Learning outcomes, main themes, and assessment of Sample 3 (Fang & O'Toole, 2023).
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Title: Embedding sustainable development goals (SDGs) in business capstone
Pedagogy: Experiential Education Project-based Learning (EEPBL)
Background
The capstone subject at the focus of this research, is a core final year business subject in a large public Australian University. As a non-exam assessment-based subject, students are expected to draw from prior knowledge and experiences gained from previously enrolled business subjects whilst attempting all the assessments.
Learning Outcomes
Develop skills for future employment in a sustainable, socially inclusive economy (LO1)
Develop the ability to work in a diverse multi-disciplinary team and use research skills and disciplinary knowledge to solve a complex business challenge. (LO2)
| Main themes | Mapping to LO |
|---|---|
| 1. Awareness and knowledge of SDGs | LO1 |
| 2. Skills acquired through the learning of SDGs using EEPBL | LO1, LO2 |
| 3. Benefits of learning SDGs using EEPBL | LO1, LO2 |
| 4. Collaborative teaching of SDGs with industry partners | LO1, LO2 |
| 5. Develop a different perspective after learning SDGs | LO1 |
| 6. Understanding of their own agency in regard to implementing the SDGs | LO1 |
Assessments
Students are put into groups set by the lecturer that ensured a good mix of gender, ethnicity and academic ability (based on previous academic results).
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Implication:
Based on the finding from Fang & O'Toole (2023), the example demonstrates that the Experiential Education Project-Based Learning (EEPBL) approach was highly effective in achieving the capstone’s goals. The findings reveal that by collaborating on a real-world SDG problem, students dynamically synthesized their prior knowledge to acquire critical employability skills, including technical, soft, and research competencies. To effectively assess these multifaceted outcomes, the course utilized a balanced mix of group and individual assignments. The group projects (a scoping assignment, proposal, and video presentation) evaluated collaborative problem-solving and the application of knowledge, while an individual reflective essay ensured students critically analyzed their personal learning journey. This deliberate alignment between the EEPBL pedagogy and its diverse assessment strategy provided a comprehensive measure of student learning and offers a valuable blueprint for educators.
Source:
Fang, J., & O'Toole, J. (2023). Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis. The International Journal of Management Education, 21(1), 100749.
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