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

Autor/inn/en	Craig, Christopher A.; Petrun Sayers, Elizabeth L.; Gilbertz, Susan; Karam, Rita; Feng, Song
Titel	The Role of STEM-Based Sustainability in Business and Management Curricula: Exploring Cognitive and Affective Outcomes in University Students
Quelle	In: Journal of Management Education, 46 (2022) 4, S.656-684 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Craig, Christopher A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629211056316
Schlagwörter	STEM Education; Sustainability; Business Administration Education; Undergraduate Students; Interdisciplinary Approach; College Curriculum; Curriculum Implementation; Elective Courses; Outcomes of Education; Integrated Curriculum + Suchen Sie Ihr Suchwort? STEM; Nachhaltigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elective course; Wahlkurs; Lernleistung; Schulerfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01