Higher education for sustainable development: testing the efficacy of online simulation-based learning in management education

Abstract

This thesis investigates the efficacy of online simulation-based learning for higher education in developing change management for sustainability in business organizations. This thesis is comprised of four studies. The first two are research reviews to understand the literature that informs the empirical studies. The reviews focused on sustainability in higher education and organizational change for sustainability. Two empirical studies were conducted in order to assess the effectiveness of online simulation-based learning in teaching students how to manage organizational change for sustainability. The bibliometric review on sustainability in higher education revealed the landscape and emerging intellectual structure of this interdisciplinary field. The review identified teaching and learning for sustainability as a key research stream and highlighted the need for more empirical studies focusing on the efficacy of different instructional methods and tools used to educate for sustainability. The integrative review on leading organizational change for sustainability found that this is an emerging discipline that is growing. Organizations are increasingly concerned with the impact of their operations on society and the environment. Yet, corporate policymakers and managers face the challenge of leading and managing the change toward sustainability. Success in leading change for sustainability requires leaders to balance concerns for people, internal organizational processes, and external environmental needs. Two empirical studies used quasi-experimental, mixed methods designs in order to assess the effectiveness of online, simulation-based learning in developing the capacity of students to lead and manage change toward sustainable organizations. The intervention examined in both studies consisted of simulation-based learning module organized around the Leading Change for Sustainability-Business computer simulation. The studies found that the simulation-based learning module was highly engaging and perceived by students as a practical means of learning concepts and skills in leading change for sustainability. This finding is significant in that the module was delivered entirely through synchronous and asynchronous online learning. In addition, the online, simulation learning produced significant change in learners’ understanding of change and sustainability concepts, as well as their attitude towards sustainability. Longitudinal analyses of data collected continuously over the course of the module affirmed that students also developed their ability to apply knowledge and think strategically when seeking to meet the simulated challenge of leading change for sustainability. The findings offer encouragement for educators that online learning can both engage learners and develop positive attitudes and higher-level thinking skills. The studies also provided an initial validation of the Leading Change for Sustainability-Business computer simulation. The results suggest that the simulation can be used an effective tool that increased student interest and attitudes about sustainability, as well as developing their knowledge and skills in developing effective strategies for change. Thus the empirical studies respond directly to needs identified in the literature reviews for educational methods and tools capable of preparing learners for the challenges of putting sustainability science into practice.