Search results

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

In this chapter, the authors aimed to analyze the existing sustainability curriculum being followed by higher education institutions (HEIs) in the emerging world, and call out the underlying inadequacies within it and provide solutions for the same, by drawing insights through interviews with key stakeholders in this area. The authors planned to talk to higher education policymakers, Educational Institutional heads, researchers and faculty members and corporates (who deal in sustainable products and who will benefit from this subject). The respondents’ sample consisted of both Indian and international interviewees to help us better understand and analyze the perspective and scenario globally in terms of north-south as well as understand multiple point of views. The interview analyses were carried out using the N Vivo software tool. The expected outcome includes a curriculum contour on sustainability for the HEIs.