Managing in turbulent times: The impact of sustainability in management education on current and future business leaders

Cole, Rosanna; Snider, Brent

doi:10.1016/j.jclepro.2018.11.135

Cited by 33 publications

(33 citation statements)

References 51 publications

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“…It is, therefore, especially important that the universities with studies related to the business world and business and management schools are involved in the training of their students so that they are able to provide future business leaders with the skills necessary to face the complexity and uncertainty besetting companies and society [38,39]. This is precisely the goal of the United Nations' global initiative launched in 2007-Principles for Responsible Management Education (PRME).…”

Section: Introductionmentioning

confidence: 99%

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

et al. 2021

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This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies defined by the Conference of Rectors of Spanish Universities (CRUE) and complemented with the Sustainable Development Goals (SDG) adopted by the United Nations. In addition, to externally evaluate the proposed SCM, we conducted a series of interviews with top managers and founders of five organizations that vary in size and industry. As the main contribution, the SCM for BAM studies is presented, containing 58 learning objectives. The qualitative research framework performed to obtain evidence from the interviewees showed that the holistic dimension of the proposed SCM is highly valued by the interviewed practitioners. Additionally, the SCM’s division of competencies into three levels of achievement was considered practical and helpful to measure them. Finally, the interviewees expressed concerns regarding the implementation of the SCM in real classroom, calling for the necessity of special training for teachers and flexibility of higher education system. Reinforced by the interviewees’ opinions, we believe that the SCM for BAM education presented here will facilitate the design of different methodologies by the teaching staff to guide students towards compliance with the 17 SDGs in 2030.

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Section: Introductionmentioning

confidence: 99%

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

et al. 2021

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“…Interestingly, the simulation generated slightly more new awareness for the EMBAs. Although these executives possess more work and life experience, these results appear to indicate they have a similar level of incoming knowledge on sustainability and TCO concepts as undergraduates do (Cole and Snider 2019). Perhaps this is attributable to the topics emerging more recently as key management education concepts.…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 82%

Game—Rolling the Dice on Global Supply Chain Sustainability: A Total Cost of Ownership Simulation

Cole

Snider

2020

INFORMS Transactions on Education

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Sustainability in management education is a potential solution to societal challenges, influencing students' worldviews and attitudes to contribute to a more profound social change. Through this innovative dice-based classroom simulation, students are exposed to supply chain sustainability, total cost of ownership (TCO), and risk management while also understanding their linkages through effective instructor debrief. Student teams compete by selecting sourcing options such as supplier location, transportation methods, and sustainability reputation from a menu, then see how their decisions fare as the product-line life cycle is simulated with a dice. The debrief facilitated by the instructor compares and contrasts results across the teams, generating insights into the interrelationships between supply chain sustainability choices, TCO, and risk management. Successfully conducted by multiple instructors, in multiple countries, and across all levels of management education (undergraduate, master of science, and executive master of business administration), survey results (n = 350) plus a pilot study (n = 31) confirm that this dice-based simulation accomplishes multiple learning objectives while also providing a highly engaging experiential learning classroom environment for this sample.

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“…To do so, the students could implement several public policies by paying the corresponding implementation costs (measured as a share of their gross domestic product, GDP). To facilitate the role-play activity, the DE framework was simplified by including only four environmental boundaries (CO 2 emissions, blue water, ecological footprint, and material footprint) and four social foundations (equality, education, income, and life expectancy), that were quantified using data from the A Good Life For All Within Planetary Boundaries website [70]. Additionally, for the sake of simplicity, the variables were adapted to show the status of the country using a percentage, which represented the overshoot regarding the biophysical limits or the shortfall in terms of the expected social foundations.…”

Section: Countriesmentioning

confidence: 99%

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Sierra

Suárez-Collado

2021

Sustainability

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In an increasingly complex world, students of economics, business, and management must learn how to combine financial objectives with social and environmental aims. To that end, institutions, teachers, and curricula have a growing need for multidisciplinary approaches to reinforce education for sustainable development. This study presents a pilot project consisting of an innovative online simulation designed to help students understand the challenges that countries and companies from the Global South are facing to balance economic, social, and environmental objectives under sustainability criteria. This research uses quantitative and qualitative data provided by the students to assess the effectiveness of the methodology. The results indicate the usefulness of the methodology in helping students comprehend economic complexities in the Global South, as well as to assist them in acquiring key cognitive, skill-based, and affective educational outcomes. The combination of three active-learning methodologies (role-play, collaborative-learning, and inquiry-based learning) proved to be of high value to address sustainability-related issues in higher education and help students develop 21st-century skills.

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Managing in turbulent times: The impact of sustainability in management education on current and future business leaders

Cited by 33 publications

References 51 publications

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

Game—Rolling the Dice on Global Supply Chain Sustainability: A Total Cost of Ownership Simulation

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

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