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This study analyzes the competencies of hoteliers in handling sustainability dilemmas through the proxy of their responses to vignettes. It uses a practice-based lens to develop a novel methodology to study the reasoning behind sustainability decisions. Vignettes were compiled from stories submitted by hoteliers and tourism specialists that address both social and environmental issues, then validated by university students and researchers. Forty-three hotel professionals from Brazil responded to the six real-world vignettes which asked them to project themselves into different situations with sustainability challenges. Using an interpretive approach of those hoteliers' lived world responses, researchers uncovered what practices they adopted in the hospitality sector. Analysis of the subjects' competencies showed that triggered practices erred more towards hotel interests than to social and environmental ends. These results contribute to understanding the factors that prevent advances in organizational learning processes around sustainability. They also point to the need for a shift in sustainability research towards the lived world practice of professionals, through vignettes or other methodology, and to professional development that directs workers to consider long-term consequences of decisions. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach: A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings: Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications: This research is limited to case study titles containing "sustainability" and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications: The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students' critical thinking capabilities and production of solutions to sustainability issues. Originality/value: There is limited research and analysis of the identification and implications of using PP pedagogy. [ABSTRACT FROM AUTHOR]

Abstract Critical reflection and transformative learning theories generally place emphasis on individual change, giving little consideration to the organizational and societal aspects. Consequently, it is individual and not collective dilemmas that are reinforced in higher education. However, a call for an education initiative for sustainable development requires a shift in focus. This article considers transformative learning for sustainability within the context of an American university whose mission encompasses being a center for excellence in transformative teaching and learning. The analysis is divided into three parts as follows: The organizing reflection process of the university; b) how professors concretize collective dilemma in their teaching; and c) student engagement levels in collective dilemmas with regard to the tenets of service learning and civic engagement. Despite its unique trajectory, this qualitative case study presents an argument – in order to achieve a paradigmatic shift toward sustainability, we need to create an organizing process of reflection to address collective dilemmas and engage faculty and students in a continuous and institutionalized transformative learning process. The results show the potential and limitations of the analyzed experience; further, it addresses the theoretical implications and practical insights for fostering critical reflection and transformative learning toward sustainability. [ABSTRACT FROM AUTHOR]

Trata-se de um estudo fenomenográfico que teve por objetivo mapear as variações nas concepções de um grupo de gestores sobre o significado do Fair Play (FP), a fim de identificar as competências a elas associadas. O objetivo foi de compreender a experiência desses atores corporativos a fim de atender às demandas de uma organização que estabelece o Fair Play como uma diretriz geral. Como principais resultados, a pesquisa revelou que há três formas centrais de se conceber o Fair Play: como regra, como transparência e como justiça. As competências dos gestores representam a materialização dessas concepções. O estudo reforça a ideia de que aprender sobre as diferenças de concepções pode ser um caminho para a realização de práticas mais assertivas para desenvolver competências em direção ao Fair Play. [ABSTRACT FROM AUTHOR]

For the social entrepreneur can create new business opportunities that generate high social impact we need to be prepared to deal with adverse market conditions and the numerous social problems. According to Oliveira (2004), social entrepreneurs need to have certain skills, abilities, knowledge and attitudes. Thus, the aim of this paper is to present the results of a systematic review of the literature on social entrepreneurship and the development of skills by answering the following research questions: what skills need to be developed and that are needed to increase the chances of a social entrepreneur have chance in business? And what theoretical gaps existing in the literature? The first step of the analysis was to define the research selection criteria. Due to the fact that this review has several sources to consider two types of strategies have been considered according to the study Beecham (2007). Of the 116 articles selected for the study 14 involving the concepts of social entrepreneurship and development of competence. The results indicated that: i) there is no clear definition of the responsibilities for social entrepreneurs succeed in business, ii) there is a theoretical gap, (iii) is important for the community that research skills to increase the number of studies that address social entrepreneurship, iv) there is a growth curve of the number of publications in the last decade. The more published works are expected to: reduce the threats to validity. [ABSTRACT FROM AUTHOR]

This article presents an analysis of Brazilian National System of Higher Education Assessment (SINAES) in the light of social learning for sustainability theory. The aim is to contribute to the advancement of debates surrounding education for sustainability and the improvement of public policy evaluation in higher education. The analysis is divided into two steps: (i) a qualitative study undertaken in 22 higher education institutions regarding the assessment of their Business Administration or Technologist in Management courses; (ii) analysis of the questions from the tests applied to the National Examination for the same courses. The results from the visits show that there are few Brazilian institutions that consistently integrate sustainability in their academic management or educational projects. In the National Examination, sustainability is often present in an underlying manner, and in a very few instances, the student is obliged to assume a protagonist posture when solving problems. Despite this weakness, SINAES has an undeniable merit in inducing and monitoring the presence of sustainability in the formation of management professionals. [ABSTRACT FROM PUBLISHER]

The aim of this study is to present phenomenography as an alternative research method for studies on professional competence. Although Bittencourt, Azevedo and Froehlich (2013) present phenomenography as a possibility for studies in this field, the lack of theoretical assays and empirical studies using phenomenography in the national literature shows that this approach is little known among Brazilian researchers. In general, studies in this field are based on a realist ontology and a positivist epistemology which, although they have contributed to popularizing the notion of competencies in organizational environments, remain limited. Phenomeography is presented as an alternative to fill in the gaps left by these studies. To achieve this objective, it follows the following course: (1) a presentation of the origins of phenomeography, its main concepts, works of reference and implications for the study of professional competence; and (2) a presentation of an empirical study, as an example of how to conduct a phenomographic study. The results of this empirical study show that the way in which people conceive their professional activities influences the way in which they development the competence to carry out those activities. It is hoped that based on this text, researchers and practitioners will use this approach, which offers new possibilities for the description and development of competence among people in organizational environments. [ABSTRACT FROM AUTHOR]

The objective of this study is to understand the actions of people development ADESJOVEM. The experience of micro venture is unique because it sensitizes and involves professionals from different fields to work with projects Skills Development Entrepreneurs - SDE. It is noteworthy, in this case, the Incentive Program for Social Innovation, Youth Innovation and Entrepreneurship Project of Education, Youth Want More. The theoretical development is made on the basis of reflections on people management of Davel and Vergara, skills advocated by Wiek, Withycombe and Redman and discussion of Social Learning Elkjaer. The survey was taken from interviews with the directors and the beneficiaries of the projects developed by the entity. Data analysis reveals that encouraging innovation is a strategy that favors the SDE, especially when associated with participatory and cooperative projects. [ABSTRACT FROM AUTHOR]

Finding solutions for complex environmental, economic and social issues in organisations relies on coordinated actions among several social actors that are involved in the sustainable development web and demands that they learn new business methods. In this scenario, which involves multiple social actors, relationships, contexts and interests, social learning has emerged as a hybrid approach to resolving complex environmental and social problems. Such an approach marks a different situation for organisations whose focus is not only on supporting such problem resolution but also on transforming such crises into opportunities to generate sustainable products and services. Thus, this study discusses how one of the largest companies in Latin America’s chemical segment formed a network with 23 social actors and is socially learning to deal with the dialectic between return on investments for its shareholders and benefits for its stakeholders. Research was conducted based on Boje’s narrative analysis. The data was built through interviews, informal conversations, textual and audio-visual documents and non-participant observation. This paper discusses the concept and describes the social learning process for sustainability (in this case, for sustainable agriculture) from the viewpoint of a for-profit organisation. In this manner, this study contributes to strengthening the connection between social learning and sustainability. [ABSTRACT FROM AUTHOR]

Skills for sustainability is an emerging theme in a field that still lacks development for managers whose responsibilities involve assimilating the concept of sustainability in organizations. For these, the translation of the discourse into practice is still a difficult challenge to be overcome. This study aims to understand how managers interpret the sustainability guidelines and translate them into daily actions. It works with the concept of societal competence as the ability to deal with the social and environmental impacts of the management of organizations in multiple stakeholder groups, and to establish dialogues between business and society. Articulating the notion of competence with the environmental challenges imposed on organizations is a field still to be explored in the academic world and involves a universe of problems, paradoxes and ambiguities in the enterprise. We carried out a qualitative study whose results revealed that sustainability is established as a chimera, but its implementation is still shrouded in difficulties when it comes to clarifying precisely how this occurs. The purpose is to discuss the development of a management mentality of the manager, the meaning he or she gives to its practice, and how this can result in competent action. [ABSTRACT FROM AUTHOR]

This case presents a crisis in an organization after the news of a nationwide political scandal involving the institution broke. It presents the organization's scenario of growth and prosperity before the crisis and its goals for the future. It also describes how the institution was affected by the corruption scheme and its reflections on the organization's business. It reveals the measures taken to reverse the situation that threatened its image and reputation, including reviewed strategic planning and the need to restructure the company. Finally, it encourages the reader to evaluate the measures taken by the organization and propose alternatives, as well as reflecting on the steps to resume growth in the context that this type of political involvement is dealt with in Brazil. [ABSTRACT FROM AUTHOR]

The relation between the institutional frameworks and the promotion of gender equality, considering the corporate social responsibility (CSR) movement, has been scarcely analyzed from the experiences of developing economies. We aimed to contribute to fill that gap, bringing to the debate the concepts of emancipation in organizations and support groups. We asked: in which ways, gender equality fostered by initiatives implemented in developing economies by transnational corporations in the form of support groups allow for organizational transformations that strengthen the process of women's emancipation in the corporate world? So, an ethnography was undertaken within a transnational company of the financial sector that operates in Brazil. The results show that these initiatives can only lead to organizational transformations that strengthen women's empowerment if they are inscribed in an institutional framework that guarantees the participation of multiple actors. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has reinforced remote teaching (RT) as a trend in management education. This research reflects on the central elements that make RT a transformative learning (TL) experience, based on a case study of a TL-anchored sustainability discipline that was migrated to RL during the pandemic. Theoretically, we propose a framework or reference that combines TL, education for sustainability (EfS), and communicative ecosystem (CE) theories; we also extend the concept of RL, coining the term 'transformative remote teaching' (TRT). With regard to practice, students' feedback points to three elements that are key for TRT: exploring different windows of knowledge; rethinking the teaching role; and adapting tools to support the teaching-learning process. We conclude by highlighting the need to approach education in ways anchored in epistemological, paradigmatic, and transformative changes. [ABSTRACT FROM AUTHOR]