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This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study presents procedures for promoting critical reflection using critical incidents, dialogue and reflective diaries, which can be a reference for researchers, managers, consultants and corporate educators.

This research was guided by an interpretative qualitative approach that is suitable for the study of critical reflection. The authors chose the method of action research because of its interactionist and interventionist character, which allows for the evaluation of the leadership soft skills development experience.

A leadership soft skills development program based on the concept of critical reflection in the work context leads to leaders having potential to promote changes in management practices and enhancing behavior, and the study points out the conditions necessary for success in instituting the desired changes and transformation.

The proposed developmental model, based on reflective conversations of critical incidents, dialogue and reflective diaries, stimulates critical reflection. This can be applied by other actors who are interested in promoting assessment and the development of soft skills.

There are few studies that discuss critical reflection in the corporate environment. In particular, few present models or tools that foster a reflective view of one’s assumptions, beliefs and values. This research not only advances this proposal by introducing considerations from practical experience as developed through action research, but it also signals the high potential of the study’s approach to promoting the development of soft skills.

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).

A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.

Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.

This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.

The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.

There is limited research and analysis of the identification and implications of using PP pedagogy.

The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years.

The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data.

Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students’ mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts.

Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance.

The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers.

Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students’ learning, especially in relation to the development of a new rationality.