Business and Management Education for Sustainable Development: A Process for Creating Sustainable Public Value

2014 ◽  
pp. 467-478
Author(s):  
Mirjam Minderman
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Public Value ◽  
Business And Management

scholarly journals Exploring Gamification in Management Education for Sustainable Development

2017 ◽  
Vol 08 (14) ◽  
pp. 2243-2257 ◽  
Author(s):  
Per-Anders Langendahl ◽  
Matthew Cook ◽  
Cecilia Mark-Herbert
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Education For Sustainable Development

scholarly journals Sustainable Development in Business Education

Economics ◽  
2015 ◽  
pp. 1347-1366
Author(s):  
Fernando Lourenço ◽  
Natalie Sappleton ◽  
Weng Si Lei ◽  
Ranis Cheng
Keyword(s):  
Sustainable Development ◽  
Stakeholder Theory ◽  
Business Education ◽  
Teaching And Learning ◽  
Management Education ◽  
Business Schools ◽  
Pedagogical Tool ◽  
Economic Liberalism ◽  
Business And Management

This chapter highlights the challenges of teaching sustainability in business schools. The authors provide a discussion of economic liberalism and different forms of stakeholder theory to explain the varying attitudes among educators towards ethics, responsibility and sustainability. The assumption that business schools encourage a ‘profit-first-mentality' is fleshed out, and it is argued that this attitude likely affects the effectiveness of teaching and learning in respect to ethical, responsible and sustainable values. The chapter later questions whether it is better to flow with the dominant economic-driven values as prescribed by conventional business education or to challenge it in order to nurture sustainability-driven values among students. These options are explored and the suggestion that entrepreneurship has a role to play as a pedagogical tool to support the teaching of sustainable development is offered. It is argued that entrepreneurship does not confront, but supports the extant values of conventional business education and therefore is a feasible approach for business education. Finally, implications for business and management education, as well as, the role of entrepreneurship to promote sustainability-values are discussed drawing on models and two case studies (UK and China).

scholarly journals Case hacks: Four hacks for promoting critical thinking in case-based management education for sustainable development

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Thomas Taro Lennerfors ◽  
Per Fors ◽  
Jonathan R. Woodward
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Third Way ◽  
Action Orientation ◽  
Educational Method ◽  
Industrial Companies ◽  
Case Based

In management education at engineering and business schools, the case-based method is commonly used. The case-based method has a strong action orientation but is seen to downplay critical thinking, which is an important component in Education for Sustainable Development (ESD). Current literature suggests two ways in which the case-based method can be improved, namely by producing better cases, and by improving classroom practice. This paper contributes to research and practice on case-based ESD within management education by outlining a third way: hacking cases, in other words, making modifications to existing cases to promote critical thinking. The hacks presented in this paper are based on a review of previous empirical and conceptual research about, and, on our own experiences of critical thinking. They are: (1) exploring synergies and conflicts; (2) expanding empirical knowledge; (3) shifting perspective; and (4) creating spaces for dialogue. By employing the hacks, case-based management ESD can be adapted to promote both action and critical thinking and, thereby, become an improved educational method in management ESD. An illustration of these four hacks within the course Managing sustainability in global industrial companies is provided.

scholarly journals Rethinking Education for Sustainability in Management Education

2021 ◽  
pp. 219-234
Author(s):  
Beatriz Acevedo ◽  
Romas Malevicius
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Aesthetic Education ◽  
Social Value ◽  
Education For Sustainability ◽  
Humanistic Management ◽  
Financial Success ◽  
The Uk ◽  
Rethinking Education

Education for sustainable development (ESD) initially emerged around the 1990s, and it has opened the possibility to re-think areas such as management education. Although the original purpose of inclusiveness and creativity has been gradually replaced by metrics, while keeping the idea of “development as growth” largely unquestioned, drawing upon the work of organisational researchers like Heather Hopfl, this chapter presents a critique of the evolution of ESD in the UK revealing a rationale that transforms guiding principles into metrics, emphasising “efficiency” over “care.” The researchers relate to the principles of humanistic management, in its consideration of social value generation linked to financial success. The authors propose to enhance the notion of “values” by revisiting the concept of “virtues,” particularly in the consideration of sustainability. Finally, the authors draw upon interest in aesthetics and praxis to propose an “aesthetic education for sustainability,” as a critical and purposeful approach of questioning and imagining hopeful ways of living and learning.

Corporate social responsibility in management education: Current status in Spanish universities

2011 ◽  
Vol 17 (5) ◽  
pp. 604-620 ◽  
Author(s):  
Dolors Setó-Pamies ◽  
Misericordia Domingo-Vernis ◽  
Noemí Rabassa-Figueras
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Content Analysis ◽  
Social Responsibility ◽  
Management Education ◽  
Current Status ◽  
Web Content ◽  
Spanish Universities ◽  
Corporate Social ◽  
Business And Management

AbstractIn the context of education for sustainable development, the purpose of this paper is to report on the findings of a study in Spain into the extent to which corporate social responsibility (CSR) is taught in management schools. The study makes an exploratory and descriptive web-content analysis of the curriculum and subjects on Business and Management degrees at all universities in Spain. Our findings show that a high percentage of universities include CSR-related subjects on their curriculum. CSR content is taught as either specific CSR subjects (stand-alone CSR subjects) or as part of various subjects on the academic curriculum (embedded CSR subjects). Although at first sight our findings may seem promising, a more detailed analysis shows that few universities include stand-alone CSR subjects and that although many universities have embedded CSR subjects, the CSR content is by no means fully developed.

Plowing a Fertile Ground for Transformative Management Education

2021 ◽  
pp. 315-333
Author(s):  
Sergio A. Castrillon-Orrego
Keyword(s):  
Sustainable Development ◽  
Management Education ◽  
Educational Framework ◽  
Business Goals ◽  
The World ◽  
Integral Development ◽  
Development Goals ◽  
Business And Management ◽  
Fine Tune

This article argues in favor of a holistic and ethically grounded educational framework for managers, oriented to fine-tune business with developmental requirements. Considering the multiple environmental, social, and economic challenges the world faces today, business goals are approached in terms of genuine humankind developmental obligations. Acknowledging the urgent need to prevent some eschatological scenarios, a critical and mindful methodology is used to diagnose, evaluate and reorient the role of business and management education. Sustainable development goals (SDGs) are proposed as beacons to channel and ethically assess the potential of business to contribute in concrete terms to integral development, using them as prisms through which comprehension, criticisms and transformations can be articulated.

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