Introducing a Problem-Posing Protocol to Encourage Management Students’ Reflections on Sustainability Premises

Author:

Santos Carlos Jonathan1ORCID,Brunstein Janette1ORCID,Walvoord Mark Edward2ORCID

Affiliation:

1. Universidade Presbiteriana Mackenzie, São Paulo, SP, Brazil

2. University of Central Oklahoma, Edmond, OK, USA

Abstract

The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students’ reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students’ premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability.

Funder

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Publisher

SAGE Publications

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