488
E. Fröhlich et al.
These two examples should serve as a first indication to understand what teaching
content in management might be relevant for the implementation of SDGs, as well
as to consider how this content can be taught and embedded into different teaching
formats. SDG 4 “Quality Education” in Table 1 does not have any content, as it
is more about teaching formats. Some of these innovative teaching designs will be
presented later in this paper as the preliminary output of the EU Erasmus+ project
ISSUE.
2.2 Results: SDG Teaching Map: How to Improve a Business
School Curriculum to Foster Value-Based Management
The following two examples will serve to explain briefly the extent to which teaching
content related to the SDGs is already part of the CBS International Business School
curriculum (see Fig. 2). Based on a detailed content analysis of the module descriptions of all programmes taught in English against the targets of the 17 SDGs, the
following figure was created and provides a good overview of the current RME status
of the university.
Almost all SDG 8 Decent Work and Economic Growth targets are covered by
the teaching content offered at CBS. The fact that most content relates to business and economics enables a good coverage of relevant teaching content required
to achieve SDG 8. Concrete examples to cover targets 8.1–8.10 include economic
growth in emerging markets, technological modernisation and innovation, policies
promoting entrepreneurship and innovation, full employment, youth unemployment,
forced labour and modern slavery, labour rights and working environments, sustainable tourism and sustainable financial services for SMEs. Different lectures cover
these topics, e.g. Human Resources Management, Managerial Finance, Advanced
Economics or Supply Chain Management and Logistics. SDG 15 Life on Land,
however, presents a completely different picture. An interdisciplinary approach
would be necessary to address this SDG, since the respective teaching content is
found mainly in the field of environmental and natural sciences, and CBS currently
does not offer this content.
Even though CBS International Business School has already successfully implemented a so-called ‘integrated sustainability curriculum’ (Kolb et al. 2017; Raueiser
and Kolb 2018), current research shows that great efforts are still required to enable
business schools to offer an “SDG-relevant curriculum,” in order to achieve Agenda
2030 from an educational perspective. As already mentioned, the experts taking part
in the online focus groups (Kul 2020) were asked how missing SDG targets can be
covered by the curriculum of a business school in the future. Although the answers
received provide the first helpful insights, any piece of structured advice was missing.
For this reason, it seems necessary to find a theoretical framework that will help tackle
this lack of systematisation, and so we now dive further into the “Future Art Model”
(Schneidewind 2018).
E. Fröhlich et al.
These two examples should serve as a first indication to understand what teaching
content in management might be relevant for the implementation of SDGs, as well
as to consider how this content can be taught and embedded into different teaching
formats. SDG 4 “Quality Education” in Table 1 does not have any content, as it
is more about teaching formats. Some of these innovative teaching designs will be
presented later in this paper as the preliminary output of the EU Erasmus+ project
ISSUE.
2.2 Results: SDG Teaching Map: How to Improve a Business
School Curriculum to Foster Value-Based Management
The following two examples will serve to explain briefly the extent to which teaching
content related to the SDGs is already part of the CBS International Business School
curriculum (see Fig. 2). Based on a detailed content analysis of the module descriptions of all programmes taught in English against the targets of the 17 SDGs, the
following figure was created and provides a good overview of the current RME status
of the university.
Almost all SDG 8 Decent Work and Economic Growth targets are covered by
the teaching content offered at CBS. The fact that most content relates to business and economics enables a good coverage of relevant teaching content required
to achieve SDG 8. Concrete examples to cover targets 8.1–8.10 include economic
growth in emerging markets, technological modernisation and innovation, policies
promoting entrepreneurship and innovation, full employment, youth unemployment,
forced labour and modern slavery, labour rights and working environments, sustainable tourism and sustainable financial services for SMEs. Different lectures cover
these topics, e.g. Human Resources Management, Managerial Finance, Advanced
Economics or Supply Chain Management and Logistics. SDG 15 Life on Land,
however, presents a completely different picture. An interdisciplinary approach
would be necessary to address this SDG, since the respective teaching content is
found mainly in the field of environmental and natural sciences, and CBS currently
does not offer this content.
Even though CBS International Business School has already successfully implemented a so-called ‘integrated sustainability curriculum’ (Kolb et al. 2017; Raueiser
and Kolb 2018), current research shows that great efforts are still required to enable
business schools to offer an “SDG-relevant curriculum,” in order to achieve Agenda
2030 from an educational perspective. As already mentioned, the experts taking part
in the online focus groups (Kul 2020) were asked how missing SDG targets can be
covered by the curriculum of a business school in the future. Although the answers
received provide the first helpful insights, any piece of structured advice was missing.
For this reason, it seems necessary to find a theoretical framework that will help tackle
this lack of systematisation, and so we now dive further into the “Future Art Model”
(Schneidewind 2018).