and intention was found.
Originality/value
This study is one of very few to explore through empirical analysis the relationship between women’s individual characteristics and their intention to become sustainable entrepreneurs and to investigate whether rural women are motivated to become empowered to contribute to economic development through sustainable entrepreneurial intention.
... Se identifica un amplio abanico de posibilidades que se podría explorar en determinados casos y que podrían representar opciones adaptadas al contexto, como insumo para el diseño y modificación de cursos y programas de emprendimiento. Estos autores también afirman que encontraron que pocos autores se refieren a las políticas publicadas por organizaciones nacionales e internacionales (Mindt y Rieckmann, 2017). ...
La labor docente no solo implica la formación, sino también la reflexión constante. Relacionado con la educación empresarial, desarrollar estudios que hagan posible esta revisión genera posibilidades para fortalecer y mejorar el proceso educativo. La investigación realizada en la institución educativa Fundación Universitaria Católica Lumen Gentium tiene como objetivo identificar los conocimientos, actitudes y prácticas de un grupo de docentes para establecer cómo se lleva a cabo esta educación empresarial. El acercamiento se realiza con un enfoque cualitativo de tipo descriptivo. Como principales resultados y conclusiones para enseñar el emprendimiento en esta institución se encontró que, en cuanto a los conocimientos, las asignaturas se desarrollan a través de un eje emprendedor desde el saber relacionado con la construcción y validación de un proyecto emprendedor; las actitudes respecto al emprendimiento de los docentes son positivas y favorables ya que se reconocen como emprendedores o les gustaría serlo y las prácticas confirman la orientación hacia el conocimiento; la mayoría de estrategias se llevan a cabo a través de procesos de instrucción, análisis y discusión, mayoritariamente dentro del aula.
https://revistas.unicatolica.edu.co/revista/index.php/LumGent/article/view/226
Bij het bepalen van een aanpak voor burgerschapsonderwijs kunnen scholen en lerarenopleidingen verschillende keuzes maken op basis van hun visie. In dit artikel beschouwen we twee aanpakken voor het vergroten van maatschappelijke betrokkenheid—een belangrijk maar nog steeds onderbelicht leerdoel binnen burgerschapsonderwijs: Bèta Burgerschap (Saxion) en Onderwijs in Sociaal Ondernemerschap (Marnix Academie). We beschrijven voor beide aanpakken de rationale, de didactiek, praktische voorbeelden en de positionering van de aanpak in de lerarenopleiding. Vervolgens gaan we de dialoog aan over overeenkomsten en verschillen. Het gaat dan bijvoorbeeld om de pedagogische visie, het wel of niet inleiden in bepaalde waarden, de focus op cognitieve of handelingsgerichte betrokkenheid en de keuzes die worden gemaakt in de lerarenopleidingen. Het opzoeken van de dialoog over de twee aanpakken was voor ons als onderzoekers en lerarenopleiders een waardevolle exercitie. We besluiten het artikel dan ook met de aanbeveling om in de eigen context de dialoog aan te gaan over de vormgeving van onderwijs gericht op het vergroten van maatschappelijke betrokkenheid en de consequenties voor de lerarenopleiding.
La producción de energía de forma sostenible constituye uno de los desafíos fundamentales de nuestras sociedades, incluido en la Agenda 2030 de Naciones Unidas como el objetivo 7 “Energía asequible y no contaminante”. Los Objetivos de Desarrollo Sostenible (ODS) parten desde una concepción dinámica que engloba aspectos económicos, sociales y ambientales (Ramos, 2021), y deberán someterse a una evaluación detallada si se pretende que realmente sirvan de pauta para una transformación social justa, inclusiva y sostenible.
Purpose
This study aims to systematically examine 69 secondary studies to understand trends and implications in sustainability in higher education (SHE), addressing gaps in secondary studies, which often lack comprehensive thematic overviews that hinder future directions.
Design/methodology/approach
This tertiary study uses meticulous thematic coding to unveil overarching themes and future research directions across seven SHE areas: institutional frameworks, campus operations, education, research, outreach and collaborations, campus experiences and assessment and reporting.
Findings
The analysis reveals challenges higher education institutions (HEIs) face in integrating sustainability, highlighting the need for a holistic approach. Barriers such as awareness deficits and resistance to change emphasize the importance of interdisciplinary research. Emphasizing holistic integration and innovation is vital for seamlessly embedding sustainability within HEIs.
Practical implications
Key future research themes include holistic approaches to sustainability integration, leadership for sustainable change and innovative pedagogical approaches. Additionally, it is important to explore transdisciplinary approaches in sustainability research and the role of research centers and funding in addressing sustainability challenges.
Originality/value
This study provides a comprehensive overview of SHE, offering insights for researchers and practitioners, and serves as a resource for advancing sustainable educational practices.
The extensive literature on the contributions of entrepreneurship has fostered positivity bias, which must be critically addressed in education, as there are also unsuccessful entrepreneurial endeavors that have pernicious impacts on the psychological (dark), capital (down), and societal (destructive) domains. This study aims to analyze the impact of entrepreneurship education (EE) on entrepreneurial intention (EI) through the knowledge of the dark (DR), down (DW), and destructive (DS) sides of entrepreneurship and strategies (STR). It employs a convergent mixed method approach that used survey research involving 122 respondents selected using purposive sampling, which was analyzed with partial least squares structural equation modeling (PLS-SEM) through Smart PLS 4, and interviews with 10 informants probed using thematic analysis. The quantitative analysis revealed that better entrepreneurship education is associated with higher knowledge of the Triple Ds and the strategies to combat them; that only DS and STR are significant predictors of EI as well as partial mediators; and that EE directly impacts EI. The rival explanations conducted for an objective orientation showed that EE significantly influenced DR, DW, DS, STR, and EI; Only DW was insignificant in predicting EI. DR, DS; and STR significantly mediate the relationship between EE and EI. Implications from the results emphasize the importance of incorporating the Triple Ds in the entrepreneurship curriculum. Sample cases investigating the dark and destructive side of entrepreneurship as well as measures to mitigate negative consequences, will not only correct positivity bias but also intensify entrepreneurial intentions.
A sustentabilidade tem ganhado grande visibilidade nos últimos anos em várias esferasdiferentes, seja na arquitetura, na farmacologia, na cosmetologia, na área têxtil e no ramoalimentício e pode-se atribuir essa visibilidade às redes sociais, meios de comunicação,incentivo fiscal da parte do estado às empresas e a conscientização que aos poucos apopulação tem desenvolvido que têm abordado o termo cada vez com mais intensidade,fazendo com que o tema seja frequentemente mais buscado e aplicado. Sabendo disso, oprojeto visou analisar as estratégias do comércio sustentável do Distrito Federal, assim comoo perfil dos seus consumidores. Para isso, a pesquisa inicialmente foi dividia em duas fases,em que a primeira era encarregada de realizar um levantamento bibliográfico, por meio depesquisas realizadas em sites jurídicos na internet, de Micro e Empresas de Pequeno Porteque apresentam características sustentáveis, a fim de verificar quais são as ações eestratégias associadas às práticas de responsabilidade socioambiental empregadas por essesestabelecimentos. Em seguida, fez-se o levantamento do perfil dos consumidores residentesno Distrito Federal, por meio de um questionário aplicado via Google Forms, em que ovoluntário era convidado a responder perguntas associadas ao seu próprio tipo de consumo,sendo sustentável ou não, e o que entendia sobre o tema e a repercussão que tem ganhadoa cada dia. Sendo assim, diante das duas etapas aplicadas durante a elaboração da pesquisa,conseguiu-se levantar 27 empresas que atuam no DF com características sustentáveis e umrecolhimento de participações de 70 voluntários. Então, com os dados coletados, foi possívelconcluir que na região do Distrito Federal, com aproximadamente 131.472 Microempresasou Pequenas Empresas ativas, a porcentagem de empresas com um viés sustentável é baixo,cerca de 0,02%, e o número de pessoas que de fato fomentam esse mercado com escolhassustentáveis é pequeno, sendo aproximadamente 1,4% dos voluntários totais os que buscamter um consumo sustentável independente do valor cobrado pelo produto. Dessa forma,entende-se que o mercado sustentável do Distrito Federal está em desenvolvimento, porapresentar um acervo de empresas sustentáveis limitado e um público consumidor poucoenvolvido à causa, o que mostra que estratégias de auxílio às MPEs na adesão e naatualização do mercado relacionado a gestão ambiental e o desenvolvimento sustentável sãode suma importância, visando uma inovação no ramo, com o propósito de conscientizar osconsumidores e aumentar a produção de produtos e a oferta de mão de obra quecompreendem a importância de se desenvolver um pensamento sustentável
Universities are a context where actions are being taken to develop sustainable skills that will allow the achievement of the SDGs, with sustainability being incorporated into campus management and curriculum. Consequently, this study analyzes the level of SDG knowledge and perception of future early childhood education and primary school teachers. The aim is to give visibility to the impact of university curricula on their training. A quantitative methodology is chosen that uses a questionnaire which collects both sociodemographic information and other information specifically linked to the SDGs (knowledge level, training contexts and the need to incorporate the SDGs into the study plans of the degrees). The analysis of the results has been carried out using the Excel program. The most notable results are the lack of training and knowledge in terms of SDGs, as well as doubts regarding the incorporation of the SDGs into the undergraduate curriculum. For this reason, it is concluded that current education curricula are not meeting their objectives of promoting knowledge and practical application of the SDGs in future teachers. Consequently, it is necessary to revise the curricula so that they promote sustainability from theory and practice, promote training in teaching about the SDGs among university professors and promote spaces among future teachers where good SDG practices in compulsory education are shared.
Emprendimiento y sostenibilidad tienen su punto de encuentro en el emprendimiento azul. A través de la educación para el emprendimiento azul en el ámbito universitario se promueve el desarrollo de competencias que permita a los futuros profesionales generar soluciones innovadoras a problemas sociales, convirtiéndose así la educación en una herramienta de cambio y transformación social. Es por ello que este estudio analiza en qué medida el desarrollo de estas competencias están contempladas en los planes de estudio centrándonos en los diferentes grados de la Facultad de Ciencias de la Educación de la Universidad de Sevilla.
Objetivo: identificar e analisar as estratégias organizacionais adotadas pelas empresas pesquisadas para o cumprimento de metas da Agenda 2030 da ONU. Método / abordagem: a pesquisa caracteriza-se como qualitativa-descritiva. Os métodos utilizados na pesquisa foram a pesquisa documental, onde foram analisados os relatórios de sustentabilidade das empresas pesquisadas entre os anos de 2020 a 2021. E a revisão bibliográfica realizada através da análise dos artigos publicados voltados para o tema, sustentabilidade corporativa publicados nos últimos 10 anos. Principais resultados: observa-se que o tempo de atuação das empresas, o segmento e as políticas de gestão influenciam diretamente no engajamento sustentável das organizações. Questões voltadas para competitividade e consolidação da marca também são fatores para as empresas se tornarem cada vez mais sustentáveis. Os indicadores de enfrentamento aos problemas sociais e a mudança de comportamento dos consumidores também são considerados um grande desafio para as empresas se adequarem aos padrões de sustentabilidade. Na análise documental das empresas Raízen e Engie do Brasil, identica-se que as práticas organizacionais adotadas contribuiram de forma significativa para as empresas atenderem aos indicadores de desempenho exigidos pela Agenda 2030 e como consequência se tornarem organizações que buscam atender os padrões de sustentabilidade. Contribuições metodológicas / sociais / gerenciais: as práticas, bem como, o arcabouço histórico voltado para o tema. Contribuem para que outras organizações entendam a importância de implementação voltada para a sustentabilidade em suas cadeias produtivas e nas ações de cunho social. Os impactos gerados por práticas como estas, tem ligação direta, não só economicamente para as organizações que as promovem, mas para o meio social e ambiental. Nota-se que as regiões atingidas pelas práticas promovidas por essas companhias possuem um avanço significativo, nas questões sociais, ambientais e econômicas. Originalidade / relevância: o estudo de caso serviu como instrumento de pesquisa acerca das narrativas empíricas apresentadas. Sua relevância no engajamento temático e no entendimento a luz dos objetivos de desenvolvimento sustentável ODS possuem grande notoriedade tanto na esfera social, econômica e ambiental. Empresas sustentáveis atraem para si, menores custos nas cadeias produtivas, consolidação da marca (marketing verde), facilidades para entrada de novos mercados, melhores condições fiscais e tributárias e satisfação dos colaboradores e dos clientes.
Desde 1970 se incrementó la oposición hacia el crecimiento económico ilimitado que perpetuaba la idea que la naturaleza podía ser sustituible por medio del avance tecnológico (Martínez –
Alier, 2004). Surgieron también movimientos sociales protestando contra los peligros generados por los procesos de producción (Røpke, 2004). Posterior a la Crisis Energética de 1973, se desarrolló la primera definición moderna de Economía Circular que apareció en el informe Jobs for tomorrow: The potential for substituting manpower for energy escrito en 1976 por Walter Stahel y Genevieve Reday-Mulvey, en el cual propusieron el enfoque llamado Cradle to Cradle (Mabee, 2011).
La Economía Circular (EC) surgió como una crítica hacia el enfoque del sistema económico lineal tradicional, la aparición del concepto formalmente fue por Pearce y Turner (1990) dentro de la formulación de un nuevo modelo económico que se encontraba basado en la primera y segunda ley de termodinámica. Según Faber et al. (2002) y Lawn (2007), estas leyes de termodinámica indican que existe un límite con respecto a la capacidad de residuos de producción que pueden ser disminuidos
por medio del uso de la tecnología, donde no es posible la transformación la energía dado el principio
de conservación de esta, pero los procesos pueden ser direccionados de menor a mayor entropía.
El enfoque del Modelo de Economía Circular (MEC) basado en las leyes de la termodinámica, condiciona que los residuos resultantes de las etapas de la producción se redujeran o direccionaran a otras cadenas productivas.
El objetivo de esta investigación es identificar el surgimiento de la Economía Circular desde la perspectiva de la Economía Ecológica (E.E) y explicar si existe posibilidad de que esta pueda ser una
estrategia para lograr el desarrollo sustentable. Bajo el método de utilización de resultados teóricos se recopila una síntesis sobre la EC, se contrastan y analizan las diferentes acepciones y posturas en torno a la EC. Considerando como caso de estudio el reciclaje de Polietilén Tereftalato se explican los beneficios y complicaciones que pueden existir al aplicar un Modelo de Economía Circular. La problemática que se aborda es la generación de residuos plásticos municipales dada la producción y uso indiscriminado de las botellas de Polietilén Tereftalato (PET), el rápido crecimiento de la tasa de consumo de plástico en el mundo ha provocado la creación de grandes cantidades de residuos dificultando la eliminación de estos y generando problemas ambientales como el incremento de la huella de carbono y acumulación en diversos ecosistemas; esto se debe a la corta duración de vida útil de los plásticos pues se estima que, antes de convertirse en desechos, el 40% tiene una duración de vida inferior a un mes, aunque la media ponderada difiere con respecto a cada país (Panda et al., 2010). A partir de los avances tecnológicos actuales, el PET se puede reciclar e incorporar a cadenas de producción extendidas con un modelo de economía circular por lo que es posible una economía alternativa no lineal.
Libro dedicado a la economía social, circular y al desarrollo sustentable
As universidades são continuamente exigidas a contribuir para a discussão da sustentabilidade, principalmente por se tratar de um ambiente com a possibilidade de incentivar a transformação da sociedade para o desenvolvimento sustentável. Este estudo busca analisar as correlações entre os comportamentos e competências para a sustentabilidade, bem como propõe modelos para estimar a contribuição de variáveis ambientais na percepção de universidade reconhecida pelas ações socioambientais. Para tanto, foi realizado um estudo quantitativo com uma amostra composta por 1056 indivíduos pertencentes à comunidade acadêmica de uma Universidade. Entre os achados, estão descritos o conjunto de correlações entre os comportamentos, competências para a sustentabilidade e contribuições de variáveis ambientais. Por fim, são apresentados três modelos que explicam a contribuição da Universidade para os comportamentos, para as competências e para a percepção de Universidade Verde.
This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduce users to the internal dynamics of modern energy systems and energy transition toward CO2-neutral energy systems. The target audience of the course is students who study Environmental Engineering, Energy, Systems, or similar program and anyone else interested in insights into the topic. The course builds on previous energy supply and demand models by updating and adapting them to the existing situation. MOOC is designed by the Competency-Based Education (CBE) approach, and a literature review is used in the study to cover theoretical parts of the course. Technology Readiness Level (TRL) methodology describes the main steps of the course model development progress, and testing of MOOCs pilot version on five students is included in the final stage of the study.
Currently, university students can read content from various social media sites; however, little is known about the relationship between students’ social media exposure and their valuation of sustainability in entrepreneurship and of environmental and social care as drivers of new venture creation. This research seeks to reduce this knowledge gap, evaluating discrepancies among undergraduates according to the intensity of their social media use. An online survey was applied to compare students’ perceptions based on their reading of Twitter, Facebook, Instagram, LinkedIn, and YouTube. A total of 143 valid responses of students in business and engineering careers in Chile were analysed using the Mann-Whitney test, showing a difference in the perceptions of undergraduates who read social media content once a day or more. The results show that a higher frequency of reading such content is related to higher perceived relevance of environmental sustainability, social welfare, and fair trade; likewise, it is linked with less perceived importance of sustainability as a driver of entrepreneurship. This evidence is relevant in recognizing the potential of social media sites to strengthen the higher education in sustainable entrepreneurship because these channels can be incorporated as a formal source of information for learning and its use is still limited. Future research should explore what specific types of content have the most significant impact on perceptions of sustainable entrepreneurship and promote particular methods for their application in this area.
Universities play an important role in promoting sustainable development. They can design learning settings in which students can develop sustainability competencies that enable them to initiate social change and promote sustainable development. Service Learning is a pedagogical approach that not only enables such competence development, but also contributes directly to sustainable transformation at the local level by supporting different actors in implementing and improving sustainable activities. This article gives an overview of the importance of higher education for sustainable development and the possibilities of service learning in this context. Based on service learning courses at the University of Vechta in cooperation with companies, the diverse potentials of service learning for sustainable development are discussed.
A transferência de tecnologia (TT) de instituições de pesquisa é uma estratégia de inovação aberta que, se aliada ao conceito de inovação sustentável, pode colaborar com a concepção de sistemas em melhor consonância com os ideais do desenvolvimento sustentável, necessidade cada vez mais evidente no relevante setor do agronegócio. O objetivo central da pesquisa foi investigar como a TT pode auxiliar na promoção de inovações sustentáveis no ambiente do agronegócio. Foi empregada a estratégia de estudo de caso único envolvendo a Empresa Brasileira de Pesquisa Agropecuária e uma propriedade privada localizada na região do bolsão sul-mato-grossense. Constatou-se que a TT entre agente (Instituto de Pesquisa) e receptor (propriedade) foi crucial, não apenas para o seu êxito em termos econômico-financeiro e comercial, mas na geração mútua de conhecimento, de processos e de melhorias no âmbito de uma inovação orientada e que promove benefícios em relação às dimensões ambientais, econômicas e sociais do Desenvolvimento Sustentável (DS). Porém, apesar da busca pelo equilíbrio entre as dimensões do DS ter permeado todo processo de TT, sua efetividade não foi evidenciada. O estudo reforça a premência da consideração de novos elementos da hélice quíntupla e apresenta recomendações de estudos no setor do agronegócio que incluam a TT e inovações sustentáveis. Palavras-chave: transferência de tecnologia, inovação sustentável, agronegócio. Promoting sustainable innovation in agribusiness: the importance of technology transfer Abstract Technology transfer (TT) of research institutions is an open innovation strategy that, along with the concept of sustainable innovation, collaborates with the design of systems in line with sustainable development, an increasingly evident need in the agribusiness sector. The main objective of this research was to investigate how TT can assist in promoting sustainable innovations in the agribusiness environment. The strategy used a single case study involving the Brazilian Agricultural Research Corporation (EMBRAPA) and a private property in Mato Grosso do Sul. The results show that TT between the agent (Research Institute) and receiver (property) was crucial not only for its economic-financial and commercial success, but also for mutual generation of knowledge, processes, and improvements regarding innovation that benefits the environmental, economic, and social dimensions of Sustainable Development (SD). However, although the search
The Sustainable Development Goals (SDGs) have become entrenched in higher education institutions (HEIs) for their commitment to training people with relevant key competencies to address them. The article examines how teaching has been configured as the dimension with the greatest potential to incorporate sustainable development and how, together with research, it is considered one of the main areas of contribution to the achievement of the SDGs, concretized in the integration of these objectives to the study plans of the official degrees that, as a training action, are carried out. From the review of the Report of the Second World Survey of the International Association of Universities on Higher Education, Research and Sustainable Development, the annual Report of the Agreement on the SDGs of the Global Alliance and the Dossier of the Spanish Network for Development Sustainable, each SDG analyzes the relevant actions of integration of these Global Objectives in the teaching function and references to experiences as case studies. The analysis of the results shows a high variability between the universities regarding the degree of approach of each of the SDGs and the tendency to identify as well-established work, the one carried out with SDG 4, as a priority from teaching. The case studies analyzed show a significant differentiation regarding the types of actions they carry out and their trends. The use of surveys such as those analyzed are insufficient to observe the development of integration in the curricula, more experiences such as that developed by REDS are needed, as well as online platforms in which teachers present their experiences of curricular redesigns and incorporation from the SDGs to the curricula and mapping of the new degrees that are emerging.
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