The strategic process of developing social aspects of sustainability through the vision reflection in business education
Abstract
Empowering students in the higher education environment as a challenging pedagogical trend represents one of the key social aspects of sustainability. In this article we discuss the students’ visions, their future development preferences and focus on the study and further achievements of the business students by analyzing the content of students’ self-reflected dialogues. The traditional pedagogical approach is upgraded through the introduction of the conceptual model – The strategic process of developing social aspects of sustainability through business education. It emphasizes vision development, gender issues awareness, work-life balance, widening horizons and nurturing proactiveness, and aims to highlight the importance of attitude-related content besides knowledge-related content. We advise the pedagogues to encourage personal development of their students in order to be able to identify different developmental types and individualize the study process, accordingly. The paper also provides practical implications for the incorporation into the syllabuses of the business school programs. Based on the analysis of up-to-date affective tutoring systems, authors’ long-term experience and in order to determine most efficient versions of business education the Affective Tutoring System for Business Education (ARTSY) was developed
Keyword : students’ visions, social aspects, sustainability, reflection, empowerment, pedagogical approach
How to Cite
Peterlin, J., Dimovski, V., Tvaronavičienė, M., Grah, B., & Kaklauskas, A. (2018). The strategic process of developing social aspects of sustainability through the vision reflection in business education. Technological and Economic Development of Economy, 24(4), 1718-1736. https://doi.org/10.3846/tede.2018.5198
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Grooms, L. D., & Reid-Martinez, K. (2011). Sustainable leadership development: A conceptual model of a cross-cultural blended learning program. International Journal of Leadership Studies, 6(3), 412-429.
Gurr, D. (2007). Developing sustainable leadership. Australian Journal of Education, 51(3), 341-342. https://doi.org/10.1177/000494410705100310
Haque, M., TitiAmayah, A., & Liu, L. (2016). The role of vision in organizational readiness for change and growth. Leadership & Organization Development Journal, 37(7), 983-999. https://doi.org/10.1108/LODJ-01-2015-0003
Hardy, C., & Tolhurst, D. (2014). Epistemological beliefs and cultural diversity matters in management education and learning: A Critical review and future directions. Academy of Management Learning & Education, 13(2), 265-289. https://doi.org/10.5465/amle.2012.0063
Hargreaves, A. (2007). Sustainable leadership and development in education: Creating the future, conserving the past. European Journal of Education, 42(2), 223-233. https://doi.org/10.1111/j.1465-3435.2007.00294.x
Hartman, N. S., Allen, S. J., & Miguel, R. F. (2015). An exploration of teaching methods used to develop leaders: Leadership educators’ perceptions. Leadership & Organization Development Journal, 36(5), 454-472. https://doi.org/10.1108/LODJ-07-2013-0097
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Hernandez, Y., Sucar, L.E., & Arroyo-Figueroa, G. (2008). Building an affective model for intelligent tutoring systems with base on lecturers’ expertise. In A. Gelbukh, & E. F. Morales (Eds.), MICAI 2008: Advances in Artificial Intelligence. Lecture Notes in Computer Science 5317 (pp. 754–764). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-540-88636-5_71
Hibbert, P. (2012). Approaching reflexivity through reflection: Issues for critical management education. Journal of Management Education, 37(6), 803-827. https://doi.org/10.1177/1052562912467757
Hill, C. W. L., & Jones, G. R. (2007). Strategic management: An integrated approach. Boston, New York: Houghton Migglin Company.
Hogo, M. A. (2010). Evaluation of e-learning systems based on fuzzy clustering models and statistical tools. Expert Systems with Applications, 37(10), 6891-6903. https://doi.org/10.1016/j.eswa.2010.03.032
Holtschlag, C., & Masuda, A. D. (2011). The impact of career visions on work attitudes: a longitudinal approach. Career Development International, 16(7), 668-683. https://doi.org/10.1108/13620431111187281
Hunt, C. (2011). National strategy for higher education to 2030 Report. Dublin: Government publications office.
Kaklauskas, A, Zavadskas, E. K., Pruskus, V., Vlasenko, A., Seniut, M., Kaklauskas, G., Matuliauskaite, A., & Gribniak, V. (2010). Biometric and intelligent self-assessment of student progress system. Computers & Education, 55(2), 821-833. https://doi.org/10.1016/j.compedu.2010.03.014
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