The aim of this activity is:
• To evaluate the sustainable self attributes as defined by Murray.
• Compare these attributes with those defined in the study programme (optional)
• Produce an action plan for the development of Sustainable Self attributes
Work produced from this session can be included in the reflection about the Personal Development Plan (PDP) as part of the MANAGEMENT SKILLS (ENHANCING YOUR CAREER AND PERSONAL SUCCESS) or may be used as general reflective activity in other modules or sessions about sustainability.
The “Sustainable Self” according to Murray (2011) is a way of being and acting in the world by sustainability principle through development of six attributes: 1. awareness, 2. knowledge, 3. motivation, 4. skilful means, 5. empowerment, 6. practice.
In business, success and sustainability are associated with the ability of companies to manage their profit, people and assets and balancing financial, social and environmental risks, obligations and opportunities.Business Students throughout their study, extracurricular activities and personal experience develop different attributes. For example at Staffordshire University Programmes at Riinvest College the graduate attributes are embedded in the programmes. Refer to Staffordshire Graduate Attributes http://www.staffs.ac.uk/study/staffordshiregraduate/attributes/ to view an explanation of the attributes: 1. Discipline Expert ;2 Professional;3 Global Citizen; 4 Communication & Teamwork;5 Reflective & Critical Learner;6 Life Long Learning.The sustainable self attributes may be included in more than one general attribute.
When people discuss the sustainability agenda they commit themsleves to actions that support the attitudes, values and beliefs related to sustainability. These are not easily changed therefore personal insight from stakeholders on how they change their beliefs and commit to sustainability will help student to relate to the topic. Therefore stakeholders are informed in advance what the aim of the session is and they are asked questions in relation to the attributes. Alternative versions could be video interviews with project stakeholders.
The footprint calculator will help students locate themsleves in the discussion about the life style and their consumption practices.(See step 2 in the instructions )
When students evaluate the development of attributes they are asked to rate the level of confidence on each of them. Students at Riinvest College are familiar with the rating strategy because they rate the graduate attributes. In one way the teacher will check the level of understanding from previous session, and on the other hand students will be able to give examples of their level of confidence. (see step 3 in the instructions).
Finally students will be able to choose one or two objective to pursue for the rest of the semester and include them in the Personal Pevelopment Plan(See step 4 in the instructions).