Organizing reflection to address collective dilemmas: Engaging students and professors with sustainable development in higher education

Why this paper matters

Studies organized reflection as a response to collective sustainability dilemmas.

Evidence reviewed

Design: Qualitative institutional case study
Full-text status: Indexed PDF/full text reviewed

Principal finding

Institutionalized reflection linked student projects, faculty practice, and transformative-learning goals.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Single-university case; mechanisms are contextual rather than causal.

Scoring rationale

• EntrSL relevance: 4/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 4/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Janette Brunstein; Jeff King (2018). “Organizing reflection to address collective dilemmas: Engaging students and professors with sustainable development in higher education.” Journal of Cleaner Production. https://doi.org/10.1016/j.jclepro.2018.08.136