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Title: A cross-case analysis of ESD learning and development in UK business schools
Author: Salmen, Angelika
ISNI:       0000 0004 7967 0815
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2018
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Education for Sustainable Development (ESD) has found its way onto business school agendas with an increase in curricular engagement. With a large number of students obtaining business and management degrees, business schools are at the forefront of educating future business leaders, hence are in the spotlight of sustainability and responsibility debates. Academics are crucial in ESD research and teaching, yet their learning and development is still largely confined to the side-lines in academic debates, which is paradoxical given their role in educating future business leaders. This thesis investigates academics' learning of ESD and their perceptions on professional development opportunities as a means to support curricular integration. A cross-case analysis of three UK business schools highlights similar barriers and drivers across universities, and shows that enthusiasts remain at the forefront of ESD integration, a process influenced by each institutional setting. Additionally, there is a fragmentation on how academics learn and develop their knowledge and skills and ESD learning. Other findings point to the marketisation of HE and changing academic role that constitutes a higher degree of pressure and additional responsibilities. Ultimately, ESD learning and integration are impacted through individuals' lack of time to engage, a lack of funding and support and shifting priorities in research that is more likely to further their careers. The implications of this study are twofold, firstly suggesting that academics' ESD development requires individuals, both enthusiasts and non-enthusiasts, to embrace other forms of learning such as social learning in order to increase collaborations across University departments and disciplines. This in turn ties in to ongoing institutional support for enthusiasts to pursue sustainability activities. Secondly, the changing role of academics has to be taken into consideration to contribute to a more realistic and systemic integration of ESD, by firmly prioritising the concept as part of institutions blue prints.
Supervisor: Tomlinson, Michael Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available