Developing Cosmopolitan Competencies in Sustainability Professionals

Autor/inn/en	Hull, Robert Bruce; Mortimer, Michael; Robertson, David
Titel	Developing Cosmopolitan Competencies in Sustainability Professionals
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 2, S.346-353 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Sustainable Development; Cultural Awareness; Travel; Foreign Countries; Global Approach; Program Length; Professional Personnel; Competence; Career Development; Job Performance; Graduate Students; Time Management; Study Abroad; Intercultural Communication; Communities of Practice; Self Concept; Program Effectiveness; Active Learning; Student Projects; China; India + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Cultural identity; Kulturelle Identität; Travelling; Reisen; Reise; Ausland; Globales Denken; Personalbestand; Kompetenz; Berufsentwicklung; Work performance; Arbeitsleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zeitmanagement; Studies abroad; Auslandsstudium; Interkulturelle Kommunikation; Community; Selbstkonzept; Aktives Lernen; Schulprojekt; Indien
Abstract	Sustainability professionals need cosmopolitan competencies to be successful when working on environmental, social, and governance issues that span cultural and national boundaries. Working professionals often struggle building these competencies because they have limited time for international travel and limited access to international peers. Short-term (10 day) and highly curated educational travel programs, combined with pre- and post-trip study, provide powerful learning experiences that can overcome these obstacles. This paper does three things: 1) defines and justifies cosmopolitan competencies that are useful to sustainability professionals, 2) describes a pedagogy to teach these competencies to working professionals, and 3) evaluates whether intended learning outcomes were achieved. A quantitative survey instrument was completed before and after international education programs to China and India. The pre-post differences were statistically significant, suggesting the pedagogy has impact. Qualitative interviews supplement and help interpret the quantitative data. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01