The purpose of this paper is to report and reflect on a decade‐long action experiment to devise a form of business education for sustainability that helps managers act as “pro‐sustainability” agents of change. It offers one example of practice in this evolving field, for scholarly scrutiny and discussion.
The paper draws on action research principles, which engage theory with practice, and action with reflection. It is written as a reflective account of the author's experience.
This educational programme for managers locates itself as a form of business education for sustainability whilst simultaneously acknowledging that the managerialist assumptions underpinning this aspiration are part of the problem that change for sustainability needs to address. This raises challenges both for the tutor team and participants. Tentative conclusions are reached about the paradoxical nature of educational practice in this contested space, in the light of current trends in higher education.
The paper explores an innovative educational experiment in which the questions raised have wider significance for how managers are helped to bring about pro‐sustainability change.
