502
S. Zenchanka et al.
One of the objectives identified for the 2030 Agenda and the Sustainable Development Goals is the acquisition of knowledge and skills to promote sustainable
development and sustainable lifestyles (United Nations 2015a). According to the
concept of Sustainable Development, Environment is one of its main areas and largely
determines the economic and social development.
The need to include sustainable development issues in educational programs for
business and management was considered, for example, by Minderman (2015). Study
programs in Environmental management are usually implemented at the graduate
level (Master’s degree), while Bachelor programs (B.A. and B.Sc.) are connected with
studying broader areas of environment management, such as resource management,
environmental management of enterprises, waste management, among others. Bachelor programs are usually oriented to practical approaches, whilst master programs
focus on the relations between science, management, and policy, providing scientific
understanding of ecological, economic and social systems. It is rather difficult to
analyse all programs of different areas and educational levels of curricula for environmental management. For example, there are 321 of such programs for bachelor
level on BachelorsPortal (2019) and 492 master programs on MasterPortal (2019).
All these programs refer to Earth Science and Environment Protection. Considering
some of these programs, examples of the following universities can be used: Uppsala,
Harvard, and Cambridge.
The objective of the syllabus for the course “Environmental Management in Practice” in Uppsala University is “to provide skills and improved understanding of how
firms and organizations work with sustainability issues such as environmental and
natural resource management and sustainability issues” (Uppsala University 2019).
In Harvard, the course “Environmental Management” aims at studying scientific principles of environmental issues and environmental management practices, focusing
on emerging topics such as air and water pollution, water use and management,
aquatic ecosystems, energy and climate change, biodiversity, toxic substances in the
environment, solid waste management, among others (Harvard University 2015).
Another example is the Cambridge University syllabus on “Environmental Management Study” which is connected to environmental management and economics
and pursues alternative technologies, allowing students to have local and global
perspectives (Cambridge University 2019).
The examples mentioned above illustrate that different programs on Environmental Management give students the ability to analyse and understand the current
state and past development, creating future scenarios and developing global and
regional thinking.
Considering the implementation problem of Sustainable Development and Environmental Management courses and parts of these courses in Economics programs,
Leal Filho and Manolas (2012, p. 55) allocated three barriers for this problem and
possible ways overcome them:
1. Economics lecturers are not convinced of the relevance of embedding sustainable development in the curriculum mainly because it seems to conflict with the
S. Zenchanka et al.
One of the objectives identified for the 2030 Agenda and the Sustainable Development Goals is the acquisition of knowledge and skills to promote sustainable
development and sustainable lifestyles (United Nations 2015a). According to the
concept of Sustainable Development, Environment is one of its main areas and largely
determines the economic and social development.
The need to include sustainable development issues in educational programs for
business and management was considered, for example, by Minderman (2015). Study
programs in Environmental management are usually implemented at the graduate
level (Master’s degree), while Bachelor programs (B.A. and B.Sc.) are connected with
studying broader areas of environment management, such as resource management,
environmental management of enterprises, waste management, among others. Bachelor programs are usually oriented to practical approaches, whilst master programs
focus on the relations between science, management, and policy, providing scientific
understanding of ecological, economic and social systems. It is rather difficult to
analyse all programs of different areas and educational levels of curricula for environmental management. For example, there are 321 of such programs for bachelor
level on BachelorsPortal (2019) and 492 master programs on MasterPortal (2019).
All these programs refer to Earth Science and Environment Protection. Considering
some of these programs, examples of the following universities can be used: Uppsala,
Harvard, and Cambridge.
The objective of the syllabus for the course “Environmental Management in Practice” in Uppsala University is “to provide skills and improved understanding of how
firms and organizations work with sustainability issues such as environmental and
natural resource management and sustainability issues” (Uppsala University 2019).
In Harvard, the course “Environmental Management” aims at studying scientific principles of environmental issues and environmental management practices, focusing
on emerging topics such as air and water pollution, water use and management,
aquatic ecosystems, energy and climate change, biodiversity, toxic substances in the
environment, solid waste management, among others (Harvard University 2015).
Another example is the Cambridge University syllabus on “Environmental Management Study” which is connected to environmental management and economics
and pursues alternative technologies, allowing students to have local and global
perspectives (Cambridge University 2019).
The examples mentioned above illustrate that different programs on Environmental Management give students the ability to analyse and understand the current
state and past development, creating future scenarios and developing global and
regional thinking.
Considering the implementation problem of Sustainable Development and Environmental Management courses and parts of these courses in Economics programs,
Leal Filho and Manolas (2012, p. 55) allocated three barriers for this problem and
possible ways overcome them:
1. Economics lecturers are not convinced of the relevance of embedding sustainable development in the curriculum mainly because it seems to conflict with the