Abstract
This paper describes a competency-based pedagogical framework as the basis for designing a flipped classroom for millennials taking an undergraduate course on sustainable business. Its theoretical underpinnings are culled from the literatures on learner empowerment, epistemological belief systems, and the social construction of knowledge. The desired learning outcomes of this pedagogical framework include the development of cognitive competencies, collaborative knowledge acquisition skills, and motivational skills. In a flipped classroom of an undergraduate sustainability course, students acquired these competencies and skills to use intelligently information about sustainability which they found on the Internet. The paper describes in some detail how the course was taught in an actual class to impart such competencies and skills. The flipped-classroom pedagogy allows for better student learning outcomes by incorporating student collaboration, and by fostering critical thinking and ethical reasoning. The paper demonstrates how teacher and student benefit from the competency-based pedagogical approach within a flipped-classroom format. This approach moves beyond the traditional giver and receiver format to a more fellow-explorer format.
Highlights
Integrating sustainability in management and business education has been a topic of interest for some time
This paper describes a competency-based pedagogical framework as the basis for designing a flipped classroom for millennials taking an undergraduate course on sustainable business
Students who have to work through the various cognitive processes that might be involved in critical thinking, ethical reasoning, and knowledge acquisition, become more sophisticated in their epistemology in regard to the certitude of knowledge, the sources of knowing, and the justification for knowing
Summary
Integrating sustainability in management and business education has been a topic of interest for some time now. This paper describes an undergraduate sustainability course in a business school, where the author adopted a competency-based approach (Figure 1) from the time it was introduced in 2012 This approach focused on helping students to develop, first, the cognitive competencies needed for self-regulated learning; and, secondly, the interpersonal skills needed for knowledge-sharing in collaborative learning. This approach attempted to transform students from the reflexive mindset where an answer to a sustainability issue was either right or wrong to one where there was more of an individual understanding based on the social construction of meaning.
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