Learning to lead change for sustainability in universities: evaluating the effectiveness of a simulation-based professional development intervention

Abstract

This study was motivated by the urgent need for validated tools to support universities’ sustainability transformation. The study evaluated the effectiveness of a professional development module organised around the Leading Change for Sustainability in Higher Education simulation. The study employed a quasi-experimental, time-series research design to assess the effects of the simulation-based learning module on 50 Myanmar university administrators and lecturers. Research questions focused on levels of learner engagement, as well as changes in the concept knowledge and change management skills of the participating university staff. Descriptive and inferential data analyses found high levels of learner engagement among the lecturers throughout the simulation. Time-series data gathered over the four-week professional development module revealed statistically significant and meaningful changes in participants’ knowledge and skills. The study affirmed the potential of simulation-based learning for developing the capacity of higher education professionals to apply knowledge to important problems.