“Socio-Eco-preneurship Project”, is a Project Based Learning (PBL) for graduate students in business management that tested the application of project management skills to operationalizing the SDGs at a local level.
In the year 2019 and 2020, the Master in Management program at Faculty of Economics and Business, Telkom University developed a new PBL titled “Socio-Ecopreneurship Project”. Under the PBL approach, the “Socio-Ecopreneurship Project” is not the purpose of learning, it is the means. It is not confined to the simple application of knowledge already acquired in the previous semester but it also allows for the development of new skills and the acquisition of more knowledge to address the challenges and goals represented by the SDGs. In addition to this, the concept of “Socio-Ecopreneurship Project” is related to physical concepts of sustainability, including those that are rooted in values and choices based on ethical principles.
At the end of the semester, the students provided oral presentations and recommendations to a panel of 4 (four) panelists, consist of Academics, Business Actors, Civil Society Organizations, Government, and Media (ABCGM), concerning potential steps forward and to further research. The panelists decided on five basic components of a good oral PowerPoint presentation: content, organization, teamwork (our students work in groups of three to four), visuals, and presentation mechanics. Each of these five basic components has criteria to key issues of scientific thinking about the 17 SDGs. Immediately after all teams had presented, all panelists had the private round-table discussion of their component ratings and came to a consensus regarding the final grade for each presentation.This “Socio- Ecopreneurship Project” provides opportunities for the students to climb to more sophisticated skills such as project management and teamwork. Students were very positive about the project and excited from the experience of finding common interests with other students.
Many had not heard of the SDGs before, or only knew a little bit about 17 SDGs, so found this PBL very useful. In moving forward, it will be important that pedagogy seeks to engage student leaders and educators from different faculties in critical discussion to enable the paradoxes that characterize the larger discourse of sustainable development in educational practice and by extension the SDGs to be explored, particularly in the context of Indonesia. Students were very positive about the project and excited from the experience of finding common interests with other students.