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Gaining legitimacy? Sustainable development in business school curricula

Author

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  • Delyse Springett

    (Massey University, New Zealand)

  • Kate Kearins

    (University of Waikato, New Zealand)

Abstract

Exploring reasons why sustainable development remains largely at the margins of business school curricula and seeking to develop courses of action to embed its ethos more firmly in the institutions in which they work, the authors review international evidence and reflect on their experiences. A number of related factors appear to contribute to the marginalization of sustainable development in business school curricula. There is the tendency for the tertiary sector to follow the corporate world in market-driven values and goals, with concomitant reluctance on the part of many business school academics to step outside mainstream orthodoxy. A degree of resistance to interdisciplinary and non-traditional pedagogical approaches and evaluative methods required by sustainable development is also manifest within many business schools. Encouraging signs are seen, however, in a burgeoning academic literature and growing opportunities for collegial support internationally. Means by which business studies curricula can incorporate the concept of sustainable development are considered in conjunction with their implications for traditional conceptions of organizational theory, and for tertiary institutions more generally. A modus operandi for a national programme for environmental responsibility in New Zealand tertiary institutions is outlined as an example of a possible way forward. Copyright © 2001 John Wiley & Sons, Ltd. and ERP Environment

Suggested Citation

  • Delyse Springett & Kate Kearins, 2001. "Gaining legitimacy? Sustainable development in business school curricula," Sustainable Development, John Wiley & Sons, Ltd., vol. 9(4), pages 213-221.
    • Handle: RePEc:wly:sustdv:v:9:y:2001:i:4:p:213-221
    DOI: 10.1002/sd.164
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    Cited by:

    1. James Swaim & Michael Maloni & Stuart Napshin & Amy Henley, 2014. "Influences on Student Intention and Behavior Toward Environmental Sustainability," Journal of Business Ethics, Springer, vol. 124(3), pages 465-484, October.
    2. Mohsin Abdur Rehman & Muhammad Kashif & Michela Mingione, 2019. "Corporate Social Responsibility and Sustainability (CSRS) Initiatives among European and Asian Business Schools: A Web-based Content Analysis," Global Business Review, International Management Institute, vol. 20(5), pages 1231-1247, October.
    3. Tom E. Thomas, 2005. "Are business students buying it? A theoretical framework for measuring attitudes toward the legitimacy of environmental sustainability," Business Strategy and the Environment, Wiley Blackwell, vol. 14(3), pages 186-197, May.
    4. Dolors Setó-Pamies & Eleni Papaoikonomou, 2016. "A Multi-level Perspective for the Integration of Ethics, Corporate Social Responsibility and Sustainability (ECSRS) in Management Education," Journal of Business Ethics, Springer, vol. 136(3), pages 523-538, July.
    5. Tom Thomas & Eric Lamm, 2012. "Legitimacy and Organizational Sustainability," Journal of Business Ethics, Springer, vol. 110(2), pages 191-203, October.
    6. Delyse Springett, 2005. "‘Education for sustainability’ in the business studies curriculum: a call for a critical agenda," Business Strategy and the Environment, Wiley Blackwell, vol. 14(3), pages 146-159, May.
    7. Tatijana Minic & Bratislav Petrovic & Oliver Ilic, 2013. "A new approach to integral information system of a company for business and sustainable development," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 15(Special 7), pages 769-783, November.
    8. Delyse Springett, 2003. "An ‘incitement to discourse’: benchmarking as a springboard to sustainable development," Business Strategy and the Environment, Wiley Blackwell, vol. 12(1), pages 1-11, January.

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