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The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study

Author

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  • James Ayers

    (Department of Strategic Sustainable Development (TISU), Blekinge Institute of Technology, SE-371 79 Karlskrona, Sweden)

  • Jayne Bryant

    (Department of Strategic Sustainable Development (TISU), Blekinge Institute of Technology, SE-371 79 Karlskrona, Sweden)

  • Merlina Missimer

    (Department of Strategic Sustainable Development (TISU), Blekinge Institute of Technology, SE-371 79 Karlskrona, Sweden)

Abstract

This study aims to examine the use of reflective pedagogies in sustainability leadership education by investigating two specific pedagogical tools—the Portfolio and Pod—employed by the Master’s in Strategic Leadership towards Sustainability (MSLS) program at Blekinge Institute of Technology in Karlskrona, Sweden. The study analyzed data gathered from student surveys, teacher interviews, and staff reflections to determine the benefits and challenges faced by students and staff in implementing and engaging with these pedagogical tools. Benefits include the provision of distinct structures to guide student reflection towards individual skill development and the use of collective reflection to encourage generative dialogue between students and staff. This holds benefits for collaboration, self-awareness, understanding of multiple perspectives, and creating self-directed graduates. Staff and students also, however, suggest a number of challenges. These include the ‘constrictive’ nature of guided reflection and the emotional and mental load faced by staff in hosting and holding students through often challenging personal reflective processes. For the potential of reflective pedagogies to be truly realized for Education for Sustainable Development in higher education institutions need to develop an understanding of the impacts that reflective pedagogies have on students and teachers and create institutional structures to support them.

Suggested Citation

  • James Ayers & Jayne Bryant & Merlina Missimer, 2020. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6726-:d:401149
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    References listed on IDEAS

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    1. Senan Gardiner & Marco Rieckmann, 2015. "Pedagogies of Preparedness: Use of Reflective Journals in the Operationalisation and Development of Anticipatory Competence," Sustainability, MDPI, vol. 7(8), pages 1-22, August.
    2. Jordi Colomer & Teresa Serra & Dolors Cañabate & Remigijus Bubnys, 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices," Sustainability, MDPI, vol. 12(9), pages 1-8, May.
    3. Joanna Blake & Stephen Sterling & Ivor Goodson, 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College," Sustainability, MDPI, vol. 5(12), pages 1-26, December.
    4. Wamsler, Christine & Brink, Ebba, 2018. "Mindsets for Sustainability: Exploring the Link Between Mindfulness and Sustainable Climate Adaptation," Ecological Economics, Elsevier, vol. 151(C), pages 55-61.
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    4. Kenny Cheah Soon Lee, 2022. "Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University," SAGE Open, , vol. 12(1), pages 21582440221, March.
    5. Mike Mouritz & Peter Newman & Renée Newman & Jayne Bryant & Aimee Smith & Elaine Olsen, 2022. "Leadership in Sustainability: Collective Wisdom , Conversations , Creativity , Contemplation and Courage , the Five Pillars of a Master’s Teaching Unit," Sustainability, MDPI, vol. 14(9), pages 1-16, April.
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    7. Norita Ahmad & Maria Toro-Troconis & Mohammed Ibahrine & Rose Armour & Victoria Tait & Katharine Reedy & Romas Malevicius & Vicki Dale & Nathalie Tasler & Yuma Inzolia, 2023. "CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design," Sustainability, MDPI, vol. 15(23), pages 1-24, November.
    8. Dolors Cañabate & Maria Luisa Garcia-Romeu & Anna Menció & Lluís Nogué & Marta Planas & Joan Solé-Pla, 2020. "Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions," Sustainability, MDPI, vol. 12(19), pages 1-17, October.

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