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The sustainable development goals (SDGs) were introduced by the United Nations in 2016 to replace the millennium development goals (MDGs). This chapter examines the impact of integrating these goals within a design challenge, as part of a level 3 undergraduate degree module. Design Values, Issues and Ethics is an expansive module, aiming to broaden the students’ discipline focus and allow them to expand their learning within a new landscape. This module promotes the utilization of nature-based intelligences to establish solutions to a community’s basic need to survive and thrive. The SDGs were integrated through embedding them as part of a future-building scenario, supported by a series of exercises and seminars. Students were then asked to reflect on how the SDGs had impacted their design process, and to consider ethical and value dimensions. These reflections were used to analyze the effectiveness of the SDGs as key principles for an ethical design intention. Integrating the SDGs within the design curriculum has served to promote a connectivity of systems that were largely separated prior to this pilot.

“The unexamined life is not worth living” (Socrates). That is, without critically inquiring into the knowledge of life which is well-being and valuable, life is not worth living. Critical thinking questions existing theories and their unexamined and obsessive assumptions and generalizations, constraints, and “best” practices of the prevailing system of management and tries to replace them with more valid assumptions and generalizations that uphold the dignity, uniqueness, and inalienable rights of the individual person and the community. Better outcomes result from asking the right questions than from having the right answers. In the diverse, pluralist cultural environment of today, the promise of a truly generative dialog among Occidental (Western) and Oriental (Eastern) cultures and civilizations holds great hope for the future. Critical thinking (CT) is an “inclusive” thinking system that can facilitate this dialog such that all of us have a meaningful space and place in this universe. After defining CT and arguing its importance for executives, this chapter introduces CT in two parts: Part 1: Various Approaches to Critical Thinking; Part 2: Major Theories of Critical Thinking. Several contemporary business cases will be invoked to illustrate the need, nature, and scope of corporate CT.

This chapter covers basic concepts, ethical theories, and moral paradigms of corporate ethics for identifying, understanding, and responding to the turbulent market challenges of today. The concept, nature, and domain of ethics, business ethics, managerial ethics, and corporate executive ethics are defined and differentiated for their significance. The domain, scope, and nature of related concepts such as legality, ethicality, morality, and executive spirituality are distinguished and developed. Among normative and descriptive ethical theories that we briefly review and critique here are teleology or utilitarianism, deontology or existentialism, distributive justice, corrective justice, and ethics of malfeasance and beneficence. Other moral theories of ethics such as ethics of human dignity, ethics of cardinal virtues, ethics of trusting relations, ethics of stakeholder rights and duties, ethics of moral reasoning and judgment calls, ethics of executive and moral leadership, and ethics of social and moral responsibility will be treated in a later book. The thrust of this book is positive: despite our not very commendable track record in managing this planet and its resources, our basic questions are: Where are we now? What are we now? Where should we as corporations go, and why? What are the specific positive mandates and metrics to corporate executives to reach that desired destiny? This chapter explores responses to these strategic corporate questions.

The premise of this work is that in most societies significant proportions of children do not experience optimum well-being. The goals of this work are: (1) to delineate and illustrate the tangled web of multifactorial causation and heterogeneity of causation for impaired well-being; and (2) to develop the proposition that these very characteristics of causation necessitates particular risk screening strategies which allow for timely interventions. The essence of such screening is to assess target effects which may be consequence of multiple factors, by cost-effective and universally applicable means. This screening paradigm will be examined briefly in relation to selected long standing screening systems, such as “triple test” screening of the fetus, and universal newborn genetic screening. The accumulated experiences with these systems provide some insights on strategic designated planning for risk screening which could be applied in areas of universal newborn screening for prenatal teratogen exposure effects, screening for indicators of systemically imposed disadvantages in the child’s experience, screening the child for inattention to quality of health, and screening for indicators of risk for violent behavior. Such applications of risk screening, if appropriately embedded in universal service structures, e.g. newborn nurseries and schools, can allow for timely interventions for the most vulnerable children.

The 170-year-old Master in Business Administration (MBA) program is becoming obsolete and inefficient to address today's real-world problems, and is facing mounting criticism from business scholars, management deans, and academic scholars alike. Reviewing major criticisms, this chapter suggests a new design for the MBA program that will not only address the criticisms but also accept a paradigm shift that will spearhead it in coming decades. The redesigned MBA “structure” proposes a four-semester full-time program, during which each semester delves into deeper marketplace problems of increasing complexity (i.e., from simple to complex to unstructured to wicked problems) and deals with these problems with new levels of critical thinking skills and ethical reasoning processes tempered by corresponding entrepreneurial knowledge, skills, and values. The “content” of the redesigned program is anchored around five major themes of business learning: namely, intrinsic motivation management, creativity and innovation management, productivity management, revenue management, and eco-sustainability management, each geared to generate professional entrepreneurial knowledge, and skills and values urgently needed today. Numerous beneficial features of this newly redesigned integrated business management program (MBA) are also discussed.

To date, the limited level of attention devoted to equity issues has perhaps been clearest in work done outside of the social sciences, but in our view, even social science work on environmental issues has devoted too little attention to the importance of equity and inequality. In an chapter that proved particularly influential in spelling out approaches for analyzing relationships between society and environment, for example, Dunlap and Catton (1983); see also Dunlap (1993) noted the importance of recognizing three “analytically distinguishable functions” of the biophysical environment, reflecting the fact that humans tend to use the environment as (1) a dwelling place, (2) a source of supplies, and (3) a repository for wastes. The typology has been influential in part because it is so simple and so useful. In addition, as noted in later work by Dunlap (1993) and Dunlap and Catton (2002), for example, one factor behind rising awareness of environmental problems, particularly in the context of the social problems literature, is that these three functions tend to be incompatible with one another. In present-day homes, for example, we tend to separate bathrooms from bedrooms from eating places, and more broadly, across many of the world's cultures, the pressure to devote more and more of the finite space available to one such function – for example, waste disposal – is in fact increasingly running into competing demands to use the same spaces for resource supplies or living spaces.