Q2. What are the future works mentioned in the paper "The integration of competences for sustainable development in higher education: an empirical analysis of bachelor programs in management" ?
The competences related to system orientation, future orientation, and action taking can be found within the key competences, but this relationship is not very pronounced. On the other hand, competences related to future orientation and personal commitment are virtually absent. Overall, most of the competences for SD are covered in a certain way within the key competences, thus providing a lot of opportunities to further integrate sustainability within the curriculum. Research question 2 – The second research question looked at the further integration of competences for SD, based on the results of the analysis ; the results give some concrete starting points to emphasize and further integrate competences for SD.
Q3. What is the main point of Rychen (2002)?
McKeown (2002) stresses that reorienting education requires teaching and learning in those domains that will guide people to pursue sustainable livelihoods, to participate in a democratic society and to live in a sustainable manner.
Q4. What are the competence schemes of the bachelor programs in business management?
The bachelor programs in business management integrate competences for SD and corporate social responsibility (CSR) as one focused, explicit competence.
Q5. What are some of the projects that universities have implemented?
Many universities have implemented innovative campus management projects which are intended to reduce their ecological footprint (e.g.
Q6. What are the main methods of teaching and learning for SD?
Analysis of these methods showed that there are three maincharacteristics of teaching and learning methods for competences for SD (Lambrechts et al., 2009):- interactive and participative methods: Socrates method, group discussion, role play,group or personal diary, brainstorming, peer assessment, etc.;- action oriented methods: learning through internships, solving real communityproblems, outdoor education, etc.;- research methods: bibliographic research, problem analysis, value clarification, casestudies, concept mapping, etc.
Q7. What are the main criteria for the evaluation of students on their exams?
after this selection process, the competencesare translated into concrete and measurable goals, which are used as indicators for the evaluation of students on their exams.
Q8. What is the role of higher education institutions in the development of sustainable development?
Higher education institutions are key players in this critical process as they prepare the future generations of decision-makers, policy-makers, and business leaders (Cortese, 2003).
Q9. Why does integrating competences seem to transform the education programs?
This is due to the fact that integrating competences seems to transform the education programs radically, in order to be able to assess and “measure” each (sub-)competence, thereby negatively affecting the values that were (are) inherent to education, exactly because values are very hard to measure (Cheetham and Chivers, 1996, Hermans, 2007).
Q10. What are the elements of sustainability in the competence schemes of the bachelor programs?
elements of sustainability are also present in the competences – for example linked with business ethics and responsibility.