Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace

Franziska M. Renz () and Julian U. N. Vogel
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Franziska M. Renz: College of Business, California State University, Sacramento, CA 95819, USA
Julian U. N. Vogel: Lucas College and Graduate School of Business, San José State University, San José, CA 95192, USA

Merits, 2024, vol. 4, issue 1, 1-16

Abstract: This study presents a problem-based learning (i.e., PBL) assignment to engage students around the areas of diversity, justice, equity, inclusion, belonging (i.e., DEI), and sustainability in the classroom and workplace. The assignment is developed based on the learning objectives of an upper division business course following an outlined three-step process. A pretest-posttest research design with a control group demonstrates that the experiential assignment is effective in enhancing students’ problem-solving skills which, according to employers, recent college graduates need to improve upon. The PBL approach also increases students’ interest in DEI and sustainability so that they want to make a difference in society. While students’ confidence in their preparedness to become a manager decreases over the course of a semester, this loss in confidence is mitigated by students’ active participation in the PBL assignment.

Keywords: problem-based learning; experiential learning; career-relevant skills; diversity; equity and inclusion; sustainability (search for similar items in EconPapers)
JEL-codes: J L M (search for similar items in EconPapers)
Date: 2024
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