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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/235200
- The role of social capital in business education for sustainability
- Bolton, Dianne
- This chapter draws from research and practice in considering how the goal of 'educating for sustainable business and commerce' might influence the design and delivery of business and management programs. It is argued that longstanding tensions in business education have been exacerbated recently by debates around what constitutes sustainable business practice in an environment that is increasingly challenged by shifting community standards concerning sustainable physical and human resource usage and accountability for negative externalities. Organisational responses to such agendas in today's rapidly shifting business environment rely heavily on adaptive and dynamic capabilities including that of building social capital, a central tenet in complexity and sustainability literature. Similarly, business educators have raised questions around the philosophy and purpose of business education, the ontological perspectives of both teacher and student, the impact of their respective world views on teaching and learning design, and the nature of critical thinking and applied learning appropriate to environmental challenges. It is suggested here that ·developing capability to promote a business sustainability agenda, as described above, relies heavily on building social capital. This concept has been seen as having heuristic and sense-making value by shaping perceptions, learning and capability around the challenges facing business currently---especially those concerned with direction setting and adaptation of operational activities in complex and fast-paced change. In relation to management education, the notion of building social capital also suggests the need to re-evaluate and develop appropriate conceptual and practical skills enabling a shared understanding tl1rough collaborative mindsets and partnerships. Aspects of these educational challenges are discussed in relation to the contribution of thematic and problem-oriented curriculum as well as that of relevant competency sets and analytical skills.
- Publication type
- Book chapter
- Research centre
- Swinburne University of Technology
- Fresh thoughts in sustainable leadership / Gayle Avery and Bronwyn Hughes (eds.), Chapter 15, pp. 219-235
- Publication year
- Business education; Social capital; Sustainability
- Tilde University Press
- Publisher URL
- Copyright © 2013.
- Peer reviewed