Empowering Future Leaders: Integrating CSR and Sustainability in Higher Education Through Community Engagement

Katalin Ásványi; Réka Matolay; Márta Frigyik

doi:10.5281/zenodo.14927638

Autores

Katalin Ásványi Corvinus University of Budapest
Réka Matolay Corvinus University of Budapest
Márta Frigyik Corvinus University of Budapest

DOI:

https://doi.org/10.5281/zenodo.14927638

Palavras-chave:

Corporate Social Responsibility, community-engaged learning, sustainability, science shop, SDGs, student empowerment

Resumo

This paper introduces a process that aims to empower students as responsible global citizens by incorporating Corporate Social Responsibility (CSR) and sustainability into education through community-engaged learning. Established through a collaboration between a university lecturer and the Corvinus Science Shop, a university center for community engagement, this initiative evolved from nine semesters of BA-level experience with multiple community partners to an MA-level course that now also includes corporate support. This partnership enriches students’ ability to CSR project that can be implemented by the community partner, fostering skill development and encouraging positive attitudinal shifts toward complex societal issues. The course’s alignment with the Sustainable Development Goals (SDGs) and continuous feedback loops ensure lasting impact and relevance to global sustainability.

Downloads

Não há dados estatísticos.

Referências

Dewey, J. (1938), (1997 edition) Experience and Education, New York: Touchstone.

Elkington, J. (1997). Cannibals with Forks: The triple bottom line of 21st century business Mankato, MN: Capstone.

Freeman, R. E. 1(984). Strategic Management: A Stakeholder Approach; Pittman, Marshfield, MA

Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.

Höffken, J., & Lazendic-Galloway, J. (2024). Engaging for the future: challenge-based learning and stakeholder partnerships in sustainability education. Sustainable Earth Reviews, 7(1), 20.

Kolb, A.Y. and Kolb, D.A. (2009a). “Experiential learning theory: A dynamic, holistic approach to management learning, education, and development”. In The SAGE handbook of management learning, education and development, Edited by: Armstrong , S.J. and Fukami , C.V. London : Sage .

Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.

Rodríguez-Zurita, D., Jaya-Montalvo, M., Moreira-Arboleda, J., Raya-Diez, E., & Carrión-Mero, P. (2024). Sustainable development through service learning and community engagement in higher education: a systematic literature review. International Journal of Sustainability in Higher Education.

Schaltegger, S., Hörisch, J., & Freeman, R. E. (2019). Business cases for sustainability: A stakeholder theory perspective. Organization & Environment, 32(3), 191-212.

Schön , D. (1983). The reflective practitioner, New York: Basic Books .

Van Poeck, K., Östman, L., & Block, T. (2020). Opening up the black box of learning-by-doing in sustainability transitions. Environmental Innovation and Societal Transitions, 34, 298-310.

Watson, M. K., Pelkey, J., Noyes, C., & Rodgers, M. O. (2019). Using Kolb’s learning cycle to improve student sustainability knowledge. Sustainability, 11(17), 4602.

Zsóka, Á., & Ásványi, K. (2023). Transforming students’ behaviour preferences: achievable changes by a sustainability course. International Journal of Sustainability in Higher Education, 24(1), 141-159.