Environmental Sustainability in Coursework: Accounting & Business

"At his carpet company, Ray Anderson has increased sales and doubled profits while turning the traditional "take / make / waste" industrial system on its head. In a gentle, understated way, he shares a powerful vision for sustainable commerce," (Ted.com).

"The big blue buildings of Ikea have sprouted solar panels and wind turbines; inside, shelves are stocked with LED lighting and recycled cotton. Why? Because as Steve Howard puts it: “Sustainability has gone from a nice-to-do to a must-do.” Howard, the chief sustainability officer at the furniture megastore, talks about his quest to sell eco-friendly materials and practices — both internally and to worldwide customers — and lays a challenge for other global giants," (Ted.com).

"Sustainability is pretty clearly one of the world's most important goals; but what groups can really make environmental progress in leaps and bounds? Chris McKnett makes the case that it's large institutional investors. He shows how strong financial data isn't enough, and reveals why investors need to look at a company's environmental, social and governance structures, too," (Ted.com).

"A web-based content analysis of the management education for sustainability-related curricula of 642 business schools from the European Quality Improvement System (EQUIS) and Association to Advance Collegiate Schools of Business (AACSB) accreditation system revealed drastic variations in curriculum design between European and American business schools. European schools favored an elective-oriented approach and placed more emphasis on the graduate level; whereas American business schools placed more sustainability-related courses at the undergraduate level, mandating them as compulsory. Additional differences were found between global regions including Asia and Oceania, and between national developmental stage and university ranking with regard to the overall level of sustainability-related curriculum offered, specific sustainability content, and teaching methods. Differences were noted as well in the distribution across undergraduate and graduate levels and in compulsory and elective offerings. Our findings suggest diverse differences in sustainability-related curriculum design from business schools of different backgrounds. If curriculum design is a reflection of local circumstances, we are cautious about an accreditation-led imposition of standards on business schools, since it is only at the local level where the best ideas regarding sustainability education tailored to surrounding situations can originate."

"This paper presents a matrix of options for integrating sustainability in management and business education, and illustrates how the matrix can be used with the example of a business school in the Northeastern United States, including lessons learned. The matrix contributes to the literature by including the co-curriculum—in addition to the curriculum—as an opportunity for integrating sustainability in management and business education. In addition, it draws from and extends previous empirical and conceptual research, and addresses the needs and weaknesses stated in earlier literature. The matrix provides a framework for discussion, as well as a framework for action—since it provides faculty, staff, and administrators with options for integrating sustainability and includes advantages, disadvantages, and recommendations for using each option. The matrix is useful for relative newcomers to sustainability, and can also help those who are analyzing past successes and failures, as well as those planning future efforts."