The Role of STEM-Based Sustainability in Business and Management Curricula: Exploring Cognitive and Affective Outcomes in University Students

To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-p...

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Bibliographic Details
Published in:Journal of management education Vol. 46; no. 4; pp. 656 - 684
Main Authors: Craig, Christopher A., Petrun Sayers, Elizabeth L., Gilbertz, Susan, Karam, Rita, Feng, Song
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.08.2022
SAGE PUBLICATIONS, INC
Subjects:
Business Administration
Business Administration Education
Cognition
Cognition & reasoning
College Curriculum
College students
Curricula
Curriculum development
Curriculum Implementation
Elective Courses
Higher education
Integrated Curriculum
Interdisciplinary Approach
Outcomes of Education
STEM Education
Sustainability
Teaching methods
Undergraduate Students
comparative groups
case studies
institutional/field-level issues
sustainability
STEM
teaching methods and approaches
academic discipline/subject areas
multi-method
program evaluation
assessment of new teaching tools
theories and issues in education
curriculum design
strategic management
before and after designs
teaching and learning
management education
ISSN:1052-5629, 1552-6658
Online Access:Get full text
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Summary:To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided.
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ISSN:1052-5629
1552-6658
DOI:10.1177/10525629211056316