Responsibility of Management Education to Preserve and Transform Environment Sustainability

In recent times, environment and sustainability have caught the attention of various sections of society as issues threatening the very fabric of global business and polity. Climate change as a major environmental challenge is now at the centre stage of attention by world leaders, academia, business and industry and civil society. The sluggish market conditions across the world as well as recessionary pressures has led to renewed thinking amongst the various business and industry entities about integrating sustainable environment practices into mainstream business practices for cost effectiveness. The recent Rio +20 summit in 2012 has further reiterated the role played by education in building sustainable development, recommending among other issues the internationalization of educational systems at all levels of learning. The present chapter seeks to focus on a new direction in management education which has significant implications for environment protection as a major driver of corporate business action at international level. Recent advances in environmental protection and sustainability have become relevant as an important business opportunity for many companies, apart from being seen as a green branding exercise. The chapter discusses the case of a unique and integrated mechanism aimed at building capacity in energy and environment at the Symbiosis Institute of International Business through designing sustainability-based curricula and implementing courses matching the needs of business and industry. These include recent and emerging areas such as sustainable energy development, global carbon markets, renewable energy, corporate environmental management, sustainability reporting, etc. The case study draws upon some of the current approaches of global educational institutions in promoting sustainability as part of the UN decade of Education for Sustainable Development (2005–2014). In a rapidly growing Indian economy, the corporate sector sees the importance of environmental sustainability as an integral part of legitimate business strategy. The study also addresses some of the key issues and challenges in embedding a sustainability domain in management education in comparison to the existing curriculum at international level. Key recommendations are proposed in integrating environmental sustainability as an important part of curriculum development in management education.KeywordsEnergyIntegrated curriculumManagement educationNatural resourcesSustainability

In the responsible turn in business school education and management learning, the responsibility approach is proposed as a possible panacea against a hidden curriculum which leads to damaging business practice. The explicit promise of responsible management learning and education is that homo oeconomicus can be re-formed in the image of a responsible business subject, what we here call ‘ homo responsabilis ’. We explore how a business school curriculum centred on responsibility affects key subject positions such as consumer, employee, manager, entrepreneur, investor and leader. In three responsible management learning and education illustrations at our business school, we observe three layers of responsibilization of the individual: responsibilization for self-enhancement, responsibilization for economic prosperity and responsibilization for social and environmental sustainability. We find that these three layers of responsibilization impact business school subjects in several problematic ways: excessive moral burdening of consumers, overburdening of self-managing employees and fantasmatic gripping of prospective entrepreneurs. Our contribution to critical studies of responsible management learning and education is twofold: (1) we show how explicit responsible management learning and education curricula tend to extend the neoliberal HC, and (2) we complement studies calling for re-politicizing responsible management learning and education by suggesting transformative learning ways to generate explicitly ethico-political imaginations that can help in resisting individual responsibilization in business school education.

The environmental threats humanity faces have led businesses to increasingly commit to improve their environmental performance and to increasing attempts to address environmental issues in management education. This article presents a matrix of (a) principles that can underlie and (b) attributes that can be generated by environmentally focused management education and uses the matrix to identify topics, assignments, and assessment mechanisms that can be incorporated into environmental management education. Particular focus is given to skills related to facilitating organizational change. Environmental change—related course projects are suggested as particularly helpful in the development of these attributes, and use of service learning applied to campus sustainability issues is suggested as offering significant opportunities for engaging students in change-oriented projects. Observations related to implementing such projects based on the author's experience with them are offered. The article's concepts and ideas can provide guidance to instructors wishing to incorporate environmental sustainability into their management courses; an application with respect to human resources is included.

This research aims at exploring the status of integrating Education for Sustainable Development (ESD) in higher management education in the Arab region. The universities in the Arab region have lately emphasized internationalization in their educational policies, aiming at improving their regional and global presence, as a major part of their national reforms. Such transformations will never take hold if education systems are not reformed to foster citizenship, ethics, and social responsibility. Therefore, the study adopted qualitative content analysis of the top 40 business schools that are ranked based on the Quacquarelli Symonds (QS) University Rankings in the Arab Region in 2016, as well as schools acting as signatories of the United Nations Principles for Responsible Management Education (PRME). To analyze the integration of ESD at all educational levels, the relevant literature commonly emphasized upon the adoption of Ethics, Corporate Social Responsibility, and Sustainability (ECSRS). Hence, the content analysis involved critical identification of pre-selected keywords under the ECSRS theme throughout the sampled universities’ online content and “Sharing Information on Progress” reports, in light of institutional, curricular, and instrumental levels, expanding the work of Setó-Pamies and Papaoikomomou (2016). The results revealed that ECSRS is outlined in the sampled universities’ strategies mainly through their mission statements. ECSRS is incorporated to a great extent in the curriculum of undergraduate and postgraduate programs in the form of obligatory and elective courses. Yet, student extracurricular activities did not receive equivalent devotion. As for ECSRS research, over half of sampled universities had dedicated research centers mainly focusing on environmental sustainability, in addition to issuing sporadic publications on various ECSRS topics. Integrating ECSRS in university outreach is still considered marginalized.

In an era of ever-changing education, educational management has an important role in facing various challenges, technological advances, and societal developments. This article aims to explore the significant changes in education today, analyze the main challenges faced by modern educational management, and detail innovative strategies that can be used to achieve a sustainable educational future. This research method uses a qualitative approach by conducting in-depth research to identify the main trends in management education. The research results show a need for adaptive leadership, technology integration, improving teaching quality, and educational inclusion to create a sustainable educational environment. The conclusion of this article emphasizes that effective educational management and a focus on innovation are the keys to overcoming rapid changes in the world of education and achieving sustainable educational goals. Through this approach, education management can prepare to overcome challenges and design strategies that make education more relevant, inclusive, and sustainable.

This study examines innovative management in entrepreneurship education that integrates Islamic values with environmental sustainability in Islamic schools. The primary focus of this research is active collaboration between Islamic schools and external partners as a strategy to build a sustainable entrepreneurial ecosystem. Using a qualitative approach with a case study, data collection techniques included interviews, observation, and documentation. Data analysis was conducted using a thematic analysis approach to identify patterns within the data. The results indicate that through instilling the values of khalifah fil ardh (vicegerent) and hifdzul bi'ah (leadership), utilizing local waste as production materials, integrating the curriculum, extracurricular activities, and external collaboration, the Islamic school successfully created a holistic entrepreneurial ecosystem. This innovation significantly increased students' independence, skills, and systematic thinking, while strengthening the role of teachers as facilitators and mentors. The implications of this research demonstrate the importance of integrating Islamic values and environmental sustainability in entrepreneurship education in Islamic schools. This holistic approach can serve as a model for other Islamic schools in building independent entrepreneurial ecosystems while strengthening the role of teachers as facilitators in creating an innovative and responsible generation.

In the past few years the focuses on linkages between global energy, environment and developmental issues have caught the attention of various sections of business and industry . The Earth Summit of 2012 has further strengthened the case for integrating sustainable development as an integral part of higher education institutions through a process of cohesive learning and use of innovative pedagogical methods including the internationalization of educational systems. The present paper seeks to focus on designing and implementing a unique industry relevant curricula on energy and environment integrating various aspects of sustainable development by building institutional capacities in key sectors like energy, environment, infrastructure, agriculture, climate change , global governance and law and corporate sustainability at the Symbiosis International University. The emphasis is on evolving an approach for embedding sustainability education in International Business and related areas by matching the needs of business and industry. The paper through a case study at a constituent institute of Symbiosis International University explores the linkages between energy, environment, development and corporate sustainability issues and suggests an innovative approach for business schools to adopt an integrated curriculum. Key areas that have been suggested in the integration process in the context of a growth cantered economy include power, water–energy nexus, industrial ecology , etc. The paper also discusses sustainability education using interdisciplinary thematic areas like international trade and energy policies, environmental law, environmental economics, global and private voluntary standards, climate mitigation, etc. In conclusion the paper outlines elements for developing an interdisciplinary approach for integrating sustainable development in management education particularly in emerging markets.

Purpose– This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development.Design/methodology/approach– An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out.Findings– The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts.Originality/value– This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

In 2006, White Paper of Marine Policy planning to set Gueishan Island into the map of Marine Protected Area (MPA), but it’s unable to achieve due to Gueishan Island near the important economic fishing ground. Therefore, this study will focus on MPA. At first, we have interviews with experts and scholars of coastal management and local representative. We also refer related literature, set environmental sustainability, industrial development and social justice as analysis dimensions, and use Delphi Method to design the questionnaire for expert and stakeholders to get their attention factors and satisfaction on MPA and community renaissance. Finally, we use Factor Analysis (FA) to identify important key factors. Empirical results show that three dimensions of weighting order are social justice, environmental sustainability and industrial development. Sustainable use, natural resources and landscape maintenance are factors in environment dimensions. Traditional industry has more weighting than leisure service and innovative industry in industrial dimension. Policies and laws have more weighting than community development and cultural inheritance. On the other hand, through cross-analysis of attention factors and satisfaction showed that monitoring non-take zone in MPA and implementing coastal management and marine education are important key factors to improve.

Global economic systems are moving towards more environmental sustainability, by taking firms’ environmental performance into consideration, for example, a reduction of greenhouse gas emissions, carbon taxes, and cap-and-trade programmes (Freedman & Jaggi, Sustainability, environmental performance and disclosures. Emerald Group Publishing, 2010). The challenge for responsible managers is not only to evaluate their firms’ operational performance but also to assess realistically their environmental performance. This requires responsible management education (RME), which is discussed in this chapter within a context of environmental economic performance, and is structured as follows: Section “Introduction” explores the definition of corporate social responsibility (CSR) and associated concepts; Section “Responsible Managers and RME” explores the role managers play in applying CSR-related values to multinational enterprises (MNEs), and small and medium enterprises (SMEs); and Section “Conclusions and Implications” explores the concept of RME in relation to CSR. The discussion is in terms of achieving a more environmentally sustainable economy through education for responsible management, since it is believed that substantial adjustments of regulating practices are required for firms to realistically alter balance sheets and responsible investors, among other stakeholders, to be fully informed, and responsible managers, by the very nature of their position in the firm, are key drivers for changes inside MNEs or SMEs.

Purpose– The purpose of this paper is to identify three critical ingredients that are necessary to support the upcoming Green Paradigm. Existing research indicates the uprising of Green Paradigm through emergence of Green products and services. Extant literature discusses critical questions such as “what” and “how” in silos. Each of the ingredients is anchored in literature, highlighting the past, showcasing the gap and proposing future direction.Design/methodology/approach– Fundamentally, a combination of literature review and qualitative technique is used to achieve the main objective of the paper.Findings– Gaps in the literature support and suggest the need to focus on three different perspectives: corporate, management research and management education, which needs to be looked from a long range to support Green Paradigm. This finding is substantiated through qualitative research.Research limitations/implications– The limitation of the research is, only a 10 year period is considered for key word search in journals. The journals are restricted to top journals as given by UT Dallas research rankings, 2011. It is quite possible that there are other journals that focus more heavily on green perspective.Originality/value– This paper introduces a holistic perspective that fits all major lenses of the society to foster Green Paradigm, in turn, environmental sustainability.

Distance learning has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the challenges of globalization call for new and innovative learning systems for management education. To meet these challenges the traditional classroom model for delivering business education is giving way to a more holistic learning paradigm in which both the pedagogical and andragogical focus are on knowledge acquisition and application. The one-size-fits-all educational approach of the past is being augmented by hybrid learning systems. The purpose of this paper is to highlight the overall hybrid learning model design that combines the best of both web-based learning and time-honed classroom practices for delivering cost-effective graduate management education. One of the major benefits of the hybrid learning model is that it supports economic, social and environmental sustainability.

The Tomeyama landslide in the Happo-Shirakami Geopark, Japan, has interesting and important geomorphological and geoecological characteristics. Understanding these characteristics is crucial for environmental education and sustainable management in the geopark. In this study, we quantified the characteristics of the landslide, including its precise topography and vegetation. We used high-resolution 2.5 m-mesh ALOS World 3D topographic data to define the topography of the landslide. We also surveyed plant species composition and cover in four plots (three on the upper slope and one on the convex lower foot slope), each measuring 20 m × 20 m. Our findings reveal that the landslide is sited on a northwest-facing slope, 250 m below the ridge top, and has a horseshoe-shaped main scarp with a height of 40 m. Two smaller secondary scarps and their corresponding displaced landslide blocks suggest reactivation since the main landslide event. In the upper slope plots, 40–55 plant species were identified, including 14–16 species associated with the Japanese beech forest and 2–5 species related to the Pterocarya rhoifolia forest. In the lower slope plot, 70 plant species were identified, including 14 species from the Japanese beech forest and 11 from the Pterocarya rhoifolia forest. The upper slope plant community belongs to the Japanese beech forest; however, categorizing the lower slope community is challenging, although more Pterocarya rhoifolia forest species are present compared with the upper slope. These results suggest that certain plant species have adapted to the diverse topography created by the landslide. These findings improve the understanding of landslide topography and plant community composition with respect to environmental factors and thereby support effective environmental education and sustainable management in the Happo-Shirakami Geopark.

This study aims to reflect and discuss on Environmental Education (EE) and Sustainability Education in Management, particularly stricto sensu Postgraduate Programmes. For this, it studies the history and the subject longevity in its transience, therefore it is a review article. This study was conducted through an exploratory approach, with a qualitative method of inductive reasoning, based on literature and document review for conceptual appropriation. Its relevance addresses two inter, multi and transdisciplinary issues, which reveal and complement each other in a broader social understanding. The reflections here discussed under the administration context, point to the challenge of the respective area. This should devise and disseminate scientific knowledge from and related to management that can operate under changes in the current social paradigm in which this science is linked to the others paradigm that is expected in the future: management contextualized and articulated with the sustainability paradigm. The study’s conclusion is that the challenge of incorporating sustainability into the teaching of stricto sensu Postgraduation in Management should be addressed through environmental education.

ABSTRACTAlthough sport management higher education has recognized the need to include environmental sustainability in curricula, little is known about the scope and content of environmental sustainability curricula. This study conducted an inventory of environmental sustainability courses offered in sport management programs. A questionnaire was distributed to 553 faculty members from North American higher education institutions. Additionally, a panel of experts were interviewed about the benefits, drawbacks and challenges of including sustainability in a sport management curriculum. Findings reveal that very few programs currently have stand-alone courses dedicated to environmental sustainability in sport. There are significant barriers to adopting environmental sustainability in sport as a stand-alone course and as a module, which certainly makes developing stand-alone coursework a long-term process. However, these challenges have not stopped many programs from incorporating these topics into their programs of study in other creative ways. The paper suggests ways to overcome barriers and integrate environmental and sport management education.