Sustainability in finance teaching: evaluating levels of reflection and transformative learning. Issue 2 (18th January 2019)

• Record Type: Journal Article
• Authors: Brunstein, Janette; Sambiase, Marta Fabiano; Kerr, Roberto Borges; Brunnquell, Claudine; Perera, Luiz Carlos Jacob
• Is Part Of: Social responsibility journal. Volume 16:Issue 2(2020)
• Page Start: 179
• Page End: 197
• Publication Date: 2019-01-18
• Subjects: Critical reflection -- Business school -- Transformative learning -- Finance teaching-learning -- Sustainable rationality; Social responsibility of business -- Periodicals; 658.40805
• DOI: 10.1108/SRJ-07-2018-0164
• Languages: English
• ISSNs: 1747-1117

Abstract

Abstract : Purpose: The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students' frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years. Design/methodology/approach: The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data. Findings: Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students' mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts. Research limitations/implications: Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance. Practical implications: The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers. Originality/value: Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students' learning, especially in relation to the development of a new rationality.