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The course was redesigned in 2023 to establish a clearer link between intended learning outcomes, content, activities, and evaluation forms. The main changes included<ol><li>establishing a three-module course structure</li><li>aligning content, activities, and evaluation according to this structure</li><li>introducing local case companies to support experiential learning within each module</li><li>establishing student groups to support team-based learning</li></ol> Course contentThe course approaches sustainability management by introducing systems, methods, and tools for organizations to evaluate and improve their contribution to sustainable development. Emphasis is put on how companies may map, monitor, improve, and communicate their sustainability performance. The CapSEM model is used as an organizing framework for the course. Measures implemented:As a follow-up from 2022, three main modules with selected concepts from the CapSEM framework was highlighted to simplify the course and support in-depth exploration of the material. The recently published CapSEM book was used as the primary curriculum during the semester, along with supplementary material such as articles, reports, and other book chapters. Learning outcomes:On satisfactory completion of the course, students should be able to:<ol><li>Describe key sustainability issues arising from anthropogenic activities.</li><li>Define and apply key concepts, frameworks, and tools within sustainability management in organizations.</li><li>Evaluate approaches organizations may apply to map, monitor, improve, document, and communicate sustainability performance.</li><li>Recommend approaches for organizations to improve their sustainability performance.</li><li>Clearly communicate ideas and findings with public and private sector professionals and academia.</li></ol> Course learning outcomes were updated for 2023 and more clearly linked to learning activities and evaluation forms.  Learning methods and activities<ul><li>Lectures and exercises: Weekly teaching sessions were held in a semi-flipped classroom manner, where introductory lectures were held to cover the main topics of the week before students worked in groups to apply and discuss the material from a case company perspective. Group and class discussions were used during lectures and exercises.</li><li>Case study: Student groups work with a case company to analyze and evaluate their sustainability management approach throughout the semester. The company is analyzed and evaluated across the three CapSEM modules using theories, methods, and concepts related to each level.</li></ul> Measures implemented:In 2022, students chose their own companies and retrieved information about them mainly via the Internet. In 2023, ten local companies were recruited as cases, and groups of 4-5 students were given one company each based on their preferences. The students worked directly with their case company to extract information and share their results. Groups were supervised during weekly teaching sessions and in dedicated supervision meetings.  The introduction of local case study companies was chosen to help students gain a deeper understanding of the course material and support reflections and experiences on the implications of theories, methods, and concepts from both an academic and practical viewpoint. Another motivation was to support students' skills in communicating their ideas and findings with professionals.  EvaluationThe exam is a group report on the case company assessment (100%, graded A-F), which follows the three CapSEM modules of the course. Mandatory work requirements include group presentations and submission of draft reports for each of the three CapSEM modules (pass/fail), along with an oral presentation of the final report (pass/fail). Measures implemented:The evaluation form was redesigned to increase coherency with the overall course structure. Mandatory assignments and feedback were used to secure continuous engagement with the course material and support the iteration and maturation of ideas and reflections throughout the semester. This also made it easier to monitor team progress and handle practical questions and issues as they emerged.

Overall, the students seemed committed to the course, with good class attendance and active participation in learning and evaluation activities. Performance levels improved significantly over the semester, with final reports demonstrating a high level of reflection and integration of course material. The students were satisfied with the course and reported on a dynamic and engaging learning experience. However, they also found the course very challenging, and the required level of effort and application was considered extensive. Based on observations and dialogue with students, the following reflections are made on the design and application of the course: Assessment of course design and learning environment<ul><li>Working with case companies enabled students to reflect more deeply on course topics and link academic and practical considerations in their analysis and evaluation. Students also expressed a deeper motivation to apply themselves in the course as their results mattered beyond achieving a grade.</li><li>Working in teams enabled students to reflect more deeply on course material and learn from each others' ideas and perspectives. Students also developed practical skills in project management and teamwork as they had to organize their assignments throughout the semester, distribute and schedule tasks among team members, and interact with multiple case company representatives.</li><li>Class presentations and discussions helped develop their skills in communicating ideas, viewpoints, and conclusions logically and coherently.</li></ul> Ideas for improvement<ul><li>Class attendance was critical as exercises were designed mainly at the team level. This design may be troublesome for teams or team members unable to participate in weekly teaching sessions. Introducing a smaller set of mandatory sessions with team exercises could be done to secure participation and team learning.</li><li>Smaller teams (3-4 students) would simplify team management and discourage free-riding.</li><li>Introducing (graded) evaluation forms at the individual level (in addition to the team report) could be useful in motivating students to engage with the entire course curriculum.</li><li>Developing (individual) tests may help students monitor their understanding of the course material and detect concepts or topics that are poorly understood and require more support.</li></ul>

NTNU:TIA:REST

Department of International Business

Institutt for internasjonal forretningsdrift

Engelsk

Faglig innhold

Kursmateriell

Læringsutbytte

Læringsformer og aktiviteter

Forelesninger og øvinger. Enkelte øvinger eller forelesninger kan ha obligatorisk oppmøte og/eller leveranser. Dette vil bli opplyst ved semesterstart.

Obligatorisk arbeidskrav

Bærekraftsledelse

Økonomi og administrasjon

Bachelor i markedsføring, innovasjon og ledelse

Bachelor i økonomi og administrasjon

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Tiltak

Curriculum

N/A as this was the first semester the course was run.

About the courseThe course was held for the first time spring 2022, with students from MIL (optional) and BØA (mandatory). The course approaches sustainability management by introducing systems, methods and tools for organizations to evaluate and improve their contribution to sustainable development. Emphasis is put on how companies may map, monitor, improve and communicate their sustainability performance. The CapSEM-model is used as an organizing framework throughout the course. Learning methods and activitiesThe course was mostly digital due to the pandemic situation, with the exception of a few lectures towards the end of the semester. Digital seminars were held every 2-3 weeks, while students were given self-study assignments between each seminar. Self study modules consisted of brief introductory videos, curriculum material, and reflection assignments connecting the material to the case study company and exam assignment. CurriculumA CapSEM-book was initially planned to constitute the main part of the curriculum. As the book was delayed, an alternative reading list was developed, consisting mainly of scientific articles and reports. ExamDue to the pandemic situation, the school exam was a portfolio/project assignment, where the students worked in groups (1-3 students) to analyze a selected case company throughout the semester, using concepts, tools and methods lectured in the course. ResultsExam results were mostly satisfactory, where most groups were able to successfully analyze their case company and make sensible recommendations for how to improve their sustainability performance, based on concepts and knowledge gained through the course. Student feedback and reflections on improvementStudents were given a feedback survey towards the end of the semester (see separate report). Approximately 25% of students submitted feedback through the survey. Overall, the students seem satisfied with the course, but provided a lot of recommendations for improvement. Teaching <ul><li>Several students felt that the digital format was difficult and that physical in-person teaching would have improved the course. The course will be taught in-person spring 2023.</li><li>Several students also found the self-study format a bit difficult, partially because not performing individual work made them fall behind quite early in the semester. The self-study design was an attempt to avoid "digital fatigue" and let students engage with the material in their own time, although recorded lectures were provided. This was also something several students highlighted as a strong feature of the course. As the course will be taught in-person, students can be encouraged to interact with the material in a flipped-classroom approach instead. </li><li>Although students were mostly satisfied with business examples, several students expressed interest in having more companies present their work within the context of the course. An excursion to a local company was planned towards the end of the semester when the pandemic situation improved. However, the planned excursion was quite late and students were already engaged in exam preparations, so the excursion was cancelled due to few attendees. For spring 2023, the company visit will be earlier in the semester.</li></ul> Curriculum<ul><li>Students were generally happy with the structure of the course, with the CapSEM model as an organizing framework. </li><li>Some students felt that the curriculum was overwhelming, with a lot of reading for each lecture, while others students liked that the material was more challenging and not using a book. From spring 2023, the CapSEM book will be used as the main curriculum. The book is more to the point, with short chapters introducing and exemplifying concepts using case studies. The material from spring 2022 will be used as supplementary material so students can choose to consult certain concepts more in depth. </li><li>Several students also felt that the amount of concepts introduced was overwhelming. For spring 2023, fewer concepts will be selected from the CapSEM model so students can learn about key concepts more in depth. </li></ul> Feedback and progress<ul><li>Although students responded that they usually had a clear idea of where they were going and what was expected of them in the course, they were not required to submit any partial reports throughout the semester, and therefore did not receive any direct feedback on their exam work. However, time was set aside at each digital seminar to answer questions concerning the exam assignment. Students could also post questions on a forum on Bb. Preliminary submission(s) throughout the semester should be considered. Ideally, this could be set up in a manner where students themselves reflect upon their own work as well as the work of others. Also, the assessment matrix used in the exam grading could be published on Bb along with the assignment description early in the semester. </li><li>It would be relevant to also include oral presentation(s) of their case work to incentivize and monitor progress and engage students in each others work.</li></ul>

Ingen hjelpemidler tillatt.

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Bærekraftsledelse - AL302030