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This paper aims to contribute to the discussion of the role of education in developing a new mindset for sustainability leadership by analyzing a project of a Brazilian business school that implemented a sustainability training module regarding the UN 2030 Agenda. Considering the purpose of signatory school of the UN Principles for Responsible Management Education, this analysis reflects on the student capacities to become sustainable future value generators for business and society in general.

This study is characterized as a quantitative research whose strategy is the investigation between variables to understand the learning evolution of the study participants in each of the topics addressed in the training module. The research has a positivist approach that explores data using statistical methods to detect possible behavior patterns in the analyzed data volume, based on secondary data sourced from the questionnaire that validated student knowledge at the beginning and end of the class.

The data show a considerable impact of education in developing a new mindset for sustainability leadership as there is a big variation students’ average knowledge of the themes that made up the sustainability mindset suggesting that the students’ exposure to the content in the school environment helps increase their knowledge.

This paper fulfills the need to understand the effectiveness of the creation of specific modules of sustainability for students from different areas of activity.

This study aims to clarify how higher educational institutions (HEI now onwards) can engage in organizational learning process to implementing sustainability initiatives. Through the case study of business school in France, it shows how sustainability integration is a longitudinal process, influenced by contextual factors which facilitate and impede the learning process. It aims to contribute to the literature of sustainability in higher education by bringing in insights from organizational learning theory.

This research uses the case study method to analyze the sustainability integration over the specific period. To do so, data was compiled by analyzing internal documents, publicly available sustainability reports. Further data was also complimented by the interviews, which gave intra-organizational level insights.

The case highlights that organizational learning for sustainability is stimulated by deans, faculty and institute of sustainability. It provides insights about how designing and implementing sustainability initiatives within an HEI is not a fixed goal; on the contrary, it is an ongoing learning process. However, this learning is also prone to barriers due to the ambiguous nature of sustainability.

This research was conducted within a specific time, geographical and cultural context; hence, its result may lack generalization. Further comparative research is encouraged to explore similarity and differences within different HEI settings.

This research also gives potential insights for developing contextual awareness to prioritize, design and implement sustainability initiatives. Thus, it may be useful for the HEI administrators such as deans, sustainability managers and faculty members.

This case emphasizes that HEI like business schools need to expand their relevance via social responsibility. This could be done so by encouraging leadership to engage with the United Nations Sustainable Development Goals.

This research uses organizational learning theory to understand determinants of sustainability design and implementation at French HEI. In doing so, this research contributes macro-level process of sustainability integration of an HEI.

This paper seeks to make a contribution to debate regarding the place of sustainability in the management education curriculum with data regarding the opinions on this question of business leaders across both developed and emerging markets.

The analysis in this paper was conducted at the invitation of the secretariat of the UN PRME, led by a team from Ashridge and EABIS, supported by Accenture, and presented for the first time at the 2nd Global Forum for Responsible Management Education convened by the UN in New York in June 2010. The analysis draws on data collected by Accenture as part of the UN Global Compact‐Accenture CEO Study 2010, which included in‐depth interviews with 50 CEOs, Chairpersons and Presidents of UN Global Compact member companies and an online survey of 766 Global Compact member CEOs.

Among CEOs of those organizations that have begun thinking in a sophisticated way about trends relating to sustainability, there is a growing consensus across both developed and emerging markets, and across different industries and organization type, that management education is one of the most important elements in stimulating the kind of organizational change required to effectively address those trends.

The data suggest that debate in business schools about whether or not sustainability is a real issue deserving of their consideration is becoming less relevant. Questions that become more important include: how to do management education for sustainability well? And how can we effectively stimulate the kind of organizational change that needs to occur in business schools for sustainability to be embraced across the faculty?

Areas for further research include empirical research on both the most effective pedagogical approaches for management education for sustainability, and the most effective strategies for organizational change for sustainability within business schools themselves.

This paper presents a snapshot of business leader opinion from the first part of 2010, and thus complements earlier similar surveys of business leader opinion on the question of the place of sustainability in the management education curricula. This will be of particular interest to administrators and teaching faculty within business schools across both developed and emerging markets.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).

The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.

HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities.

The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.

This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.

This study aims to assess how transculturality can potentiate projects developed between UN Principles for Responsible Management Education (PRME) signatories’ institutions by emphasizing on the advantages for teams with people from different nationalities. Besides, it addresses a well-discussed topic among the signatory schools of PRME as the initiative strongly encouraged integrated research, attributing it value and applicability.

The analysis focuses on three projects developed in partnership between institutions from Brazil and other countries, considering significant cultural differences, number of countries involved and the interaction between the academia and the companies. The discussion seeks to understand the value of projects and what they mean in terms of partnerships and mobilizations between PRME’s signatories schools.

The paper provides empirical insights about the necessity of understanding transculturality as a key factor to the development of multicultural projects, especially with regard to projects aligned with the 2030 Agenda for Sustainable Development, launched by the UN in 2015.

The discussion reinforces that a multifaceted vision has the potential to overlap cultural differences to develop projects with a high degree of replicability.

The article gives an overview of responsible management in education using an example of the Almaty Management University (AlmaU) in Kazakhstan. At AlmaU, social responsibility is considered as a core model both from the perspective of managing education and teaching. Several projects and initiatives for staff and students reflect this model in action. The United Nations' Principles for Responsible Management Education initiatives and concepts serve as guiding principles and help benchmark initiatives on the global scale.

The purpose of this paper is to draw on empirical data from two major organisations (IBM and HSBC) to offer insight on the question of the effectiveness and potential value of experiential learning approaches to developing the mindsets and skills needed by organisational leaders as they respond to the pressures and opportunities of sustainability.

The data in this paper are drawn from semi‐structured interviews with previous programme participants in IBM's Corporate Service Corps and HSBC's Climate Champions Programme.

Interviewees reported that the learning programmes had a powerful impact and that a range of outcomes was achieved. The experiential, immersive experience was a fundamental factor in the achievement of these outcomes, from the perspective of participants, but only alongside a number of other key aspects of the design and facilitation of the programme, and also a number of factors related to the wider organisational context.

It would be valuable to explore similar questions with a larger sample of programme participants, and also to explore variations across a wider number of organisations. Similarly, it would be valuable to gather longitudinal data to explore how the perspectives of participants on the impact of these learning programmes vary over time.

The findings lend weight to arguments that those involved in management development might usefully give more consideration of the potential value of experiential learning approaches. The findings also suggest that appropriate consideration be given to a number of other design and facilitation factors, as well as the scope for influencing a range of relevant factors in the wider organisational context.

This paper contributes original empirical data on the effectiveness and potential value of experiential learning approaches.

Neo-institutional theory suggests that organisations change occurs when institutional contradictions, caused by exogenous and endogenous dynamics, increase over time to the point where change can no longer be resisted. Human praxis will result, but only when sufficiently powerful interests are motivated to act. This paper aims to examine the role that the accreditation of business schools can play in increasing institutional contradictions and hence fostering organisational change towards stakeholder engagement and engagement with social responsibility and sustainability issues. Numerous accreditations are promulgated within the higher education and business school contexts and a number of these relate to, or have aspects that relate to, ethics, social responsibility and sustainability.

The paper first analyses the take up of accreditations across UK business schools and then uses a case study to illustrate and explore stakeholder engagement and changes related to ethics, social responsibility and sustainability linked to accreditation processes.

Accreditations are found to be an increasingly common interest for UK business schools. Further, a number of these accreditations have evolved to incorporate issues related to ethics, social responsibility and sustainability that may cause institutional contradictions and may, therefore, have the potential to foster organisational change. Accreditation alone, however, is not sufficient and the authors find that sufficiently powerful interests need to be motivated to act and enable human praxis to affect change.

This paper draws on previous research that considers the role of accreditation in fostering change that has also been carried out in healthcare organisations, public and professional bodies. Its findings stem from an individual case study and as such further research is required to explore whether these findings can be extended and apply more generally in business schools and universities in different contexts.

This paper concludes by recommending that the newly established UK & Ireland Chapter of PRME encourages and supports signatory schools to further embed ethics, social responsibility and sustainability into all aspects of university life in the UK. This also provides an opportunity to engage with the accrediting bodies in order to further support the inclusion of stakeholder engagement and issues related to this agenda in their processes.

This paper contributes by introducing accreditation as an institutional pressure that may lead indirectly to organisational change and supports this with new evidence from an illustrative case study. Further, it draws on the role of institutional contradictions and human praxis that engender organisational change.

The purpose of this paper is to capture, codify and communicate an implicit change‐management process to embed corporate responsibility and sustainability at the Cranfield School of Management.

To explain the (on‐going) change‐management process, the authors retrospectively applied change‐management literature to the implicit process in which they have, themselves, been intimately involved.

The implicit change‐management process had unconsciously mobilized a variety of tactics identified in the change‐management literature; a more explicit articulation of the “as‐is” and “desired” states, and a more explicit, systematic and regular communication of the journey and goal, might have enabled faster progress. However, the nature of a highly autonomous and decentralized organization, such as an academic institution, means that sustainable change management may be slower than in commercial institutions.

The authors have been closely engaged in the change‐management process they describe and, inevitably, have unconscious biases and partial perspectives. Nevertheless, as a frank and self‐critical account of a five‐year‐plus process, it can assist other academic institutions.

As more business schools seek to embed corporate responsibility and sustainability, the case study identifies a series of potential change‐management tactics.

The paper applies a change‐management model to examine how one school of management is tackling how to embed corporate responsibility and sustainability into its research, teaching, advisory services and its own operations.