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Journal of Business Ethics
Erschienen in: Journal of Business Ethics 2/2020

14.06.2019 | Original Paper

Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom

verfasst von: Andrea M. Prado, Ronald Arce, Luis E. Lopez, Jaime García, Andy A. Pearson

Erschienen in: Journal of Business Ethics | Ausgabe 2/2020

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Abstract

The systemic complexity of sustainable development imposes a major cognitive challenge to students’ learning. Faculty can explore new approaches in the classroom to teach the topic successfully, including the use of technology. We conducted an experiment to compare the effectiveness of a simulation vis-à-vis a case-based method to teach sustainable development. We found that both pedagogical methods are effective for teaching this concept, although our results support the idea that simulations are slightly more effective than case studies, particularly to teach its multidimensional and inter-temporal nature. Therefore, our findings suggest the use of both simulations and case studies as pedagogical tools to convey the main ideas associated with sustainable development.
Vorheriger Artikel Can Apps Make Air Pollution Visible? Learning About Health Impacts Through Engagement with Air Quality Information
Nächster Artikel How to Encourage Social Entrepreneurship Action? Using Web 2.0 Technologies in Higher Education Institutions

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Metadaten
Titel
Simulations Versus Case Studies: Effectively Teaching the Premises of Sustainable Development in the Classroom
verfasst von
Andrea M. Prado
Ronald Arce
Luis E. Lopez
Jaime García
Andy A. Pearson
Publikationsdatum
14.06.2019
Verlag
Springer Netherlands
Erschienen in
Journal of Business Ethics / Ausgabe 2/2020
Print ISSN: 0167-4544
Elektronische ISSN: 1573-0697
DOI
https://doi.org/10.1007/s10551-019-04217-5

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