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The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George Chamber of Commerce (Canada) and local businesses: UNBC’s third-year undergraduate/graduate course, carbon and energy management.

The authors have all participated in the development, design and/or delivery of the course and have provided their reflections on the experience. In addition, they sought insights from students and other interested people on the impact and significance of this course.

Carbon and energy management is an action learning-based co-created course initiated by the Chamber to address an interest in mitigating climate change amongst local businesses. Among businesses, the carbon economy is under considerable discussion. The increased awareness of climate change, and the need to better manage carbon, has led to local businesses eager to reduce greenhouse gases but lacking the expertise necessary. UNBC students (undergraduate and graduate) learn innovative and practical skills through creating carbon footprint analyses for small- to medium-sized business/non-profit clients, providing recommendations on reducing reliance on fossil fuels and formally presenting their findings to their clients. After five years, 46 businesses and non-profit organizations have participated in the course along with over 30 students and 5 separately hired student interns. The Chamber is now rolling out the program for Canadian Chamber of Commerce interested in similar community–university partnerships.

This paper describes a course that is a novel approach to university–community partnerships, both in approach and focus area. The linking, through the course, of small- to medium-sized businesses with the provision of plans for carbon reduction developed by university students is an unusual approach. However, there is significant value to all partners in the approach. Allowing the main community partner to serve as the lead in the project also offers an unusual experience and perspective for the university partner, as often such partnerships are largely driven by the post-secondary institution’s interests and needs, which can create a challenging power dynamic. Instead, the course offers a lesson in how a university can be clearly in service to the community at the community’s invitation. Finally, this paper offers reflections on the value of this type of project for creating sustainability initiatives from the perspective of all participants, students, faculty, university administration, city government, participating businesses and the Chamber of Commerce, demonstrating the critical need for understanding a project as an intersection of all participating actors.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.