Learning to Learn Differently: Studio-Based Education for Responsible Management

A. Ryan, C. Morel (), J. Goodman (), J. Hermes, M. Rehman, C. Celine Louche, A. Keränen and M. Juntunen
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C. Morel: Audencia Business School
J. Goodman: Audencia Business School

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Abstract: The pressing need to address the Sustainable Development Goals (SDGs) in business education demands a shift from traditional teaching methods toward design-inspired pedagogical models. This paper introduces a specific pedagogical innovation, that is, a Design for Iteration (DFI) strategy embedded within a studio-based learning environment, developed through a cross-institutional partnership to educate future business leaders. The studio model emphasizes experiential, visual, and iterative learning processes such as the ‘crit', prototyping, and peer-led feedback. Anchored in a heutagogical (self-determined) approach, this innovation moves beyond isolated creative exercises toward sustained engagement with complex, real-world sustainability challenges. Drawing on qualitative data from the implementation of the EULab Nantes studio, the paper explores how iterative, practice-based learning develops critical skills in adaptive thinking, problem-framing, collaboration, and system-level inquiry. The findings underscore the role of socio-materiality and peer-led sense-making in shaping meaningful learning and identifies the studio as a space for cultivating the mindsets and capabilities central to responsible management and sustainability education. By foregrounding the studio as a site for prototyping sustainable market futures, the paper contributes to reimagining business schools as platforms for transformative sustainability learning.

Keywords: Sustainability Education; Studio-Based Learning; Iterative Thinking; Heutagogy; Problem Setting (search for similar items in EconPapers)
Date: 2025-12
New Economics Papers: this item is included in nep-env
Note: View the original document on HAL open archive server: https://hal.science/hal-05132106v1
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Published in International Journal of Management Education (IJME), 2025, 23 (3), pp.101177. ⟨10.1016/j.ijme.2025.101177⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05132106

DOI: 10.1016/j.ijme.2025.101177

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