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Regenerative Curriculum: Rethinking Business Education for a Sustainable Future

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

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Regenerative Curriculum: Rethinking Business Education for a Sustainable Future. / Newton, Radka; Rindt, Jekaterina.
2025. Paper presented at BAM MKE Teaching Practice Conference 2025, London.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Newton, R & Rindt, J 2025, 'Regenerative Curriculum: Rethinking Business Education for a Sustainable Future', Paper presented at BAM MKE Teaching Practice Conference 2025, London, 5/06/25 - 5/06/25.

APA

Newton, R., & Rindt, J. (2025). Regenerative Curriculum: Rethinking Business Education for a Sustainable Future. Paper presented at BAM MKE Teaching Practice Conference 2025, London.

Vancouver

Newton R, Rindt J. Regenerative Curriculum: Rethinking Business Education for a Sustainable Future. 2025. Paper presented at BAM MKE Teaching Practice Conference 2025, London.

Author

Newton, Radka ; Rindt, Jekaterina. / Regenerative Curriculum : Rethinking Business Education for a Sustainable Future. Paper presented at BAM MKE Teaching Practice Conference 2025, London.

Bibtex

@conference{cdede31cebca4fc3bda15fed6bbcf9e6,
title = "Regenerative Curriculum: Rethinking Business Education for a Sustainable Future",
abstract = "Our practice involves a regenerative curriculum approach that prioritises practice-based, immersive, stakeholder-driven, and context-sensitive learning experiences. We align this approach with design thinking principles, emphasising human-centricity, empathy, collaboration, and interdisciplinarity (Dunne & Martin, 2006; Bowland, 2014). Rather than traditional lecture-based learning, we take students out of the classroom and into local contexts to engage with real-world challenges connected to our region. This approach not only enhances students{\textquoteright} critical reflectivity but also strengthens their sense of urgency and responsibility regarding global issues, particularly the UN Sustainable Development Goals (UNSDGs) as they manifest locally (Ferreira, 2021). Students typically explore complex multi-stakeholder challenges such as decline of the High Street or socio-economic impact of the planned Eden Project. ",
author = "Radka Newton and Jekaterina Rindt",
year = "2025",
month = jun,
day = "5",
language = "English",
note = "BAM MKE Teaching Practice Conference 2025 : {"}Innovating Management Education for a Sustainable and Responsible Future{"} ; Conference date: 05-06-2025 Through 05-06-2025",
url = "https://www.bam.ac.uk/events-landing/ems-event-calendar/bam-mke-teaching-practice-conference-2025.html",

}

RIS

TY - CONF

T1 - Regenerative Curriculum

T2 - BAM MKE Teaching Practice Conference 2025

AU - Newton, Radka

AU - Rindt, Jekaterina

PY - 2025/6/5

Y1 - 2025/6/5

N2 - Our practice involves a regenerative curriculum approach that prioritises practice-based, immersive, stakeholder-driven, and context-sensitive learning experiences. We align this approach with design thinking principles, emphasising human-centricity, empathy, collaboration, and interdisciplinarity (Dunne & Martin, 2006; Bowland, 2014). Rather than traditional lecture-based learning, we take students out of the classroom and into local contexts to engage with real-world challenges connected to our region. This approach not only enhances students’ critical reflectivity but also strengthens their sense of urgency and responsibility regarding global issues, particularly the UN Sustainable Development Goals (UNSDGs) as they manifest locally (Ferreira, 2021). Students typically explore complex multi-stakeholder challenges such as decline of the High Street or socio-economic impact of the planned Eden Project.

AB - Our practice involves a regenerative curriculum approach that prioritises practice-based, immersive, stakeholder-driven, and context-sensitive learning experiences. We align this approach with design thinking principles, emphasising human-centricity, empathy, collaboration, and interdisciplinarity (Dunne & Martin, 2006; Bowland, 2014). Rather than traditional lecture-based learning, we take students out of the classroom and into local contexts to engage with real-world challenges connected to our region. This approach not only enhances students’ critical reflectivity but also strengthens their sense of urgency and responsibility regarding global issues, particularly the UN Sustainable Development Goals (UNSDGs) as they manifest locally (Ferreira, 2021). Students typically explore complex multi-stakeholder challenges such as decline of the High Street or socio-economic impact of the planned Eden Project.

M3 - Conference paper

Y2 - 5 June 2025 through 5 June 2025

ER -