Business schools' preparation for sustainable economic change : a gap analysis of student perceptions and curriculum content at Lapland UAS and FH Aachen
Van Matre, Emily (2024)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024120934085
https://urn.fi/URN:NBN:fi:amk-2024120934085
Tiivistelmä
This thesis explores the extent to which business schools prepare students for an economy changing due to sustainability considerations, focusing on Lapland University of Applied Sciences (Lapland UAS) in Finland and Aachen University of Applied Sciences (FH Aachen) in Germany. The primary object of the research is to examine both student and faculty perceptions of preparedness to address sustainability challenges in students’ future careers. The research is guided by four sub-questions related to the integration of sustainability and ethical business practices in curricula, the alignment between student expectations and faculty goals, and the role of ethics in business management education.
The research employed a mixed-methods approach, using quantitative data from a survey distributed to current students and faculty with qualitative analysis of two open-ended questions in the survey and course descriptions. Course descriptions were analyzed to assess the extent to which sustainability is integrated into each business program.
Data analysis was carried out using statistical methods for the survey responses and content analysis for course materials. Key concepts from the theoretical frameworks of Capitalist Realism (Fisher), Ghoshal’s critique of business schools, and Doughnut Economics (Raworth) were applied to assess the gaps and integration of sustainability in the curricula.
The findings indicate varied integration of sustainability and ethical business practices across both institutions, and notable gaps between faculty goals and student expectations. Recommendations include increasing sustainability-focused content in curricula and providing practical solutions at curricula, faculty, and institutional levels to better prepare students for a sustainability-focused economy.
The research employed a mixed-methods approach, using quantitative data from a survey distributed to current students and faculty with qualitative analysis of two open-ended questions in the survey and course descriptions. Course descriptions were analyzed to assess the extent to which sustainability is integrated into each business program.
Data analysis was carried out using statistical methods for the survey responses and content analysis for course materials. Key concepts from the theoretical frameworks of Capitalist Realism (Fisher), Ghoshal’s critique of business schools, and Doughnut Economics (Raworth) were applied to assess the gaps and integration of sustainability in the curricula.
The findings indicate varied integration of sustainability and ethical business practices across both institutions, and notable gaps between faculty goals and student expectations. Recommendations include increasing sustainability-focused content in curricula and providing practical solutions at curricula, faculty, and institutional levels to better prepare students for a sustainability-focused economy.