Chapter 11: Integrating Sustainability Mindset and Impact Competencies in Management Education: Directions, Models, and Strategies

Values-driven management and leadership education has been a priority for many academic institutions and management programs (Gentile, 2013; McDonald, 2013; Morgan & Manganaro, 2016; Ogunyemi, 2013). This is more than a trend. It reflects the common interest of scholars, administrators, and practitioners engaged in developing leaders with the appropriate mindset and competencies to positively affect our common future within local and global communities. Numerous studies (Fritz & Guthrie, 2017; Gauthier & Daudigeos, 2015; Kras & Whatley, 2011; Stead & Stead, 2010) have shown the importance of integrating value development into leadership and management programs inspired by sustainability and global-social responsibilities. They have extended the old, fragmented, and piggybacking model of business ethics and sustainability implementation toward more international, systemic, and strategic solutions integrating ethical, social, governance, and environmental performance (ESGE) into management education (Painter-Morland et al., 2016). The approaches to integrating sustainability within the business school curriculum have been evolving from an accommodating response (educating about sustainability) to a reformative response (educating for sustainability) and to a transformative response (educating for sustainability capacity; Molthan-Hill, 2014).