This paper aims to showcase the processes of embedding Ethics, Responsibility and Sustainability (ERS) in the curriculum within a Masters in Management (MiM) programme at Nottingham Business School (NBS), UK.
The paper offers critical discussion of the multifaceted development and redesign of the MiM, with specific attention on the external and internal factors that influenced the processes and how the team navigated the alignment of different strategic priorities and practical constraints in embedding ERS in the curriculum.
Of particular interest in the journey are multiple and parallel negotiations of balance between opportunities and challenges; developing separate, focused modules on sustainability vs embedding it across modules; and navigating different stakeholders interest and voices. An argument is presented for a need to adopt a systematic and joined up approach for integrating ERS within a programme.
The NBS MiM offers a platform to bring together aspects of learning and critical thinking on sustainability and an opportunity to personalise different students’ experience and conceptual appreciation of sustainability with real-world application. A model to systematically embed ERS at a programme level is presented. Practical implications: A holistic and integrated strategy for co-creating the curriculum and learning journey is shared. The model can be adapted to different institutional dimensions across disciplines.
