Barriers and possible drivers for the implementation of sustainability in Brazilian business schools

Abstract

Purpose

For sustainable strategies to be developed in business schools, it is essential to understand which sustainability drivers and barriers are identified by academic managers and coordinators in the implementation of sustainable practices. In this scenario, the study aims to understand the barriers and possible drivers for the implementation of sustainability practices in Brazilian business schools. The subjects are managers and coordinators of business schools that are part of the Principles for Responsible Executive Education Network – Principles for Responsible Management Education (PRME) Chapter Brazil/UN.

Design/methodology/approach

Descriptive research with a qualitative approach was conducted to achieve this objective. The study included academic managers, responsible for the general management of academic and administrative activities and coordinators, responsible for supervising and coordinating academic activities in a specific area, of schools that are part of PRME Chapter Brazil (interviews). For data analysis, the content analysis technique was used.

Findings

Taking into account the three pillars of sustainability (economic, environmental and social) as categories of analysis, as well as management, curriculum and teaching as subcategories, the study identified 10 barriers and 12 drivers.

Originality/value

The results reveal that both the barriers and the drivers are supported by the social pillar, which focuses on the academic community and society as a whole. The “Management” subcategory was also the most mentioned, indicating guidelines for the strategic academic management of these organizations.

Citation

Guadagnin, A., Pauli, J., Ruffatto, J. and Dal Moro, L. (2024), "Barriers and possible drivers for the implementation of sustainability in Brazilian business schools", International Journal of Sustainability in Higher Education, Vol. 25 No. 3, pp. 577-595. https://doi.org/10.1108/IJSHE-07-2022-0227