How Sustainability Centres Can Support Effective Teaching
Advice on teaching sustainability from business school sustainability centre directors, gathered at the 2016 NBS Sustainability Centres Workshop at INSEAD.
Workshop participants described a range of approaches their centres have used to include sustainability in the curriculum. Centres have integrated sustainability through:
Elective courses: either a broad sustainability elective or specialized electives for those in each discipline.
Requirements: one sustainability core course or sustainability integrated across required courses. A student panelist at the workshop argued for the latter approach, saying that integrating sustainability into the core best shows students how they can apply their values.
Multidisciplinary programs, or electives that appeal to students across disciplines. SCC member Minna Halme (Aalto University) showed a video of their multidisciplinary program.
The United Nations Sustainable Development Goals (UN SDGs)
can be a valuable focus for sustainability teaching. The SDGs seek to present “agreement on where the world needs to go.” Workshop participants suggested that students consider which of the 17 UN SDGs make most sense for a given business. For example, in a project course, students could support a business in acting on the UN SDG closest to their strategy.
Workshop participants said that including sustainability in curriculum means teaching emotional and interpersonal skills
, as well as social and environmental content. Empathy and self-awareness are key. “Students need to know what it feels like to BE a vulnerable person,” said SCC member Mark Meaney (University of Colorado, Boulder). Human-centered design
can be a way to build this empathy. To help in development of self-awareness, Erasmus University connects sustainability to mindfulness, offering training to employees.
SCC member Sarah Ivory (University of Edinburgh) shared a resource she uses to help students articulate their priorities in order to make sure that their decisions, focus and choices are consistent. Instructors can use Ivory’s “snowflake” tool
to help students connect their priorities to important global issues.Faculty may need support
in teaching sustainability. One resource is the Sustainability Curriculum Consortium
, which helps educators share best practices.
Students need help exploring the options for sustainability careers. Not everyone seeks to become a Chief Sustainability Officer. Workshop participants emphasize the importance of showing students how they can bring a systems or sustainability perspective into mainstream jobs. Centre leaders should highlight examples of conventional practitioners who have made it in a sustainable way. They should train “hybrid” students, capable of achieving short-term profits with an eye on long-term value.
A wide gap exists between the sustainability training business schools could provide and what students currently receive. Students desire and benefit from emphasis on sustainability issues. According to a recent Deloitte survey
, 87% of millennials believe businesses should care about more than financial performance. Research shows that people need to contribute to something positive and beyond themselves to be happy.
Yet, a workshop participant noted, research shows that business school students leave business school more self-interested than when they entered. (See related research
that studying economics increases selfishness.)
The business school funding model
may shift students away from more socially-oriented goals. High tuition debt drives students to maximize salary. SCC member Jason Jay (MIT) noted that MIT finds students loaded with debt more likely to move right into a high paying consulting job. Those who are partially funded are more likely to take risks, getting involved in social enterprise, venture capital, and other alternatives. Ironically, in the long term, these people who start small and get equity positions in startups actually make more money.
The Sustainability Centres Workshop was made possible by support from the Network for Business Sustainability, the INSEAD Social Innovation Centre, Sorbonne Universités, the Harvard Business School Business and Environment Initiative, the Erb Institute at the University of Michigan, the Michael Lee-Chin Family Institute for Corporate Citizenship at Rotman School of Management, and the MIT Sloan Sustainability Initiative.