Abstract
This study investigates differences between business schools in different institutional settings, using top-ranked Chinese and US business schools as the bases of analysis. To assess the divergent educational approaches, this study investigates the (1) number of sustainability-related courses per school, (2) design and arrangement of sustainability-related course curricula, (3) content of sustainability-related courses, and (4) teaching methods in sustainability-related courses, across differing institutional settings. The findings reveal differences in the curriculum designs of the two countries, which likely reflect differences in their local institutional settings and their interpretations of sustainability. This study offers several implications and recommendations for further research.
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