Year
2024
Abstract
This chapter discusses a pragmatic approach to designing a course on energy transition stakes aimed at business school students, using the example of an elective course taught at ESSEC Business School in France. While it recognizes the importance of teaching students a base of common knowledge and skills relevant for business school students, it also focuses on the other two objectives of the course: the problematization learning process and the sharing of knowledge and skills. It shows why these three objectives are important in order for the students to understand energy transition stakes while developing their rigour, dialogue capacity and critical thinking, thus staying away from ideologies and wrong (techno)solutions and developing their capacity of taking action at the right scale.
DE CARLO, L. (2024). A pragmatic way to teach energy transition stakes in a business school. Dans: Hugues Bouthinon-Dumas, Arijit Chatterjee, Bernard Leca eds. Navigating the Ecological Transition: A Business School Perspective. 1st ed. London: Routledge, pp. 73-84.
Keywords