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Embedding Sustainability in the Curriculum at LSBU Colston Sanger and David Clemson

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Embedding Sustainability in the Curriculum at LSBU Colston Sanger and David Clemson [email protected] Agenda. Sustainability across the University Within the Faculty of Business What’s working well Contributions, questions. Sustainability across the University.

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Presentation Transcript
agenda
Agenda
  • Sustainability across the University
  • Within the Faculty of Business
  • What’s working well
  • Contributions, questions
across the university
Across the University
  • LSBU’s sustainable development policy lays out a broad set of commitments
    • University management
    • Procurement
    • Estates
    • Curriculum
  • Aim:
    • That our organisational practices serve as an exemplar for our students
    • Demonstrate that we practise what we teach
2011 people planet green league
2011 People & Planet Green League
  • One of the greenest universities in London
  • Environmental Auditing and Management Systems
    • Assesses energy and water use, waste management, transport and procurement
  • Curriculum
    • Assesses how a university incorporates sustainability into all its teaching and research
fairtrade accreditation
Fairtrade accreditation
  • A joint project of the Students’ Union and LSBU Catering Services
  • Fairtrade products available in all refectories and on-campus cafes
  • Donations to www.coolearth.org
  • A visible sign of LSBU’s and our students’ commitment to sustainability in action
within the faculty of business
Within the Faculty of Business
  • MBA and MSc International Business include an elective on
    • Sustainable Development and Global Citizenship
  • Main u/g programmes include electives on
    • Knowledge, Globalisation and Development
    • Business Risk Management
  • Sustainability is embedded in topics such as
    • Corporate social responsibility
    • Socially responsible investment
    • Sustainable employability
sustainable employability skills
Sustainable employability skills
  • Professional accreditation

But also

  • Social enterprise projects
    • GREentrepreneurship
  • Transferable (sustainable) employability and enterprise skills
    • Thinking under pressure
    • Resilience
    • Resourcefulness
    • Collaborative leadership
    • Effective communication
    • Knowing how to learn from experience
globally responsible environmental awareness
Globally responsible environmental awareness
  • We introduce students to
    • UN Global Compact – www.unglobalcompact.org
    • UN Millennium Development Goals – www.un.org/millenniumgoals
    • Principles for Responsible Investment – www.unpri.org
    • Decade of Education for Sustainable Development - www.desd.org
    • PRME – www.unprme.org
    • MBA Oath – http://mbaoath.org
  • An increasing number of MBA, MSc and DBA dissertations in areas relating to sustainability
live project based learning
Live project-based learning
  • Constructive alignment of intended learning outcomes, activities and modes of assessment
  • Learning how to manage projects through live project-based learning
    • E.g., a charity fundraiser event
    • Several £K raised now for different charities
  • A Christmas quiz night that raised nearly
  • £400 for Shelter
collaborative learning
Collaborative learning
  • MBA Critical Management Inquiry core module
  • Active learning through a series of group-based inquiry projects
  • Typically based on management dilemmas
    • ‘The art of management is largely about learning to live with dilemmas, situations where difficult choices must be made between two or more alternatives…’
transferable sustainable learning
Transferable sustainable learning
  • Encouraging confident learners
    • who can think under pressure,
    • are resilient and resourceful
    • who can lead collaboratively,
    • communicate effectively in a polyglot world
    • and know how to learn from experience

‘In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers…’

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