Rachel Brooks
Title
Dr.
Last Name
Brooks
First name
Rachel
Email
rachel.brooks@unisg.ch
5 results
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Item type:Publication, An Emerging Transformative Learning Journey to Foster Sustainability Leadership in Professional Development Programs(2024); Ann BrooksDespite growing global attention to the 2015 UN Sustainable Development Goals, we have made limited progress towards achieving them. This article describes an emerging Transformative Learning Journey for Sustainability Leadership being developed for professionals at the University of St. Gallen in Switzerland. The purpose is to help participants achieve the individual transformations needed to enact sustainability-focused interventions in their communities and organizations. From a socio-material lens, we describe four phases of the emerging Learning Journey and identify how they are transformative. The Learning Journey includes spending time in nature, growing an understanding of climate justice, collaborating, and planning action. We draw on reflective data from participants, linking them to Hoggan’s (2016a) transformative learning outcomes and other relevant studies, the goal being to contribute to the world’s collective knowledge of how to facilitate development of the transformative skills identified by the United Nations, the European Commission, and the Inner Developmental Goals.Type:journal article - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Integrating Nature into Management Education to Develop Interbeing for Responsible Leadership(2025-01-17)In this paper, I illustrate the potential of time in nature to develop the meta-competence of interbeing (Potts, Le Hunte and Ross, 2023), contributing to transformative learning towards responsible leadership in business students. Drawing from a bachelor sus-tainability certificate program at an elite business school, I show how faculty can introduce the instructional innovation of Nature Immersion into the curriculum in a way that comple-ments other teaching, thereby deepening and personalizing new sustainability knowledge students acquire. A key contribution of this paper is to highlight how immersion in nature can lead to increased temporal awareness in business students, and how this heightened sense of connection across (pre)history can contribute to intrinsic feelings of social and eco-logical responsibility that can support responsible leadership. Following a brief review of literature on management education, transformative learning and interbeing, I describe the Nature Immersion and provide details of its effectiveness derived from critical incidents identified by students in post-program reflections.Type:conference paperJournal:Academy of Management Proceedings - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Chapter 5 Changing business schools from within: A case study on the inner transformative potential of co-creative learning spaces(De Gruyter, 2025); ; Johannes TschidererThis 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.Type:book sectionJournal:Inner Development Goals - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Ambivalence and hope in a risk society: Policy-learning in a cross-sector/cross- national workshop to implement sustainability goals(2018); Brooks, AnnType:conference contributionJournal:Proceedings of the European Society for Research on the Education of Adults Life History and Biography Network - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Situated Attention: Exploring Strategic Responses to Emergent Issues in Transnational Environments(2015)Disparities often exist between the emergent challenges firms set out to address, and the strategic initiatives they develop in response (Joseph & Ocasio, 2012; Levinthal & Rerup, 2006; Ocasio & Joseph, 2005; Rerup, 2009). In particular, this can occur when decision makers are required to pay attention to issues emerging from lower levels of an organizational hierarchy, many of which are unfamiliar (Rerup, 2009). Social and environmental challenges are examples of such unfamiliar challenges, and widespread demand for corporate accountability to society is pushing firms to report on social impact. Regulatory entities and consumers are demanding that multinational firms engage in more ethical practices and foster prosperity in the countries in which they are active (Porter & Kramer, 2006). When firms do not address this pressure, the potential for widespread image crises is high, due to rapid-fire information …Type:doctoral thesis