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As one of the five concrete actions recommended for implementing sustainable development at universities (internal operations, institutional framework, research, education and capacity building), capacity building has received the least research attention. Although capacity building can be a tangible implementation of outreach that offers empowerment to universities, it is currently unclear how capacity building can be operationalised in concrete activities and which parties represent the university and the community. The purpose of this study is to provide the idea that capacity building can be organised through student training projects.

To provide support for our suggestion that student training projects can act as an implementation method for capacity building, an illustrative case study is presented. The case study concerns an academic consultancy training project for students in the domain of sustainable development.

The case study analysis reveals that, as an implementation method, student training projects can provide benefits for both universities and communities. It appears that student training projects do not depend on individual engagement, on individual university staff members or on research grants and that they provide community members with access to resources, expertise and experiences of academics. Moreover, student training projects overcome the major challenges of both power distance and continuity.

To summarise, student training projects may provide a new, promising avenue as an implementation method for capacity building that provides substantial benefits and overcomes the challenges of other methods mentioned in the existing literature.

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.