Chapter 5 Changing business schools from within: A case study on the inner transformative potential of co-creative learning spaces
Journal
Inner Development Goals
Type
book section
Date Issued
2025
Author(s)
Abstract
This case study illustrates how members of Student Impact (SI), a student-led
sustainability consultancy at the University of St. Gallen in Switzerland, collaborated
with faculty, students and alumni to design, deliver, and begin to scale a new type of
seminar that embodies Student Impact’s mantra of “Be the Change” (BTC). The collaboration
marked the beginning of an exciting journey of experimentation, community
building, and collective leadership with the goal of transforming business school education
from within. As the initiative has grown, it has integrated the Inner Development
Goals (IDGs) as guiding principles for personal development and capacity building for
sustainability and societal change. This chapter explores how the BTC approach builds
selected transformational skills encompassed by the IDGs by discussing two separate
deliveries of BTC. We share our learnings, experiences, and emerging perspectives in
co-creating and co-teaching these courses – and illuminate the methods and formats we
have experimented with in enabling individuals across generations and sectors to connect,
collaborate, and affect positive change. By sharing this emergent pedagogy for
change, we aim to encourage educators to experiment with collaborative learning designs
to foster inner and outer transformation.
sustainability consultancy at the University of St. Gallen in Switzerland, collaborated
with faculty, students and alumni to design, deliver, and begin to scale a new type of
seminar that embodies Student Impact’s mantra of “Be the Change” (BTC). The collaboration
marked the beginning of an exciting journey of experimentation, community
building, and collective leadership with the goal of transforming business school education
from within. As the initiative has grown, it has integrated the Inner Development
Goals (IDGs) as guiding principles for personal development and capacity building for
sustainability and societal change. This chapter explores how the BTC approach builds
selected transformational skills encompassed by the IDGs by discussing two separate
deliveries of BTC. We share our learnings, experiences, and emerging perspectives in
co-creating and co-teaching these courses – and illuminate the methods and formats we
have experimented with in enabling individuals across generations and sectors to connect,
collaborate, and affect positive change. By sharing this emergent pedagogy for
change, we aim to encourage educators to experiment with collaborative learning designs
to foster inner and outer transformation.
Language
English (United States)
Publisher
De Gruyter