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This study investigates the reflexive relationship between the challenges encountered during the development and teaching of the qualitative research method (QARM) program and the stories of PhD students about their experiences with the course. The study is based on a number of pedagogical issues drawn from postgraduate students combined with an auto-ethnographic account of parallel experiences of teaching qualitative research methods, which form the basis of our methodology and analysis. The findings show that the main aching issue in surmounting the development of qualitative research is resilience, because breeding interpretive research becomes difficult in a conservative environment. Findings also show that innovative hands-on methods need to be used to teach QARM since kick-starting data building, exercising the interviewing process, and data analysis are the cornerstones of the methodology. Teaching QARM to students who have been brought up in a conservative accounting program may be pleasing since their discoveries attract enthusiasm. Overall, the complementarity of quantitative and qualitative methods in the findings suggests a continuous debate to strengthen the relationship in further studies.

This theoretical paper discusses how the assumptions of critical reflection (CR) and transforming learning (TL) can help develop reflexive professionals in sustainability within management. The central argument is that a purely pragmatic and technical conception in the teaching and learning of sustainability does not sufficiently contribute to the development of professional managers with strong sustainability principles and standards. Therefore, it is important to employ CR and TL because they provide elements that contribute to advancement from the current teaching and learning approach, an approach based on problem solving, to another approach based on problem-posing. The reflections presented in this paper may provide elements that can help teachers, educators, university deans, and coordinators of management courses to rethink the way in which business schools, which are often the drivers for professional managers in metropolitan areas, are addressing sustainability education.

In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory. [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.

The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students' reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students' premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability. [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.

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]

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Copyright of RAE: Revista de Administração de Empresas is the property of Fundacao Getulio Vargas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)