DOI
10.1108/IJSHE-10-2018-0181

Summary
This study is concerned with the assessment of sustainability audits and their effectiveness as a learning method. The study is based off the premise that Higher Education Institutions (HEIs) are progressing beyond the development of basic sustainability towards a growing expectation of a more in depth sustainability knowledge applicable to the work environment. Kay mentions the learning and teaching (L&T) for employment approach and its benefits for providing students with the tools and skills for real-world activities. The L&T method is considered for the application to level 6 business management students. In an audit-based module, the author provides students with a company case study and the task of conducting a sustainability audit. This module is undertaken as a ‘Living Lab’ and students are asked to reflect on their experience through an audit based learning, teaching, research and assessment (LTRA) approach.

The study assesses the effectiveness of the L&T approach through the analysis of student feedback based off four parameters: sustainability knowledge, graduate employment skills, life and career skills and student engagement.

The module is conducted weekly for a 3-hour slot over one semester. The sustainability audit is completed through the use of a modified GRI template and audit process.

The study was designed as follows:

73 level 6 students were studied over two academic years.
The four parameters for assessment was the key aim.
Pre- and post-module surveys were prepared.
Sustainability questions in the surveys were based off Weik et al. (2011).
Employability questions in the surveys were based off Lowden et al. (2011).

The surveys collected both qualitative and quantitative responses.

The results found that students believe their knowledge and skills had increased based off the four parameters. The results also suggest that:

The sustainability audit for the LTRA was successful in developing sustainability knowledge, and information and media literacy.
Utilising LTRA enhanced the development of employment skills and life and career skills.

Kay then showcases a number of quoted student feedbacks and discusses them before concluding the study.

Relevance for Complex Systems Knowledge
This study is relevant to sustainability and the teaching of undergraduate students.

The paper delivers insight into productive methods for business sustainability L&T, contributes to pedagogic material on Education for Sustainability (EfS) as well as providing experience-based guidance for teaching of activity based, experiential learning.

L&T is described here as a valuable active learning method, promoting real-world activity

Kay proposes a successful method for active learning at an undergraduate level and provides a survey design framework for the replication of this research. The survey design method (pre- and post-module) may be a useful tool for the research of a similar topic with students.

The sustainability audit active learning method described here is applicable to the re-imagining/furthering of sustainability knowledge. The paper however does not mention complex systems or systems thinking.

Point of Strength
The methods for assessment and analysis of students uptake of sustainability knowledge may be useful as research tools and as teaching tools. Kay clearly describes the steps to this method as well as providing the literature basis for questionnaire design.

Some of the useful methods include : L&T, Living Lab, LTRA and the modified GRI template and audit process.

Kay presents a strong case for the use of a sustainability audit applied to a real world company for the teaching and learning of key features to sustainable systems thinking.

The active learning process enables students to cooperate with one another in achieving a synergistic goal.