The Elgar Companion to Management Education and the Sustainable Development Goals by Wall, Tony; Ogunyemi, Kemi; Girei, Emanuela;

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The United Nations’ Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.

This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.

The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share via Elgaronline.com.

The United Nations’ Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.

‘With a world renowned team of passionate and dedicated editors, this book provides a richly comprehensive and informed guide to the issues we are facing as a global management education community in terms of integrating sustainable development into our learning and teaching spaces. This is a must read for educators and administrators drawn from across all business school disciplines.’

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Contents
PART I SHARED PROBLEMS AND POSSIBILITIES
1 Management education and the SDGs: problematisations, provocations, and possibilities 2
Tony Wall, Elena P. Antonacopoulou, Maribel Blasco, Kemi Ogunyemi, Stella M. Nkomo and Emanuela Girei
2 Humanistic foundations (or lack of) for the SDGs 7
Maria Pia Chirinos
3 Decolonial aspirations for pluriversal sustainability 11
Nimruji Jammulamadaka
4 Ethics, humanism, and transparency for sustainability: leadership insights from ancient Indian wisdom 22
Shiv Tripathi
5 Postcolonial absences in management education: possibilities and contradictions 31
Nceku Nyathi and Stella M. Nkomo
6 Ubuntu and the SDGs: integrating Ubuntu principles in the development and governance of the SDGs in Africa 41
Jacobs (Mbango) Sihela
7 Green growth and post-growth: navigating conflicting approaches to sustainability 53
Steve Nolan
8 Critical responsible management education 62
Marcelo de Souza Bispo
9 Doing and teaching decent work: a stigma and culture perspective 70
Kavita B. Ray, Subhasis Ray, Sumita Mishra and Anica Zeyen
10 The relational turn and impact: enabling and engaging emerging leadership towards regenerative futures 76
Kent A. Williams
11 Nature connection, management education, and the SDGs 88
Leah Hague and Paula Brough
12 Pedagogia OTRA: a critical reflection on SDGs from a post-development perspective 104
Marlei Pozzebon, Aline Gonçalves Videira de Souza, Juliana Rodrigues and Ana Clara Souza
PART II THE BUSINESS SCHOOL AS A SPACE FOR ORGANISING
13 Can business schools really address the SDGs? 114
Martin Parker
14 Why business schools need to embrace paradox 121
Simon M. Smith
15 Embracing colourbraveness: a Sankofa approach to decolonising business schools 127
Patricia T. Naya
16 Olympic Study Centres and inclusion: educating the future 138
Marcus Hansen
17 Mintopia and gardening in management education 142
Simon E. Poole
18 PRME perspectives from Africa 147
Rebecca Namatovu, Anastacia Mamabolo, Lucy Simani Wamalwa, Dorothy Mpabanga and Belinda Nwosu
19 Embedding sustainability in management education in Africa: challenges, new directions, and provocations 160
William K. Darley and Denise Johnson Luethge
20 Embedding sustainability in UAE business schools 170
Davide Contu
21 Exploring UN Agenda 2030 in management education in Uganda: innovations and practices by Gulu University in the mission of community transformation 177
Clara Kansiime and Mwanika Kassim
22 Transitioning of a business school towards responsible entrepreneurship education 185
Renson Muchiri Mwangi, Judy N. Muthuri and Caroline Ntara
23 What gets measured, gets done: deconstructing the Times Higher Education Impact ranking as a method of aligning business schools with the SDGs 196
Olga Ryazanova and Peter McNamara
24 Business school accreditations and awards as indicators of commitment to sustainability 206
Rosa M. Fernandez Martin
PART III PROGRAMME AND MODULE DESIGN
25 Sustaining the SDGs: an educator’s perspective on re-conceptualising the SDGs 212
Ibhade Akpede
26 The role of sustainability education in facilitating cognitive, conative, and behavioural development: an experiential approach to leadership development 220
Susanna Chui
27 Sustainability competence frameworks for business schools 229
Dirk C. Moosmayer
28 The quest for sustainability: the facilitators and inhibitors in the learning processes of Brazilian higher education institutions 240
Vanessa De Campos Junges, Simone Alves Pacheco De Campos, Daniele Medianeira Rizzetti and Lisiane Celia Palma
29 Bridging the paradox between tacit and explicit knowledge to advance SDG8 251
Susanna Chui, Annie Cheung and Kapo Wong
30 Systems thinking for a sustainability mindset across business disciplines 262
Marco Tavanti
31 Climate leadership: future literacy, systems practice and collaboration 274
Petra Molthan-Hill, Rae André, Barbara Henchey, Chandrika Parmar and Marina A. Schmitz
32 The conscious leadership paradigm: a necessity for business schools 283
Pragati Chauhan, Ernest R. Cadotte and Bindu Agrawal
33 Learning to account for nature: teaching biodiversity at a business school 296
Maribel Blasco, Isabel Fróes and Caroline Pontoppidan
34 SDGs in the cinema: opportunities for impact through Nollywood 305
Omowumi Ogunyemi and Ibironke Ojesebholo
PART IV LEARNING THROUGH CO-CREATION, PARTNERSHIPS AND TECHNOLOGY
35 Co-designing the business curriculum for the SDGs: a bibliometric analysis 314
Asia Guerreschi and Giacomo Di Capua
36 Partnerships for responsible management: a road map for further rural engagement by business schools in the US 330
Kenneth G. Brown, Amy E. Colbert and Mae S. McDonough
37 A facilitating platform for transdisciplinary partnerships to co-create sustainability education 339
Alice Annelin and Gert-Olof Boström
38 Reimagining business clinic outcome and impact assessment through a sustainability lens 350
Fredrick Agboma, Ivan Gunass Govender and Track Dinning
39 Navigating market demands and sustainability in business education: the role of participatory monitoring and evaluation systems 361
Ivan Gunass Govender and Fredrick Agboma
40 A new MAN-AGEMENT education manifesto: emplacement pedagogy for responsibilisation through a return to paideia 372
Elena P. Antonacopoulou
41 Developing leader character in support of the SDGs 384
Gerard H. Seijts, Paul Carroll and Kimberley Young Milani
42 For-purpose business: how the implementation of SDG 8 can help achieve the 2030 Agenda 394
Giorgia Nigri and Roshan Borsato
43 Inclusion-oriented agency towards the use of artificial intelligence for sustainable development 404
Olatunde Durowoju, Nurun Nahar and Surbhi Sethi
44 Incorporating the virtual world as a tool of education for sustainable development 415
Marta Materska-Samek
45 Using educational software and technology for promoting the SDGs 426
Jonathan Ikeolumba and Michael Drummond
46 A fourth industrial revolution for whom? Ableism and accessible technology in management education 437
Ren Lovegood
47 Revealing power inequalities: a participatory theatre approach for the business school 443
Rachel Dickinson, Demetris Hadjimichael and Alexia Panayiotou
PART V STUDENT PERSPECTIVES AND VOICE
48 From sterile labs to societal playgrounds: classrooms as spaces for dignity 457
Rozett Phillips
49 Amplifying learner voices: perspectives on sustainability in management education 466
Kemi Ogunyemi and Yetunde Anibaba
50 Fostering student voice through artistic amplification: a positive hidden extra curriculum initiative 476
Jamie L. Callahan, Mark Gatto and Amir Keshtiban
51 Beyond the bottom line: overcoming SDG myopia in work-based learning 485
Lisa Knight, Geena Whiteman, Tony Wall, Lisa Rowe, Simon M. Smith, Fiona Armstrong-Gibbs and Fredrick Agboma
52 Exploring the (im)possibilities of organising for sustainable development in business schools 493
Emily Cook-Lundgren and Laure Leglise
53 Students’ call to action: activism for sustainable development 500
Jonathan Ikeolumba and Kemi Ogunyemi
54 Student leadership of SDG action 512
Lungile Ntsizwane
PART VI PREPARING BUSINESS SCHOOL TEACHERS
55 Futuring as inquiry: pragmatics, problematics, and possibilities 522
Tony Wall, Sarah Jayne Williams and Laura Dixon
56 Inclusiveness in sustainability education narratives 528
Vanessa Burgal and Jennifer Agbo
57 Narratives, self, and values: promoting the SDGs 542
Omowumi Ogunyemi
58 The ethical imperative: why teaching sustainability shouldn’t come at the expense of ethics 549
Mollie Bryde-Evens
59 Sustainability: powered by love 554
Kamini Moteea
60 The Humanistic Leadership Academy: a multi-stakeholder effort towards educating for human flourishing 563
Michael Pirson, Brian Wellinghoff , David Pickersgill, David Snowdon-Jones and Patrick Struebi
61 A call to question ourselves: are we doing enough to embed sustainability in our leadership education practice? 571
Mangala Jawaheer
62 Disrupting the cynical distance: what management educators can learn from participatory art 577
Rasmus Bergmann and Søren Berner Erlandsen
63 The sustainability horizon: what comes after the SDGs? 586
Geri Mason and Alfred Rosenbloom
64 Stepping into the future with management education 597
Emanuela Girei, Kemi Ogunyemi, Elena P. Antonacopoulou, Stella M. Nkomo, Maribel Blasco and Tony Wall
Index 602