1. Transformational Learning
How can we equip students with the necessary tools to shape a sustainable future?

2. Session overview @sustainableSHU @SBSHallam
What is sustainable development? Why is it important for the university? How does the university embed sustainability across its operations? What is education for sustainable development (ESD)? How has the business school embedded ESD? Next steps for the future.....

3. What is sustainable development?
"Sustainable development is development that meets the needs of the present, without compromising the ability of future generations to meet their own needs." [Brundtland,1987]

4. Why is it important for the university?
cost efficiency
continuous improvement
legal compliance
student demand
2017 NUS sustainability skills survey stats
73% of SHU students agreed or strongly agreed that SD is something which all uni courses should actively incorporate and promote
reputation
supports research funding bids and academic accreditations
leading by example - supply chain and Sheffield City Region
REF

7. What is Education for Sustainable Development (ESD?)
UNESCO, "Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future Education for Sustainable Development (ESD) is an interdisciplinary approach to learning that covers the integrated social, economic and environmental dimensions of the formal and informal curriculum.

8. Education for Sustainable Development
Holistic and transformational education with the purpose of transforming society.
Enables students to constructively and creatively address present and future global challenges to create more sustainable and resilient societies.
Empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.
Aims to provide students with the capabilities to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global 'green' economy.
Learning content - e.g. climate change, biodiversity, disaster risk reduction, sustainable consumption and production, poverty and social inequalities, human rights.

9. How has the Business School embedded ESD?

10. Rationale
AACSB accreditation - The Association to Advance Collegiate Schools of Business
Core values:
encourage and support ethical behaviour by students, faculty, administrators, and professional staff.
maintain a collegiate environment in which students, faculty, administrators, professional staff, and practitioners interact and collaborate in support of learning, scholarship, and community engagement.
demonstrate a commitment to address, engage, and respond to current and emerging corporate social responsibility in policies, procedures, curricula, research, and/or outreach activities.

11. PRME Principles of Responsible Management Education
Embedded values into corporate strategy Aimed to embed Responsible Business Practice in all activities

12. Responsible Business Framework
Organisational Level
Business Sustainability
Business Responsibility
Business Ethics
Management Level
Responsible Management
Sustainability Management
Responsibility Management
Ethics Management
Core Concepts
Triple Bottom Line
(social, economic environmental)
Stakeholders
Ethics
Background Domains
Sustainability
Responsibility

13. Responsible Business Framework

14. Understanding Sustainable Development
‘We can’t make the Earth sustainable - it is sustainable, but whether with us or without us is the question.’ (Judge 2002:9)
'The current economic paradigm is neither fair, healthy or ecologically sustainable'. (Hawken 1993:xii)
1.1 billion people in developed countries metabolise 82.7% of the resources, leaving 20% of the world’s population hungry or starving.
Currently, the ability of organisations to fulfil the wants of the rich populations in the developed nations is stripping the Earth of its basic biotic capacity (capacity to produce life), as well as creating immense inequality.

15. Role of Business in Society
‘Businesses are part of society, and need to be subject to the interests of society, not function as the dominant agents of creating society’ (Waddock 2007:544).
Purpose of a business should be about increasing the general well being of mankind (social and environmental responsibility).
Corporations, as the dominant institutions on the planet, must address the social and environmental problems they have caused.
UN Principles for Responsible Management (corporate social responsibility, sustainability and corporate citizenship) point to the emergence of a new role for business in the global market place.

16. 3 year project
Walking the Talk (we understand that our own organisational practices should serve as example of the values and attitudes we convey to our students).
Academic working group: Christine Gilligan, Rory Ridley-Duff, Michelle Davey, Janette Hurst, Christine O'Leary
LTA - embed in curriculum at all levels (HoDs, course leaders, module leaders)
Support subject groups
Develop research outputs and recruit doctoral students
Develop employer and community engagement
Engage widely with all staff in SBS and SHU
Launched at Staff Conference 2015

17. UG courses Specialist module/s in all U/G courses Guest lectures
Guidance in the module template to be included in every module.
Explain how the module encourages students to consider the ethical implications of using their knowledge and skills when influencing people at work, the organisations they work for, their suppliers, staff, customers and clients, as well as wider society and the natural environment. To what extent and how does the module consider ethics, sustainability and social responsibility?
Sustainable Literacy Test (assurance of learning) in specialist modules

18. What next at SBS? embed Responsible Business in all PG courses
develop research outputs
develop community and business links and student outreach
develop cross faculty working

19. Next Steps for ESD at Sheffield Hallam
2017/18 CPD programme
increase awareness of ESD among Faculties at the university and identify opportunities to incorporate ESD into the curriculum
encourage cross faculty collaboration
ongoing work with the Students' Union to review student opinions on ESD

20. Questions to consider....
What good practice exists already in terms of ESD? How do we find out about it? How do we consolidate what we are all doing? How do we ensure there is corporate recognition and support for ESD?