Amaeshi / Muthuri / Ogbechie Incorporating Sustainability in Management Education

An Interdisciplinary Approach
1. Auflage 2019
ISBN: 978-3-319-98125-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 251 Seiten

Reihe: Progress in Mathematics

Responding to the pressing need of business schools to incorporate sustainability thinking into their curricula, this new book offers fresh thinking on how to achieve this in practical terms. Structured on a typical MBA programme, each chapter explores how sustainability thinking can be integrated into existing subject areas. Rather than being prescriptive, the chapters provide opportunities to reflect on successes as well as challenges associated with embedding sustainability into MBA courses. Contributors explore the employability implications of sustainability and how these are reflected in course designs, pedagogy and assessments. Filling an important gap in current literature, Incorporating Sustainability in Management Education provides important support to Higher Education Institutes who must quickly adapt to this desired change in business school curricula. 


Kenneth Amaeshi is Professor and Chair in Business and Sustainable Development at the University of Edinburgh Business School, UK, where he is also the Director of the Sustainable Business Initiative. Judy N. Muthuri is Associate Professor in Corporate Social Responsibility at Nottingham University Business School, UK. Chris Ogbechie is Professor of Strategic Management at Lagos Business School, Pan-Atlantic University, Nigeria.   

Autoren/Hrsg.

Amaeshi, Kenneth

Muthuri, Judy N.

Ogbechie, Chris

Inhaltsverzeichnis

1;Contents;5
2;Notes on Contributors;7
3;List of Figures;13
4;List of Tables;14
5;1: Introduction;15
5.1;Reference;21
6;2: Embedding Sustainability in the Entrepreneurship Curriculum;22
6.1;Introduction;22
6.2;Sustainability in Entrepreneurship Education;23
6.2.1;A New Look at an Old Friend: The Business Plan;25
6.3;Case Study: Sustainability and Entrepreneurship at Slippery Rock University;31
6.3.1;Slippery Rock University;31
6.3.2;School of Business;33
6.3.2.1;Principles for Responsible Management Education (PRME);34
6.3.2.2;Sustainable Enterprise Accelerator: CEDBA to SEA;34
6.3.2.3;Curriculum Design and Development;36
6.3.2.3.1;Sustainability, Entrepreneurship, and Innovation;36
6.3.2.3.2;Sustainable Business Consulting;38
6.3.3;Successes and Failures;39
6.4;Conclusion;40
6.5;Sustainability in Entrepreneurship;41
6.5.1;Proposed Module;41
6.6;References;42
7;3: Sustainability Accounting and Education: Conflicts and Possibilities;45
7.1;Introduction;45
7.2;What Is Accounting and Its Limits?;46
7.3;What Are We Actually Talking About?;49
7.4;Sustainability Accounting?;52
7.4.1;Extant Accounting;53
7.4.2;Extending Accounting Possibilities;53
7.4.3;Addressing Sustainability Directly;55
7.5;Education;57
7.6;References;61
8;4: Sustainability in Business Economics;67
8.1;Introduction;67
8.2;Sustainability in Business Economics;69
8.3;Teaching Sustainability in Business Economics;70
8.4;A Conceptual Framework for Teaching Sustainability in Business Economics;73
8.5;Focusing Teaching on Business Compliance;75
8.6;Infusing Sustainability into Economics;82
8.7;Sustainability Teaching in Macroeconomics;87
8.8;Final Reflections;88
8.9;References;89
9;5: Thinking Globally, Teaching Sustainability: Embedding Sustainability in International Business Studies and Addressing Student Responses;94
9.1;Introduction;94
9.2;Shifting IB from the Mainstream to a Sustainability Perspective;97
9.2.1;Pillar 1: Defining the MNC;98
9.2.2;Pillar 2: Internationalization;99
9.3;Student Responses to a Sustainability Perspective (and What to Do About Them);102
9.3.1;Radicals;102
9.3.2;The Traditionalists;104
9.3.3;The Deer in the Headlights;106
9.3.4;The Highbrows;107
9.4;Conclusion;109
9.5;References;111
10;6: Sustainability in Marketing;116
10.1;Introduction;116
10.2;Background;118
10.3;Marketing Education for Sustainability;120
10.4;Planning for and Designing Sustainability Education in Marketing;121
10.4.1;Pedagogy and Teaching Methods;123
10.4.2;Setting the Context: Making the Case for Sustainability;123
10.4.3;A Brief Historical Review of Marketing’s Relation to Sustainability;125
10.4.4;Defining Sustainable Marketing;129
10.4.5;Embedding Sustainability Throughout the Marketing Curriculum;131
10.4.6;Pedagogical Challenges and Assessment;133
10.5;Final Thoughts;134
10.6;References;136
11;7: Sustainable Finance in Education;143
11.1;Introduction;143
11.2;Sustainable Finance: A Long and Winding Road;144
11.2.1;A Brief History of Sustainable Investment;146
11.3;Sustainable Finance: Nature Scope and Demand;150
11.3.1;The Emergence of the Sustainable Finance Professional: Niche to Mainstream;153
11.4;The Changing Skill Sets Required for Sustainable Finance Professionals;155
11.5;Is Traditional Financial Training and Curricula Fit for Purpose?;156
11.6;Academic Opinion on Sustainability Teaching;160
11.6.1;Should Responsible and Sustainable Finance Replace the Way Finance Is Currently Taught?;161
11.7;Summary;163
11.8;Appendix;164
11.8.1;The PRI Academy;164
11.8.2;Sustainability Accounting Standards Board (SASB);169
11.8.2.1;FSA Credential Level I Syllabus;169
11.8.2.2;FSA Credential Level II Syllabus;172
11.9;References;174
12;8: Sustainability in Supply and Value Chain Management;176
12.1;Introduction;176
12.2;Background;179
12.3;Supply and Value Chain Management and Sustainability in Retrospect;181
12.4;The Case for Integration: Supply and Value Chain Management Education and Sustainability;185
12.5;Grounding Supply and Value Chain Management Curriculum in Sustainability;187
12.6;Sustainable Supply and Value Chain Management Concept;188
12.7;Curriculum Development for Sustainable Supply and Value Chain Management;189
12.8;Pedagogy and Delivery Methods;193
12.9;Reframing Supply and Value Chain Management in Sustainability;195
12.10;Concluding Commentary;195
12.11;References;198
13;9: Sustainability, Management Education, and Professions: A Practitioner Perspective;203
13.1;Introduction;203
13.2;Curriculum: Ensure Sustainability Is Central;206
13.3;Curriculum: The Centrality of Sustainability to Business;207
13.4;Context: Clearly Show the Value of Sustainable Business;208
13.5;Context: Champion Best Practice;209
13.6;Communication: Demonstrate Integrity Through Sustainable Practice;211
13.7;Communication: Cover the Complexity;212
13.8;Collaboration: Break Down Barriers Between Disciplines;213
13.9;Collaboration: Create Community;214
13.10;Connection: Cultivate Passion in the Cohort;215
13.11;Challenge: Explore Alternatives to the Consensus;216
13.12;Challenge: Cultivate Transformational Individuals;218
13.13;References;219
14;10: Three Faculty, Two Business Schools, One Goal;223
14.1;Introduction to Cranfield and the RBS;224
14.1.1;Cranfield University;224
14.1.2;Rotterdam Business School;225
14.2;The Seven-Step Model;226
14.2.1;The Model;226
14.2.2;Testing in the Classroom Phase;227
14.2.2.1;Cranfield;227
14.2.2.2;RBS;228
14.2.3;Feedback from Students and Businesses;228
14.3;The Jigsaw Target and SOMAT;229
14.3.1;Developing the Jigsaw Target;229
14.3.2;Developing Stages of Maturity (SOMAT);231
14.3.2.1;Cranfield’s Stages of Maturity;233
14.3.3;Using the Models in Teaching;234
14.3.3.1;Experience at Cranfield;234
14.3.3.2;Experience at the Rotterdam Business School;234
14.3.4;Managing Corporate Sustainability (MCS);235
14.3.4.1;Part 1;235
14.3.4.2;Part 2;236
14.3.4.3;Part 3;237
14.3.4.4;Assessment via Assignments;238
14.3.4.5;Final Course Workshop;238
14.3.5;Feedback from Students and Businesses on SOMAT and TARGET;239
14.3.6;Enterprises Studied;239
14.3.6.1;Student Evaluations;240
14.3.6.2;Business;240
14.3.6.3;Company Feedback;240
14.3.7;Further Potential Developments;242
14.3.7.1;Refining the Models;243
14.3.7.2;Refining the Teaching;244
14.3.7.3;Developing the Consulting Possibility;245
14.4;Conclusion;245
14.5;References;245
15;Index;247