Embedding Sustainability in the Curriculum at LSBU Colston Sanger and David Clemson

1. Embedding Sustainability in the Curriculum at LSBU Colston Sanger and David Clemson sangerc@lsbu.ac.uk

2. Agenda • Sustainability across the University • Within the Faculty of Business • What’s working well • Contributions, questions

3. Sustainability across the University

5. Across the University • LSBU’s sustainable development policy lays out a broad set of commitments • University management • Procurement • Estates • Curriculum • Aim: • That our organisational practices serve as an exemplar for our students • Demonstrate that we practise what we teach

6. CEREB Demonstrator Facility

7. 2011 People & Planet Green League • One of the greenest universities in London • Environmental Auditing and Management Systems • Assesses energy and water use, waste management, transport and procurement • Curriculum • Assesses how a university incorporates sustainability into all its teaching and research

8. Fairtrade accreditation • A joint project of the Students’ Union and LSBU Catering Services • Fairtrade products available in all refectories and on-campus cafes • Donations to www.coolearth.org • A visible sign of LSBU’s and our students’ commitment to sustainability in action

9. Embedding sustainability within the curriculum in the Faculty of Business

10. Within the Faculty of Business • MBA and MSc International Business include an elective on • Sustainable Development and Global Citizenship • Main u/g programmes include electives on • Knowledge, Globalisation and Development • Business Risk Management • Sustainability is embedded in topics such as • Corporate social responsibility • Socially responsible investment • Sustainable employability

11. Sustainable employability skills • Professional accreditation But also • Social enterprise projects • GREentrepreneurship • Transferable (sustainable) employability and enterprise skills • Thinking under pressure • Resilience • Resourcefulness • Collaborative leadership • Effective communication • Knowing how to learn from experience

12. Globally responsible environmental awareness • We introduce students to • UN Global Compact – www.unglobalcompact.org • UN Millennium Development Goals – www.un.org/millenniumgoals • Principles for Responsible Investment – www.unpri.org • Decade of Education for Sustainable Development - www.desd.org • PRME – www.unprme.org • MBA Oath – http://mbaoath.org • An increasing number of MBA, MSc and DBA dissertations in areas relating to sustainability

13. What’s working well

14. Live project-based learning • Constructive alignment of intended learning outcomes, activities and modes of assessment • Learning how to manage projects through live project-based learning • E.g., a charity fundraiser event • Several £K raised now for different charities • A Christmas quiz night that raised nearly • £400 for Shelter

15. Collaborative learning • MBA Critical Management Inquiry core module • Active learning through a series of group-based inquiry projects • Typically based on management dilemmas • ‘The art of management is largely about learning to live with dilemmas, situations where difficult choices must be made between two or more alternatives…’

16. Transferable sustainable learning • Encouraging confident learners • who can think under pressure, • are resilient and resourceful • who can lead collaboratively, • communicate effectively in a polyglot world • and know how to learn from experience ‘In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers…’

17. Contributions, questions