Norman de Paula Arruda Filho, Marcia Cassitas Hino and Barbara Sueli Przybylowicz Beuter
This paper aims to contribute to the discussion of the role of education in developing a new mindset for sustainability leadership by analyzing a project of a Brazilian business…
Abstract
Purpose
This paper aims to contribute to the discussion of the role of education in developing a new mindset for sustainability leadership by analyzing a project of a Brazilian business school that implemented a sustainability training module regarding the UN 2030 Agenda. Considering the purpose of signatory school of the UN Principles for Responsible Management Education, this analysis reflects on the student capacities to become sustainable future value generators for business and society in general.
Design/methodology/approach
This study is characterized as a quantitative research whose strategy is the investigation between variables to understand the learning evolution of the study participants in each of the topics addressed in the training module. The research has a positivist approach that explores data using statistical methods to detect possible behavior patterns in the analyzed data volume, based on secondary data sourced from the questionnaire that validated student knowledge at the beginning and end of the class.
Findings
The data show a considerable impact of education in developing a new mindset for sustainability leadership as there is a big variation students’ average knowledge of the themes that made up the sustainability mindset suggesting that the students’ exposure to the content in the school environment helps increase their knowledge.
Originality/value
This paper fulfills the need to understand the effectiveness of the creation of specific modules of sustainability for students from different areas of activity.
Details
Keywords
Norman de Paula Arruda Filho and Barbara Sueli Przybylowicz Beuter
This study aims to assess how transculturality can potentiate projects developed between UN Principles for Responsible Management Education (PRME) signatories’ institutions by…
Abstract
Purpose
This study aims to assess how transculturality can potentiate projects developed between UN Principles for Responsible Management Education (PRME) signatories’ institutions by emphasizing on the advantages for teams with people from different nationalities. Besides, it addresses a well-discussed topic among the signatory schools of PRME as the initiative strongly encouraged integrated research, attributing it value and applicability.
Design/methodology/approach
The analysis focuses on three projects developed in partnership between institutions from Brazil and other countries, considering significant cultural differences, number of countries involved and the interaction between the academia and the companies. The discussion seeks to understand the value of projects and what they mean in terms of partnerships and mobilizations between PRME’s signatories schools.
Findings
The paper provides empirical insights about the necessity of understanding transculturality as a key factor to the development of multicultural projects, especially with regard to projects aligned with the 2030 Agenda for Sustainable Development, launched by the UN in 2015.
Originality/value
The discussion reinforces that a multifaceted vision has the potential to overlap cultural differences to develop projects with a high degree of replicability.