Three Views of Systems Theories and their Implications for Sustainability Education. / Porter, Terry; Córdoba-Pachón, José-Rodrigo .

In: Journal of Management Education, Vol. 33, No. 3, 01.06.2009, p. 323-347.

Research output: Contribution to journal › Article

Published

Standard

Three Views of Systems Theories and their Implications for Sustainability Education. / Porter, Terry; Córdoba-Pachón, José-Rodrigo .

In: Journal of Management Education, Vol. 33, No. 3, 01.06.2009, p. 323-347.

Research output: Contribution to journal › Article

Harvard

Porter, T & Córdoba-Pachón, J-R 2009, 'Three Views of Systems Theories and their Implications for Sustainability Education', Journal of Management Education, vol. 33, no. 3, pp. 323-347. https://doi.org/10.1177/1052562908323192

APA

Porter, T., & Córdoba-Pachón, J-R. (2009). Three Views of Systems Theories and their Implications for Sustainability Education. Journal of Management Education, 33(3), 323-347. https://doi.org/10.1177/1052562908323192

Vancouver

Porter T, Córdoba-Pachón J-R. Three Views of Systems Theories and their Implications for Sustainability Education. Journal of Management Education. 2009 Jun 1;33(3):323-347. https://doi.org/10.1177/1052562908323192

Author

Porter, Terry ; Córdoba-Pachón, José-Rodrigo . / Three Views of Systems Theories and their Implications for Sustainability Education. In: Journal of Management Education. 2009 ; Vol. 33, No. 3. pp. 323-347.

BibTeX

@article{0d6ee80af45c4630b56b126a5e9912ad,
title = "Three Views of Systems Theories and their Implications for Sustainability Education",
abstract = "Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline",
keywords = "sustainability, complexity, systems thinking, education, Corporate Social Responsibility",
author = "Terry Porter and Jos{\'e}-Rodrigo C{\'o}rdoba-Pach{\'o}n",
year = "2009",
month = jun,
day = "1",
doi = "10.1177/1052562908323192",
language = "English",
volume = "33",
pages = "323--347",
journal = "Journal of Management Education",
issn = "1052-5629",
publisher = "SAGE Publications Inc.",
number = "3",

}

RIS

TY - JOUR

T1 - Three Views of Systems Theories and their Implications for Sustainability Education

AU - Porter, Terry

AU - Córdoba-Pachón, José-Rodrigo

PY - 2009/6/1

Y1 - 2009/6/1

N2 - Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline

AB - Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline

KW - sustainability

KW - complexity

KW - systems thinking

KW - education

KW - Corporate Social Responsibility

U2 - 10.1177/1052562908323192

DO - 10.1177/1052562908323192

M3 - Article

VL - 33

SP - 323

EP - 347

JO - Journal of Management Education

JF - Journal of Management Education

SN - 1052-5629

IS - 3

ER -

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