The value of problem-based learning in learning for sustainability : undergraduate accounting student perspectives
Year of publication: |
December 2018
|
---|---|
Authors: | Wyness, Lynne ; Dalton, Fiona |
Published in: |
Journal of accounting education. - Kidlington : Elsevier, ISSN 0748-5751, ZDB-ID 1027143-0. - Vol. 45.2018, p. 1-19
|
Subject: | Sustainability | Problem-based learning | Group work | Ethnographic methods | Lernen | Learning | Nachhaltigkeit | Lernmethode | Learning method | Studierende | Students | Nachhaltige Entwicklung | Sustainable development | Betriebswirtschaftsstudium | Graduate business education | Lernende Organisation | Learning organization |
Description of contents: | Description [doi.org] |
Type of publication: | Article |
---|---|
Type of publication (narrower categories): | Aufsatz in Zeitschrift ; Article in journal |
Language: | English |
Notes: | Erratum enthalten in: Volume 55, June 2021, Artikelnummer 100712 |
Other identifiers: | 10.1016/j.jaccedu.2018.09.001 [DOI] |
Source: | ECONIS - Online Catalogue of the ZBW |
-
Context and pedagogy : a quarter-century of change in an introductory management course
Hendry, Jamie R., (2017)
-
An instructional innovation that embeds group learning in case teaching : the table case method
Wright, April L., (2024)
-
Lycko, Martin, (2021)
- More ...
-
Wyness, Lynne, (2019)
-
An international study of dividend policy : some preliminary results
Dalton, Fiona, (2019)
-
Dalton, Fiona, (2006)
- More ...