Top

Published in:

2024 | OriginalPaper | Chapter

25. Using the Theory of Planned Behavior to Develop Business Students into Capable Change Agents for Socially Sustainable Development

Authors : Ananya Bhattacharya, Wee Chan Au, Glen Croy

Published in: The Palgrave Handbook of Social Sustainability in Business Education

Publisher: Springer Nature Switzerland

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Studies on education for sustainable development highlight the gap between sustainability education (SE) and social sustainability behaviors (SSBs), particularly behaviors implemented after the completion of business degrees. This is understandable considering current business courses emphasize students’ sustainability knowledge development, with limited attention paid to how SSB might be developed among students to make them capable change agents who will be able to positively influence others’ SSB. To address this limitation, the SE approach presented in this chapter adds value by developing and empowering students to influence their own and others’ SSB. Specifically, by applying the theory of planned behavior, we explore how SE can drive students’ attitudes, intentions, and finally SSB. The chapter relates to the United Nations’ Sustainable Development Goals (SDGs) regarding quality SE (SDG 4), responsible and sustainable practices (SDG 12), students improving the wellbeing of the community (SDG 11) and influencing others to promote decent work for all (SDG 8). From this chapter, educators in business schools can gain an understanding of the importance of socio-cognitive factors such as attitudes, subjective norms, perceived behavioral control, and intentions, in influencing students’ behaviors beyond courses and identifying the separate roles of educators and peers in shaping students’ SSB.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

previous chapter Exploring the Sustainability Mindset for Management Education with a Focus on Social Sustainability

next chapter Empowering the Application of Digital Humanism for Achieving Inclusive Business Education

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-TCrossRef

Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.xCrossRef

Ajzen, I., & Fishbein, M. (2000). Attitudes and the attitude-behavior relation: Reasoned and automatic processes. European Review of Social Psychology, 11(1), 1–33. https://doi.org/10.1080/14792779943000116CrossRef

Amrutha, V. N., & Geetha, S. N. (2020). A systematic review on green human resource management: Implications for social sustainability. Journal of Cleaner Production, 247, 119131. https://doi.org/10.1016/j.jclepro.2019.119131CrossRef

Appelbaum, S. H., Habashy, S., Malo, J. L., & Shafiq, H. (2012). Back to the future: Revisiting Kotter’s 1996 change model. Journal of Management Development, 31(8), 764–782. https://doi.org/10.1108/02621711211253231CrossRef

Aragon-Correa, J. A., Marcus, A. A., Rivera, J. E., & Kenworthy, A. L. (2017). Sustainability management teaching resources and the challenge of balancing planet, people, and profits. Academy of Management Learning & Education, 16(3), 469–483. https://doi.org/10.5465/amle.2017.0180CrossRef

Arbuthnott, K. D. (2009). Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education, 10(2), 152–163. https://doi.org/10.1108/14676370910945954CrossRef

Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal Social Psychology, 40(Pt 4), 471–499. https://doi.org/10.1348/014466601164939CrossRef

Armitage, C. J., Norman, P., & Conner, M. (2002). Can the theory of planned behaviour mediate the effects of age, gender and multidimensional health locus of control? British Journal of Health Psychology, 7(3), 299–316. https://doi.org/10.1348/135910702760213698CrossRef

Azeiteiro, U. M., Bacelar-Nicolau, P., Caetano, F. J. P., & Caeiro, S. (2015). Education for sustainable development through e-learning in higher education: Experiences from Portugal. Journal of Cleaner Production, 106, 308–319. https://doi.org/10.1016/j.jclepro.2014.11.056CrossRef

Butt, L., More, E., & Avery, G. C. (2014). The myth of the ‘green student’: Student involvement in Australian university sustainability programmes. Studies in Higher Education, 39(5), 786–804. https://doi.org/10.1080/03075079.2012.754861CrossRef

Chakraborty, A., Singh, M. P., & Roy, M. (2021). Educators’ value orientations endorsing their willingness to participate in sustainable activities: A study from Indian higher education institutions. Studies in Higher Education, 46(6), 1025–1040. https://doi.org/10.1080/03075079.2019.1666260CrossRef

Collins, E., & Kearins, K. (2007). Exposing students to the potential and risks of stakeholder engagement when teaching sustainability: A classroom exercise. Journal of Management Education, 31(4), 521–540. https://doi.org/10.1177/1052562906291307CrossRef

Collins, E., & Kearins, K. (2010). Delivering on sustainability’s global and local orientation. Academy of Management Learning & Education, 9(3), 499–506. https://doi.org/10.5465/amle.9.3.zqr499CrossRef

Cotton, D., & Alcock, I. (2013). Commitment to environmental sustainability in the UK student population. Studies in Higher Education, 38(10), 1457–1471. https://doi.org/10.1080/03075079.2011.627423CrossRef

de los Reyes, G., Kim, T. W., & Weaver, G. R. (2017). Teaching ethics in business schools: A conversation on disciplinary differences, academic provincialism, and the case for integrated pedagogy. Academy of Management Learning & Education, 16(2), 314–336. https://doi.org/10.5465/amle.2014.0402CrossRef

Dlouhá, J., & Burandt, S. (2015). Design and evaluation of learning processes in an international sustainability oriented study programme. In search of a new educational quality and assessment method. Journal of Cleaner Production, 106, 247–258. https://doi.org/10.1016/j.jclepro.2014.09.096CrossRef

Du, X., Su, L., & Liu, J. (2013). Developing sustainability curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80–88. https://doi.org/10.1016/j.jclepro.2013.01.012CrossRef

Fang, J., & O’Toole, J. (2023). Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis. The International Journal of Management Education, 21(1), 100749. https://doi.org/10.1016/j.ijme.2022.100749CrossRef

Fiselier, E. S., Longhurst, J. W. S., & Gough, G. K. (2018). Exploring the current position of ESD in UK higher education institutions. International Journal of Sustainability in Higher Education, 19(2), 393–412. https://doi.org/10.1108/IJSHE-06-2017-0084CrossRef

Gu, J., & Neesham, C. (2014). Moral identity as leverage point in teaching business ethics. Journal of Business Ethics, 124(3), 527–536. https://doi.org/10.1007/s10551-013-2028-0CrossRef

Hagger, M. S., Chatzisarantis, N. L. D., & Biddle, S. J. H. (2002). A meta-analytic review of the theories of reasoned action and planned behavior in physical activity: Predictive validity and the contribution of additional variables. Journal of Sport & Exercise Psychology, 24(1), 3–32. https://doi.org/10.1123/jsep.24.1.3CrossRef

Hesselbarth, C., & Schaltegger, S. (2014). Educating change agents for sustainability - learnings from the first sustainability management master of business administration. Journal of Cleaner Production, 62, 24–36. https://doi.org/10.1016/j.jclepro.2013.03.042CrossRef

Hind, P. (2009). Developing leaders for sustainable business. Corporate Governance: THe International Journal of Business in Society, 9(1), 7–20. https://doi.org/10.1108/14720700910936029CrossRef

Holdsworth, S., Sandri, O., Thomas, I., Wong, P., Chester, A., & McLaughlin, P. (2020). The use of the theory of planned behaviour to assess graduate attributes for sustainability. Environmental Education Research, 26(2), 275–295. https://doi.org/10.1080/13504622.2019.1700218CrossRef

Holliday, S. (2010). An interview with Chad Holliday, (former) CEO & Chairman, DuPont: The relationship between sustainability education and business. Academy of Management Learning & Education, 9(3), 532–541. https://doi.org/10.5465/amle.9.3.zqr532CrossRef

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123–127. https://doi.org/10.1016/j.jik.2016.07.002CrossRef

Jickling, B. (2017). Education revisited: Creating environmental experiences that are held, felt, and disruptive. In B. A. S. Jickling (Ed.), Post-sustainability and environmental education: Remaking education for the future (pp. 15–30). Palgrave Macmillan.CrossRef

Kanfer, F. H., & Goldstein, A. P. (1991). Helping people change: A textbook of methods. Pergamon Press.

Kemp, N., & Scoffham, S. (2022). The paradox model: Towards a conceptual framework for engaging with sustainability in higher education. International Journal of Sustainability in Higher Education, 23(1), 4–16. https://doi.org/10.1108/IJSHE-08-2020-0311CrossRef

Kopnina, H. (2018). Teaching sustainable development goals in the Netherlands: A critical approach. Environmental Education Research, 24(9), 1268–1283. https://doi.org/10.1080/13504622.2017.1303819CrossRef

Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., Molthan-Hill, P., Pace, P., Azeiteiro, U. M., Vargas, V. R., & Caeiro, S. (2019). Sustainable development goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production, 232, 285–294. https://doi.org/10.1016/j.jclepro.2019.05.309CrossRef

Lozano, R., Ceulemans, K., & Scarff Seatter, C. (2015). Teaching organisational change management for sustainability: Designing and delivering a course at the University of Leeds to better prepare future sustainability change agents. Journal of Cleaner Production, 106, 205–215. https://doi.org/10.1016/j.jclepro.2014.03.031CrossRef

Macheridis, N., & Paulsson, A. (2021). Greening higher education? From responsibilization to accountabilization in the incorporation of sustainability in higher education. International Journal of Sustainability in Higher Education, 22(8), 208–222. https://doi.org/10.1108/IJSHE-09-2020-0338CrossRef

Montiel, I., Antolin-Lopez, R., & Gallo, P. J. (2018). Emotions and sustainability: A literary genre-based framework for environmental sustainability management education. Academy of Management Learning & Education, 17(2), 155–183. https://doi.org/10.5465/amle.2016.0042CrossRef

Ng, E. S., & Burke, R. J. (2010). Predictor of business students’ attitudes toward sustainable business practices. Journal of Business Ethics, 95(4), 603–615. https://doi.org/10.1007/s10551-010-0442-0CrossRef

Núñez-Andrés, M. A., Martinez-Molina, A., Casquero-Modrego, N., & Suk, J. Y. (2022). The impact of peer learning on student performance in an architectural sustainability course. International Journal of Sustainability in Higher Education, 23(1), 159–176. https://doi.org/10.1108/IJSHE-11-2020-0447CrossRef

Oonk, C., Gulikers, J., den Brok, P., & Mulder, M. (2022). Stimulating boundary crossing learning in a multi-stakeholder learning environment for sustainable development. International Journal of Sustainability in Higher Education, 23(8), 21–40. https://doi.org/10.1108/IJSHE-04-2021-0156CrossRef

Pappas, E., Pierrakos, O., & Nagel, R. (2013). Using Bloom’s Taxonomy to teach sustainability in multiple contexts. Journal of Cleaner Production, 48, 54–64. https://doi.org/10.1016/j.jclepro.2012.09.039CrossRef

Probst, L., Bardach, L., Kamusingize, D., Templer, N., Ogwali, H., Owamani, A., Mulumba, L., Onwonga, R., & Adugna, B. T. (2019). A transformative university learning experience contributes to sustainability attitudes, skills and agency. Journal of Cleaner Production, 232, 648–656. https://doi.org/10.1016/j.jclepro.2019.05.395CrossRef

Rey-Garcia, M., & Mato-Santiso, V. (2020). Enhancing the effects of university education for sustainable development on social sustainability: The role of social capital and real-world learning. International Journal of Sustainability in Higher Education, 21(7), 1451–1476. https://doi.org/10.1108/IJSHE-02-2020-0063CrossRef

Rickaby, M. A., Glass, J., & Fernie, S. (2020). Conceptualizing the relationship between personal values and sustainability: A TMO case study. Administrative Sciences, 10(1), 15. https://www.mdpi.com/2076-3387/10/1/15

Sales de Aguiar, T. R., & Paterson, A. S. (2018). Sustainability on campus: Knowledge creation through social and environmental reporting. Studies in Higher Education, 43(11), 1882–1894. https://doi.org/10.1080/03075079.2017.1289506CrossRef

Sánchez-Carracedo, F., Ruiz-Morales, J., Valderrama-Hernández, R., Muñoz-Rodríguez, J. M., & Gomera, A. (2021). Analysis of the presence of sustainability in higher education degrees of the Spanish university system. Studies in Higher Education, 46(2), 300–317. https://doi.org/10.1080/03075079.2019.1630811CrossRef

Seatter, C. S., & Ceulemans, K. (2017). Teaching sustainability in higher education: Pedagogical styles that make a difference. Canadian Journal of Higher Education, 47(2), 47‒70. https://doi.org/10.47678/cjhe.v47i2.186284

Shephard, K., & Furnari, M. (2013). Exploring what university teachers think about education for sustainability. Studies in Higher Education, 38(10), 1577–1590. https://doi.org/10.1080/03075079.2011.644784CrossRef

Shrivastava, P. (2010). Pedagogy of passion for sustainability. Academy of Management Learning & Education, 9, 443–455. https://doi.org/10.5465/AMLE.2010.53791826CrossRef

Sroufe, R., & Ramos, D. (2011). MBA program trends and best practices in teaching sustainability: Live project courses. Decision Sciences Journal of Innovative Education, 9(3), 349–369.CrossRef

Starik, M., Rands, G., Marcus, A. A., & Clark, T. S. (2010). From the guest editors: In search of sustainability in management education. Academy of Management Learning & Education, 9(3), 377–383. https://doi.org/10.5465/amle.9.3.zqr377CrossRef

Steiner, G., & Posch, A. (2006). Higher education for sustainability by means of transdisciplinary case studies: An innovative approach for solving complex, real-world problems. Journal of Cleaner Production, 14, 877–890. https://doi.org/10.1016/j.jclepro.2005.11.054CrossRef

Swaim, J. A., Maloni, M. J., Napshin, S. A., & Henley, A. B. (2014). Influences on student intention and behavior toward environmental sustainability. Journal of Business Ethics, 124(3), 465–484. https://doi.org/10.1007/s10551-013-1883-zCrossRef

Tapia-Fonllem, C., Corral-Verdugo, V., & Fraijo-Sing, B. (2017). Sustainable behavior and quality of life. In E. P. G. Fleury-Bahi & O. Navarro (Eds.), Handbook of environmental psychology and quality of life research (pp. 173–184). Springer.CrossRef

UN. (2019). Sustainable develoment goals. Retrieved January 2, 2019, from https://www.un.org/sustainabledevelopment/sustainable-development-goals/

UnitedNationsGlobalCompact. (2023). Do business in ways that benefit societu and protect people. Retrieved August 24, 2023, from https://unglobalcompact.org/what-is-gc/our-work/social

UNSDG. (2015). UN: The 17 goals. Retrieved November 2, 2021, from https://sdgs.un.org/goals

Watson, M. K., Lozano, R., Noyes, C., & Rodgers, M. (2013). Assessing curricula contribution to sustainability more holistically: Experiences from the integration of curricula assessment and students’ perceptions at the Georgia Institute of Technology. Journal of Cleaner Production, 61, 106–116. https://doi.org/10.1016/j.jclepro.2013.09.010CrossRef

Weber, J. M., Lindenmeyer, C. P., Liò, P., & Lapkin, A. A. (2021). Teaching sustainability as complex systems approach: A sustainable development goals workshop. International Journal of Sustainability in Higher Education, 22(8), 25–41. https://doi.org/10.1108/IJSHE-06-2020-0209CrossRef

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6CrossRef

Williamsson, J., Schaad, G., & Sandoff, A. (2022). Building legitimacy for sustainable business schools: Using the business model concept when teaching corporate sustainability. Journal of Cleaner Production, 367, 133116. https://doi.org/10.1016/j.jclepro.2022.133116CrossRef

Zeegers, Y., Francis, C., & I. (2014). Students’ perceptions of education for sustainable development. International Journal of Sustainability in Higher Education, 15(2), 242–253. https://doi.org/10.1108/IJSHE-09-2012-0079CrossRef

Title: Using the Theory of Planned Behavior to Develop Business Students into Capable Change Agents for Socially Sustainable Development
Authors: Ananya Bhattacharya
Wee Chan Au
Glen Croy
Publisher: Springer Nature Switzerland
Book: The Palgrave Handbook of Social Sustainability in Business Education
Print ISBN: 978-3-031-50167-8

Electronic ISBN: 978-3-031-50168-5

Copyright Year: 2024
DOI: https://doi.org/10.1007/978-3-031-50168-5_25

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Premium Partner