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This chapter explores business educators’ experiences in integrating experiential learning projects with a sustainability focus into their classrooms. Using an auto-ethnographic approach, the study examines the adoption of Riipen.com , a Canadian platform for online project-based learning and micro-internships, within a business school setting. The research investigates four key questions: (1) the extent to which faculty have adopted Riipen projects, (2) faculty motivations for integrating micro-internships into their teaching, (3) challenges hindering adoption, and (4) the nature of sustainability-related projects undertaken between 2021 and 2025. Findings indicate that only 12.5% of business faculty (7 out of 56) adopted Riipen projects, revealing limited integration despite institutional availability. Faculty engage in these projects to provide students with real-world business exposure, teamwork opportunities, and industry connections, both locally and internationally. However, barriers to adoption include faculty workload, competing research, advising, and service expectations, and institutional demands. Additionally, the educator-authors collaborated on sustainability-focused projects with industry partners from Botswana, Canada, and the USA, addressing environmental, social, and economic (En, S, and Ec) issues.

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Embracing Technological Innovation in Business Education: Faculty Perspectives on Experiential Learning for Sustainability

  • 会议论文

  • 发表日期：

    2026年

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  • Zlatinka Blaber,
  • Mindy Myunghee Jeon,
  • Xu Cissy Hartling

摘要

This chapter explores business educators’ experiences in integrating experiential learning projects with a sustainability focus into their classrooms. Using an auto-ethnographic approach, the study examines the adoption of Riipen.com , a Canadian platform for online project-based learning and micro-internships, within a business school setting. The research investigates four key questions: (1) the extent to which faculty have adopted Riipen projects, (2) faculty motivations for integrating micro-internships into their teaching, (3) challenges hindering adoption, and (4) the nature of sustainability-related projects undertaken between 2021 and 2025. Findings indicate that only 12.5% of business faculty (7 out of 56) adopted Riipen projects, revealing limited integration despite institutional availability. Faculty engage in these projects to provide students with real-world business exposure, teamwork opportunities, and industry connections, both locally and internationally. However, barriers to adoption include faculty workload, competing research, advising, and service expectations, and institutional demands. Additionally, the educator-authors collaborated on sustainability-focused projects with industry partners from Botswana, Canada, and the USA, addressing environmental, social, and economic (En, S, and Ec) issues.