Sustainable Development with Attitude : Students' attitude towards education in sustainable development at the School of Business, JAMK
Mai, Tram (2015)
Mai, Tram
Jyväskylän ammattikorkeakoulu
2015
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2015121420703
https://urn.fi/URN:NBN:fi:amk-2015121420703
Tiivistelmä
The study investigated to what extent the education of sustainable development at the JAMK School of Business influences students. The goals were to measure students' attitudes towards the education in sustainable development (ESD) delivered by JAMK, and how it has shaped their attitudes towards sustainability issues, and to explore the commitment level of JAMK School of Business to deliver ESD.
The mixed methods of quantitative and qualitative research with a triangulation approach were selected in order to achieve the desired outcomes of the study. The survey was sent to 108 students, yet 50 of them answered the survey questions. The author categorized the focused group into two, the second year students and the final year students. There are 25 students for each group. An in-depth interview with five random students was also conducted to gain a better understanding of the students’ perspectives. Secondary study, focusing on studying level commitment of JAMK School of Business to deliver ESD across both the formal and informal curricula, was implemented through a recent report for PRME. The data was collected and categorized into the two perspectives for a cross verification. A statistical analysis of the data using Excel was then conducted.
The results indicate that the majority of the students surveyed have positive attitudes towards ESD delivered by JAMK and a great awareness of general sustainability issues. In order to enhance the students' competencies of sustainable development and bring greater positive attitudes and behavior, the author suggested that JAMK School of Business improve the infrastructures and learning environments, provide a clear curriculum development and management process, comprehensive ESD curriculum models and finally increase efficient communication channels with students for informal curriculum activities.
The mixed methods of quantitative and qualitative research with a triangulation approach were selected in order to achieve the desired outcomes of the study. The survey was sent to 108 students, yet 50 of them answered the survey questions. The author categorized the focused group into two, the second year students and the final year students. There are 25 students for each group. An in-depth interview with five random students was also conducted to gain a better understanding of the students’ perspectives. Secondary study, focusing on studying level commitment of JAMK School of Business to deliver ESD across both the formal and informal curricula, was implemented through a recent report for PRME. The data was collected and categorized into the two perspectives for a cross verification. A statistical analysis of the data using Excel was then conducted.
The results indicate that the majority of the students surveyed have positive attitudes towards ESD delivered by JAMK and a great awareness of general sustainability issues. In order to enhance the students' competencies of sustainable development and bring greater positive attitudes and behavior, the author suggested that JAMK School of Business improve the infrastructures and learning environments, provide a clear curriculum development and management process, comprehensive ESD curriculum models and finally increase efficient communication channels with students for informal curriculum activities.