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The purpose of this paper is to apply club good theory to challenges in climate justice and to identify the opportunities for creating a club of countries or regions to support climate justice and/or mitigate climate change, as well as the threats that such clubs could lead to the real exclusion of large parts of the world from climate justice.

A theoretical analysis is provided regarding the conditions for creating a club for climate change mitigation. Indicators of good governance and trust, as well as the Notre Dame Global Adaptation Index (ND-GAIN), are used to assess the capacity for creating such a club.

While opportunities for achieving climate justice are identified, climate change mitigation is likely to be at most a club good at the global level, thus excluding the most vulnerable countries, regions and groups of people. Although the threats of climate change may be acknowledged, they are easily neglected. Economic growth is likely to be a condition for economic sustainability, which in turn tends to be a condition for environmental sustainability. Decision makers should be conscious of the potential danger of creating a club for climate change mitigation based on the belief that economic growth and technology will solve these problems, as such a club is likely to be either unsustainable, or very small, while deepening existing injustice.

The authors provide an overview of the complexity of issues involved, to gain an appreciation of the vast, perhaps insurmountable, challenges facing climate justice. A club good approach is applied to issues of climate justice, emphasizing the limitations of the all-inclusiveness of climate justice and sustainable development.

This study aims to investigate how sustainability and ethics are being addressed both by the literature and companies. Furthermore, it seeks to identify the specific strategies that these companies use to foster ethical behaviour and promote sustainability in their business operations.

The study entails a bibliometric analysis and a set of case studies from a sample of companies working in different industry sectors. Based on these tools, it analyses whether – and how – enterprises are placing an emphasis on sustainability and ethics as part of their businesses. In addition, the selected companies' unethical practices or socially irresponsible corporate activities were investigated and presented.

The findings suggest that using an ethics perspective can be a valuable tool in improving the accuracy and correctness of business decision-making. In addition, the paper has identified the fact that sustainability standards can be used to improve customer satisfaction as many important issues are addressed. Finally, the paper highlights the importance of ethical considerations when designing and implementing sustainability standards at enterprises and the need for regulatory guidance in this regard.

The paper addresses the need for studies on how sustainability and ethics are being discussed by both the literature and companies. The paper presents some elements that can be used as possible corporate indicators for a wider implementation of sustainability and ethics objectives in enterprises.

Management education trainers are increasingly called upon to train students to devise interventions for sustainable development in business settings. Due to the dominant reductionist paradigm, these interventions may lead to unwanted side effects. Teaching students about unacknowledged feedback loops in complex systems should prevent them from choosing “the most obvious” intervention without considering unwanted side effects.The current study aims to report the effects of teaching a systems perspective, applied to transport systems, on students’ opinions and expressed paradigms. The following questions are addressed: Do students adhere to the techno-centric paradigm, believing technology, innovation and growth can solve all types of threats for sustainable development, while neglecting low probability, high impact events? Are paradigms held by students coherent? Can teaching lead to a change in opinions and paradigms held by students?

Measures for several systems concepts (i.e. functional stupidity, paradigms and fragility) are taken across a wide sample of university students. Posttests of some key items are taken for a subsample that followed a sustainability and systems perspective in a course on transport economics.

A large share of students think that technology can solve different types of problems in sustainable development (a kind of weak sustainability), but their paradigms tend to be a mix of conflicting opinions. Though student opinions on topics that were explicitly treated in the course have changed, neither a wider paradigm shift nor significantly more coherent paradigms can be confirmed.

The results show that even though students can be taught about the unwanted side effects and limitations on specific techno-fix interventions, this does not automatically translate into a critical mind-set toward techno-fixing in general.