Lenses on the Post-Oil Economy: Integrating Entrepreneurship into Sustainability Education through Problem-Based Learning

Autor/inn/en	Hermann, Roberto Rivas; Bossle, Marilia Bonzanini; Amaral, Marcelo
Titel	Lenses on the Post-Oil Economy: Integrating Entrepreneurship into Sustainability Education through Problem-Based Learning
Quelle	In: Educational Action Research, 30 (2022) 3, S.480-506 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermann, Roberto Rivas) ORCID (Bossle, Marilia Bonzanini) ORCID (Amaral, Marcelo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1823239
Schlagwörter	Climate; Sustainable Development; Environmental Education; Fuels; Higher Education; Change Agents; Entrepreneurship; Teaching Methods; Action Research; Graduate Students; Course Descriptions; Interdisciplinary Approach; Social Sciences; Partnerships in Education; Business Administration Education; Problem Based Learning; Foreign Countries; Formative Evaluation; Feedback (Response); Competency Based Education; Instructional Design; Teamwork; International Relations; International Cooperation; Brazil; Norway + Suchen Sie Ihr Suchwort? Klima; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Treibstoff; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Hochschulpartnerschaft; Problem-based learning; Problemorientiertes Lernen; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lesson concept; Lessonplan; Unterrichtsentwurf; Internationale Beziehungen; Internationale Kooperation; Internationale Zusammenarbeit; Brasilien; Norwegen
Abstract	In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01