International field experiences promote professional development for sustainability leaders

• Published in: International journal of sustainability in higher education Vol. 17; no. 1; pp. 86 - 104
• Main Authors: Hull, R. Bruce, Kimmel, Courtney, Robertson, David P, Mortimer, Michael
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Group Publishing Limited 01.01.2016
• Subjects: Active Learning; Brazil; Careers; China; Collaboration; College students; Construction; Cultural heritage; Education; Field Experience Programs; Foreign Countries; Graduate Students; Higher education; India; Interdisciplinary Approach; Interdisciplinary aspects; Interviews; Leadership; Leadership Training; Learner Engagement; Learning; Natural resources; NGOs; Nongovernmental organizations; Observation; Outcomes of Education; Pedagogy; Problem Based Learning; Problem Solving; Professional Development; Program Descriptions; Program Evaluation; Qualitative analysis; Qualitative Research; Science; Service Learning; Society; South Africa; Student Interests; Students; Sustainability; Sustainable Development; Teaching Methods; Tourism; Travel; Turkey; Undergraduate Students; Brazil; South Africa; Turkey; China; India; MED, Turkey; ASW, Brazil; China, People's Rep; Problem-based learning; China; Global; Service learning; Consulting; Experiential educational travel
• ISSN: 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-07-2014-0105

Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings – Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications – The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value – These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.