Transformative learning in business economics education: The development of a measurement instrument to detect student perspectives

• Published in: The international journal of management education Vol. 22; no. 2; p. 100988
• Main Authors: Janssens, Lise, Kuppens, Tom, Andersson, Pernilla, Struyven, Katrien
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2024
• Subjects: Business economics education; Business Studies; ekonomi; företagsekonomi; Responsibility in business; Scale development; Student perceptions; Sustainability education; Sustainable development; Transformative learning; Responsibility in business; Scale development; Sustainability education; Transformative learning; Student perceptions; Business economics education
• ISSN: 1472-8117; 2352-3565
• DOI: 10.1016/j.ijme.2024.100988

Previous studies of business economics education have highlighted differences regarding the role of businesses towards sustainability, as articulated by teachers, students and in textbooks. The roles differ from externally motivated (following law and customers) to internally driven (creating new routes) to address sustainability in the business context. Changes by students in their perspectives on the role of a business in relation to sustainability can be seen as examples of a transformative learning experience in the context of business economics education. This paper presents a measurement instrument of 12 items on a five-point Likert scale to measure the views of students regarding the role of a responsible businessperson. A mixed-methods approach was used to develop, test and validate the instrument. Data were gathered by business economics students at Hasselt University. The added value of the instrument is that it can be used in educational practice and in further research to indicate whether transformative learning is happening in the context of business education and to gain insight into students' views on the role of a responsible businessperson. The instrument goes beyond existing attitude, knowledge and competence scales and contributes to assessing transformative learning for sustainable development. •Integration of sustainability in business economics education is crucial.•The approach of transformative learning for sustainable development is encouraged. However the assessment is difficult in practice.•Development and validation of an instrument to detect business economics students' perspective on the role of a business to sustainability.•The instrument contributes to the assessment of transformative learning.