Business Schools and the Common Good’s Approach to Sustainability in Higher Education

Tim Goydke

doi:doi:10.11648/j.ijvetr.20220801.13

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Business Schools and the Common Good’s Approach to Sustainability in Higher Education

Tim Goydke

Published in International Journal of Vocational Education and Training Research (Volume 8, Issue 1)

Received: 19 February 2022 Accepted: 18 March 2022 Published: 12 May 2022

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Abstract

The aim of the article is to introduce, frame, and critically discuss the approach of the International Graduate Center (IGC) of Bremen City University of Applied Sciences, Germany, to integrate sustainability into its operation and teaching by applying a holistic model which is based on the idea of the “Economy for the Common Good” (ECG). Grounded in the fundamental idea of the “common good”, referring to material, cultural or institutional facilities which community members provide to all to satisfy relational obligations, the ECG calls for new modes of direct participation. It is based on the core values subsidiarity, cooperation, and solidarity, placing a high emphasis on the development of awareness, responsibility, and community involvement. Although it is common for most universities today to address environmental sustainability and/or sustainable development in some form, integrative or holistic approaches to sustainability are still the exception. The article put the ECG framework in relation to other methods to implement and assess sustainability in higher education, especially in business schools, and will outline the impact it can have on major stakeholder groups like students, faculty, and staff. In a case-based approach data were collected through interviews with the case institution’s stakeholders. The data collection process was further supported by document analysis and observations of the case institution’s campus environment. This contribution is one of the first on the usability of the ECG matrix in higher education. It attempts to offer a comprehensive view of the initiatives adopted by the case institution to incorporate sustainability into education, research, campus operations, and outreach programmes. The study shows limitations of the ECG matrix in the context of higher education and make suggestions on how ECG could be better aligned with higher education. It also shows the way in which organisational change can occur and lead to improved accountability and changes in sustainability performance.

Published in	International Journal of Vocational Education and Training Research (Volume 8, Issue 1)
DOI	10.11648/j.ijvetr.20220801.13
Page(s)	12-18
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Sustainability, Social Reporting, Common Good, Economy for the Common Good, Higher Education, University, Business Schools

References

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Tim Goydke. (2022). Business Schools and the Common Good’s Approach to Sustainability in Higher Education. International Journal of Vocational Education and Training Research, 8(1), 12-18. https://doi.org/10.11648/j.ijvetr.20220801.13

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ACS Style

Tim Goydke. Business Schools and the Common Good’s Approach to Sustainability in Higher Education. Int. J. Vocat. Educ. Train. Res. 2022, 8(1), 12-18. doi: 10.11648/j.ijvetr.20220801.13

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AMA Style

Tim Goydke. Business Schools and the Common Good’s Approach to Sustainability in Higher Education. Int J Vocat Educ Train Res. 2022;8(1):12-18. doi: 10.11648/j.ijvetr.20220801.13

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@article{10.11648/j.ijvetr.20220801.13,
  author = {Tim Goydke},
  title = {Business Schools and the Common Good’s Approach to Sustainability in Higher Education},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {8},
  number = {1},
  pages = {12-18},
  doi = {10.11648/j.ijvetr.20220801.13},
  url = {https://doi.org/10.11648/j.ijvetr.20220801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20220801.13},
  abstract = {The aim of the article is to introduce, frame, and critically discuss the approach of the International Graduate Center (IGC) of Bremen City University of Applied Sciences, Germany, to integrate sustainability into its operation and teaching by applying a holistic model which is based on the idea of the “Economy for the Common Good” (ECG). Grounded in the fundamental idea of the “common good”, referring to material, cultural or institutional facilities which community members provide to all to satisfy relational obligations, the ECG calls for new modes of direct participation. It is based on the core values subsidiarity, cooperation, and solidarity, placing a high emphasis on the development of awareness, responsibility, and community involvement. Although it is common for most universities today to address environmental sustainability and/or sustainable development in some form, integrative or holistic approaches to sustainability are still the exception. The article put the ECG framework in relation to other methods to implement and assess sustainability in higher education, especially in business schools, and will outline the impact it can have on major stakeholder groups like students, faculty, and staff. In a case-based approach data were collected through interviews with the case institution’s stakeholders. The data collection process was further supported by document analysis and observations of the case institution’s campus environment. This contribution is one of the first on the usability of the ECG matrix in higher education. It attempts to offer a comprehensive view of the initiatives adopted by the case institution to incorporate sustainability into education, research, campus operations, and outreach programmes. The study shows limitations of the ECG matrix in the context of higher education and make suggestions on how ECG could be better aligned with higher education. It also shows the way in which organisational change can occur and lead to improved accountability and changes in sustainability performance.},
 year = {2022}
}

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TY  - JOUR
T1  - Business Schools and the Common Good’s Approach to Sustainability in Higher Education
AU  - Tim Goydke
Y1  - 2022/05/12
PY  - 2022
N1  - https://doi.org/10.11648/j.ijvetr.20220801.13
DO  - 10.11648/j.ijvetr.20220801.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 12
EP  - 18
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20220801.13
AB  - The aim of the article is to introduce, frame, and critically discuss the approach of the International Graduate Center (IGC) of Bremen City University of Applied Sciences, Germany, to integrate sustainability into its operation and teaching by applying a holistic model which is based on the idea of the “Economy for the Common Good” (ECG). Grounded in the fundamental idea of the “common good”, referring to material, cultural or institutional facilities which community members provide to all to satisfy relational obligations, the ECG calls for new modes of direct participation. It is based on the core values subsidiarity, cooperation, and solidarity, placing a high emphasis on the development of awareness, responsibility, and community involvement. Although it is common for most universities today to address environmental sustainability and/or sustainable development in some form, integrative or holistic approaches to sustainability are still the exception. The article put the ECG framework in relation to other methods to implement and assess sustainability in higher education, especially in business schools, and will outline the impact it can have on major stakeholder groups like students, faculty, and staff. In a case-based approach data were collected through interviews with the case institution’s stakeholders. The data collection process was further supported by document analysis and observations of the case institution’s campus environment. This contribution is one of the first on the usability of the ECG matrix in higher education. It attempts to offer a comprehensive view of the initiatives adopted by the case institution to incorporate sustainability into education, research, campus operations, and outreach programmes. The study shows limitations of the ECG matrix in the context of higher education and make suggestions on how ECG could be better aligned with higher education. It also shows the way in which organisational change can occur and lead to improved accountability and changes in sustainability performance.
VL  - 8
IS  - 1
ER  -

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Tim Goydke

School of Graduate and Professional Studies, Bremen City University of Applied Sciences, Bremen, Germany

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Tim Goydke. (2022). Business Schools and the Common Good’s Approach to Sustainability in Higher Education. International Journal of Vocational Education and Training Research, 8(1), 12-18. https://doi.org/10.11648/j.ijvetr.20220801.13

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ACS Style

Tim Goydke. Business Schools and the Common Good’s Approach to Sustainability in Higher Education. Int. J. Vocat. Educ. Train. Res. 2022, 8(1), 12-18. doi: 10.11648/j.ijvetr.20220801.13

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AMA Style

Tim Goydke. Business Schools and the Common Good’s Approach to Sustainability in Higher Education. Int J Vocat Educ Train Res. 2022;8(1):12-18. doi: 10.11648/j.ijvetr.20220801.13

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@article{10.11648/j.ijvetr.20220801.13,
  author = {Tim Goydke},
  title = {Business Schools and the Common Good’s Approach to Sustainability in Higher Education},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {8},
  number = {1},
  pages = {12-18},
  doi = {10.11648/j.ijvetr.20220801.13},
  url = {https://doi.org/10.11648/j.ijvetr.20220801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20220801.13},
  abstract = {The aim of the article is to introduce, frame, and critically discuss the approach of the International Graduate Center (IGC) of Bremen City University of Applied Sciences, Germany, to integrate sustainability into its operation and teaching by applying a holistic model which is based on the idea of the “Economy for the Common Good” (ECG). Grounded in the fundamental idea of the “common good”, referring to material, cultural or institutional facilities which community members provide to all to satisfy relational obligations, the ECG calls for new modes of direct participation. It is based on the core values subsidiarity, cooperation, and solidarity, placing a high emphasis on the development of awareness, responsibility, and community involvement. Although it is common for most universities today to address environmental sustainability and/or sustainable development in some form, integrative or holistic approaches to sustainability are still the exception. The article put the ECG framework in relation to other methods to implement and assess sustainability in higher education, especially in business schools, and will outline the impact it can have on major stakeholder groups like students, faculty, and staff. In a case-based approach data were collected through interviews with the case institution’s stakeholders. The data collection process was further supported by document analysis and observations of the case institution’s campus environment. This contribution is one of the first on the usability of the ECG matrix in higher education. It attempts to offer a comprehensive view of the initiatives adopted by the case institution to incorporate sustainability into education, research, campus operations, and outreach programmes. The study shows limitations of the ECG matrix in the context of higher education and make suggestions on how ECG could be better aligned with higher education. It also shows the way in which organisational change can occur and lead to improved accountability and changes in sustainability performance.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Business Schools and the Common Good’s Approach to Sustainability in Higher Education
AU  - Tim Goydke
Y1  - 2022/05/12
PY  - 2022
N1  - https://doi.org/10.11648/j.ijvetr.20220801.13
DO  - 10.11648/j.ijvetr.20220801.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 12
EP  - 18
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20220801.13
AB  - The aim of the article is to introduce, frame, and critically discuss the approach of the International Graduate Center (IGC) of Bremen City University of Applied Sciences, Germany, to integrate sustainability into its operation and teaching by applying a holistic model which is based on the idea of the “Economy for the Common Good” (ECG). Grounded in the fundamental idea of the “common good”, referring to material, cultural or institutional facilities which community members provide to all to satisfy relational obligations, the ECG calls for new modes of direct participation. It is based on the core values subsidiarity, cooperation, and solidarity, placing a high emphasis on the development of awareness, responsibility, and community involvement. Although it is common for most universities today to address environmental sustainability and/or sustainable development in some form, integrative or holistic approaches to sustainability are still the exception. The article put the ECG framework in relation to other methods to implement and assess sustainability in higher education, especially in business schools, and will outline the impact it can have on major stakeholder groups like students, faculty, and staff. In a case-based approach data were collected through interviews with the case institution’s stakeholders. The data collection process was further supported by document analysis and observations of the case institution’s campus environment. This contribution is one of the first on the usability of the ECG matrix in higher education. It attempts to offer a comprehensive view of the initiatives adopted by the case institution to incorporate sustainability into education, research, campus operations, and outreach programmes. The study shows limitations of the ECG matrix in the context of higher education and make suggestions on how ECG could be better aligned with higher education. It also shows the way in which organisational change can occur and lead to improved accountability and changes in sustainability performance.
VL  - 8
IS  - 1
ER  -

Copy | Download