Integrating sustainability education into international marketing curricula

• Published in: International journal of sustainability in higher education 2016-01, Vol.17 (1), p.123-148
• Main Authors: Perera, Chamila Roshani, Hewege, Chandana Rathnasiri
• Format: Article
• Language: English
• Subjects: Australia; Business; Business Administration Education; Business education; Case Studies; Categories; Climate change; College students; Colleges & universities; Content Analysis; Core curriculum; Course Content; Curriculum Development; Data collection; Development projects; Economic summit conferences; Education; Environmental education; Essays; Foreign Countries; Futures (of Society); Guidelines; Higher education; Holistic Approach; Integrated Curriculum; Learning; Likert Scales; Marketing; Mixed Methods Research; Online Surveys; Pedagogy; Researchers; Student Attitudes; Studies; Sustainability; Sustainable development; Teachers; Teaching Methods; Undergraduate Students; Universities
• ISSN: 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-03-2014-0041

Purpose – The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula. Design/methodology/approach – Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices. Findings – The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula. Research limitations/implications – The study is limited to exploring undergradu