Curricular integration of the SDGs and the Sustainability in Corporate Finance

Authors

  • Alfredo Grau Grau Universitat de València
  • Inmaculada Bel Oms Universitat de València
  • Amalia Rodrigo González Universitat de València

DOI:

https://doi.org/10.37467/revhuman.v11.4102

Keywords:

Sustainable Development Goals, Sustainable finance, ESG Criteria, Cooperative learning, Virtual communities, Riso-Hudson test

Abstract

In 2015, the UN approved 17 Sustainable Development Goals (SDGs) integrated into the 2030 Agenda. Following this line, and given its relevance, European universities are integrating sustainable development into their syllabus. The objective of this proposal will be to develop a pilot experience where our students, through cooperative learning, forming work teams grouped according to the Riso-Hudson test (1999), guarantee maximum academic performance. As a result, a measure of the profitability provided by the incorporation of sustainability in business investment projects along with the creation of sustainable value will be offered.

References

Balan, M., & Fernández L. (2008). La autoconciencia del directivo: un factor clave para el coaching. Mentoring y Coaching Universidad y Empresa, 1, 219–232.

Ballesteros, I. G., & Rivera, B. R. G. (2012). Validación y confiabilidad del Halin-Prémont Enneagram Indicator™ (HPEI™, 2012) en altos y medios mandos de empresas portuarias de logística en importación y exportación. III Congreso Internacional, VI Coloquio Internacional y XI Nacional de Investigación en Ciencias Económico-Administrativas. “El conocimiento en el desarrollo incluyente y sostenible”. https://acortar.link/vHn1G7

Britton, E., Simper, N., Leger A., & Stephenson J., (2015) Assessing Teamwork in Undergraduate Education: A measurement tool to evaluate individual teamwork skills. Assessment and Evaluation in Higher Education, 42(3), 378–397. https://doi.org/10.1080/02602938.2015.1116497 DOI: https://doi.org/10.1080/02602938.2015.1116497

Bohórquez Alfonso, A. M., López Jiménez, J. M., & Moreno Rodríguez, J. E. (2018). Mecanismos de eficiencia en el proceso de reclutamiento de una empresa a través del Eneagrama. Fundación Universitaria Panamericana –Compensar, 1–87.

Bustos, A., & Coll, C. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Una perspectiva psicoeducativa para su caracterización y análisis. Revista Mexicana de Investigación Educativa, 15(44), 163–184. http://www.scielo.org.mx/pdf/rmie/v15n44/v15n44a9.pdf

Caliendo, M., Fossen, F., & Kritikos, A.S. (2012). Trust, positive reciprocity, and negative reciprocity: Do these traits impact entrepreneurial dynamics? Journal of Economic Psychology, 33(2), 394-409. DOI: https://doi.org/10.1016/j.joep.2011.01.005

Caliendo, M., Fossen, F., & Kritikos, A.S. (2014). Personality characteristics and the decisions to become and stay self-employed. Small Business Economics, 42(4), 787-814. DOI: https://doi.org/10.1007/s11187-013-9514-8

Cano, E. (2015). Evaluación por Competencias en Educación Superior (Assessment by Competences in Higher Education). Madrid: La Muralla.

Cash, D. (2018). Sustainable finance ratings as the latest symptom of ‘rating addiction’. Journal of Sustainable Finance y Investment, 8(3), 242–258. https://doi.org/10.1080/20430795.2018.1437996 DOI: https://doi.org/10.1080/20430795.2018.1437996

Chaubei, D. S., & Patra, S. A. (2016). Study on the ethical considerations in investors’ investment decisions. Splint International Journal of Professionals (SIJP), 3.

Emerson, L N., Conroy, S. J., & Stanley, C. W. (2007). Ethical attitudes of accountants: Recent evidence from a practitioners’ survey. Journal of Business Ethics, 71(1), 73-87. DOI: https://doi.org/10.1007/s10551-006-9125-2

Evans, A. M., & Revelle, W. (2008). Survey and behavioral measurements of interpersonal trust. Journal of Research in Personality, 42(6), 1585-1593. DOI: https://doi.org/10.1016/j.jrp.2008.07.011

Fatemi, A., & Fooladi, I. (2013). Sustainable finance: A new paradigm. Global Finance Journal, 24, 101–113. DOI: https://doi.org/10.1016/j.gfj.2013.07.006

Feijoo-Portero, P. (2007). EL ENEAGRAMA: Un modelo para entender el desarrollo personal y las relaciones con los demás. Gizakiaren Hazkunderako Laguntza Osoa. Retrieved June 16, 2022. https://goo.gl/vavEAY

Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar: Revista Científica de Comunicación y Educación, 24(46), 97–105. http://dx.doi.org/10.3916/C46-2016-10 DOI: https://doi.org/10.3916/C46-2016-10

Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726 DOI: https://doi.org/10.1177/1469787415616726

Forret, M., Khoo, E., & Cowie, B. (2006). New Wine or New Bottles: What’s New about. Managing learning in virtual settings: the role of context (pp. 253‐293). Hershey: IGI Global. DOI: https://doi.org/10.4018/978-1-59140-488-0.ch014

Forsyth, R. A. (1980). Taxonomy of ethical ideologies. Journal of Personality and Social Psychology, 39(1), 175. DOI: https://doi.org/10.1037/0022-3514.39.1.175

Hofmann, E., Pen, E., & KIirchler, E. (2009). The ‘Whys’ and ‘Hows’ of ethical investment: Understanding an early-stage market through an explorative approach. Journal of Financial Services Marketing, 14(2), 102–117. DOI: https://doi.org/10.1057/fsm.2009.7

Hortigüela-Alcalá, D., Palacios-Picos, A., & López Pastor, V. (2019). The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment y Evaluation in Higher Education, 44(6), 933–945. https://doi.org/10.1080/02602938.2018.1530341 DOI: https://doi.org/10.1080/02602938.2018.1530341

Huertas-Montes, A. H., & Pantoja-Vallejo, A. (2016). Efectos de un programa educativo basado en el uso de las TIC sobre el rendimiento académico y la motivación del alumnado en la asignatura de tecnología de educación secundaria. Educación XXI, 19(2), 229–250. https://doi.org/10.5944/educXX1.14224 DOI: https://doi.org/10.5944/educxx1.16464

Jaramillo Andrade, A., & Solorzano Rojas, S. N. (2021). Rasgos de personalidad de influencers de la red social instagram entre 20-45 años de la ciudad de Cuenca. [Doctoral Thesis]. Universidad del Azuay.

Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn y Bacon. First edition.

Johnson, D. W., & Johnson, R. T. (2008). Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. In: Gillies, R.M., Ashman, A.F., Terwel, J. (Eds.) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Computer-Supported Collaborative Learning (pp. 9–37). Springer, Boston, MA. DOI: https://doi.org/10.1007/978-0-387-70892-8_1

Larraz, N., Vázquez, S., & Liesa, M. (2017). Transversal skills development through cooperative learning. Training teachers for the future. On the Horizon, 2(5), 85–95. DOI: https://doi.org/10.1108/OTH-02-2016-0004

Millis, B. J., & Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Oryx Press, Phoenix.

Naranjo, C. (1994). Character and neurosis: An integrative view. Gateways/IDHHB.

Núñez, C. (2020). Relación entre los tipos de personalidad según el Eneagrama y los tipos de reacción al estrés psicosocial en estudiantes de la Universidad Alas Peruanas Ica. [Doctoral Thesis]. Unidad de Posgrado, Facultad de Psicología, Universidad Nacional Mayor de San Marcos, Lima, Perú.

Palmer, H. (1988). The enneagram: Understanding yourself and the others in your life. Harper y Row.

Pérez-Estébanez, R. (2016). An approachment to cooperative learning in higher education: comparative study of teaching methods in engineering. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1331–1340. https://doi.org/10.12973/eurasia.2017.00673a DOI: https://doi.org/10.12973/eurasia.2017.00673a

Phares, E. J. (1988). Introduction to personality (2a edición). Glenview, Il: Scott, Foresman and Co.

Polaino-Lorente, A., Cabanyes Truffino, J., & del Pozo Armentia, A. (2003). Fundamentos de psicología de la personalidad. Navarra, España: Ediciones Rialp, S.A.

Pop, F. C., Vaida, M. F., & Cremene, M. (2010). An alternative strategy for grouping students in eLeaming using an Enneagram methodology and eye tracking. 9th International Symposium on Electronics and Telecommunications. https://ieeexplore.ieee.org/document/5679364 DOI: https://doi.org/10.1109/ISETC.2010.5679364

Riso, R. (1997). Descubre tu perfil de personalidad en el Eneagrama. Bilbao: Desclée de Brouwer.

Riso, R., Hudson R. (2001). La sabiduría del eneagrama. Madrid: Urano.

Riso, D. R., & Hudson, R. (1996). Personality types: Using the Enneagram for self-discovery. Houghton Mifflin Harcourt.

Riso, D. R., & Hudson, R. (1999). The wisdom of the Enneagram: The complete guide to psychological and spiritual growth for the nine personality types. New York: Bantam.

Rodríguez Legendre, F., & Cerezo López, Y. (2014). Técnicas de diagnóstico, coaching educativo y dinámicas de grupo para la mejora de la docencia en estudiantes universitarios. INNODOCT. http://hdl.handle.net/10641/1063

Romero, R., Castejón-Oliva, F. J., López-Pastor, V. M., & Fraile-Aranda, A. (2017). Formative Assessment, Communicative Competencies and ICT in Teachers Training. Comunicar, 27(52), 73–82. https://doi.org/10.3916/C52-2017-07 DOI: https://doi.org/10.3916/C52-2017-07

Rubia, B., & Guitert, M. (2014). Revolution in communication: Computer Support for Collaborative Learning (CSCL). Comunicar, 21(42), 10–14. https://doi.org/10.3916/C42-2014-a2 DOI: https://doi.org/10.3916/C42-2014-a2

Scheessele, M. (2019). Implementing the enneagram for team building. [Doctoral Thesis]. Ballstate University.

Spreng, R. N., McKinnon, M. C., Mar, R. A., & Levine, B. (2009). The Toronto Empathy Questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment, 91(1), 62-71. DOI: https://doi.org/10.1080/00223890802484381

Sutton, A., Allinson, C., & Williams, H. (2013). Personality type and work-related outcomes: An exploratory application of the Enneagram model. European Management Journal, 31(3), 234–249. https://doi.org/10.1016/j.emj.2012.12.004 DOI: https://doi.org/10.1016/j.emj.2012.12.004

Tran, V. D. (2019). Does Cooperative Learning Increase Students’ Motivation in Learning? International Journal of Higher Education, 8(5), 12–20. http://www.sciedupress.com/ijhe DOI: https://doi.org/10.5430/ijhe.v8n5p12

Triandis, H. C., & Gelfand, M. J. (1998). Converging measurement of horizontal and vertical individualism and collectivism. Journal of `Personality and Social Psychology, 74(1), 118. DOI: https://doi.org/10.1037/0022-3514.74.1.118

Vaida, M. F. (2019). Collaborative education teams development using alternative methodologies. 11th International Conference on Education Technology and Computers. https://doi.org/10.1145/3369255.3369280 DOI: https://doi.org/10.1145/3369255.3369280

Vaida, M. F., Pop, F. C., Cremene, M., & Alboaie, L. (2011). Creating optimal groups of students in e-learning using alternative methodologies. CATE2011, Cambridge, 11, 30–37. DOI: https://doi.org/10.2316/P.2011.734-008

Yus, R. (1998). Temas transversales: hacia una nueva escuela. Barcelona, España: Graó.

Weber, O. (2015). Finance and Sustainability. In: Heinrichs, H., Martens, P., Michelsen, G., and Wiek, A. (Ed.), In Sustainability Science: An Introduction (pp. 119–129.). New York: Springer.

Downloads

Published

2022-12-19

How to Cite

Grau Grau, A. ., Bel Oms, I. ., & Rodrigo González, A. . (2022). Curricular integration of the SDGs and the Sustainability in Corporate Finance. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 14(2), 1–17. https://doi.org/10.37467/revhuman.v11.4102

Issue

Vol. 14 No. 2 (2022): Monograph: "Quality of life in the 21st century. Communication on health improvement and awareness programs and environmental sustainability"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org