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The Palgrave Handbook
of Social Sustainability in
Business Education
Edited by
Aušrinė Šilenskytė · Miguel Cordova
Marina A. Schmitz · Soo Min Toh
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The Palgrave Handbook of Social Sustainability
in Business Education
“Socially conscious consumers, responsible investors and empowered employees are
demanding that businesses become a force for social as well as economic progress. But
today’s entrepreneurs are often ill-equipped for this mission. This much needed book
can help change that, providing students with a rounded view of social sustainability
and how it can be applied in practice in different contexts. Essential reading for the
entrepreneurs of tomorrow!”
—Lamia Kamal-Chaoui, Director, OECD Centre for Entrepreneurship, SMEs, Regions
and Cities
“As an educator in South Africa, a country where a third of the population struggle
to find their next meal, and the daughter of two environmentalists, I have long wished
for a guide in making sense of the compelling but sometimes conflicting demands
of both environmental and social sustainability. This book is a wonderful resource to
help guide conversations that seek understanding across a plurality of demands and
contexts.”
—Helena Barnard, Professor and Academic Head: Doctoral Programmes, Gordon
Institute of Business Science, University of Pretoria, South Africa
“While social responsibility has risen to the top of the corporate agenda, most educators still have not come to grips with addressing this topic in their curriculum and
classroom practices. This handbook arrives just in time for those of us looking for guidance and inspiration in integrating social sustainability into our teaching. It features
numerous teaching innovations helpful to all educators. Its cross-disciplinary nature
is an added benefit. A must reading for those keen on gaining insights and practical
advice!”
— S. Tamer Cavusgil, Regents Professor, Fuller E. Callaway Professorial Chair,
Executive Director, CIBER, J. Mack Robinson College of Business, Georgia State
University, USA
“This comprehensive handbook on social sustainability equips business educators for
their most important mission: to ignite the passion to make the world a better
place. The editors—all respected leaders in international business education—offer
insightful guidance on fostering impactful learning experiences in social sustainability
by seamlessly integrating the United Nations’ Sustainable Development Goals (SDGs).
The handbook also introduces cutting-edge teaching innovations from across the
globe. It is a must-have resource for all educators dedicated to inspiring the next
generation of responsible global citizens.”
—Marleen Dieleman, Peter Lorange Professor of Family Business, IMD Business School,
Singapore
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“As the sustainability challenge becomes more urgent, evidence shows that to face
it, social change is more critical than technical; solutions are not short-termed, and
although locally developed, they inspire global shifts. As a Latin-American citizen,
I feel the complexity of that challenge. This book presents a holistic approach to
social sustainability; it is a timely and inspiring collection of frameworks and tools to
help scholars, practitioners, and educators. Presenting and discussing the UN SDGs,
emphasizing social sustainability, the book includes chapters with conceptual discussion
and experiences from countries and regions of different parts of the world. The editors
Aušrinė Šilenskytė, Miguel Cordova, Marina A. Schmitz, and Soo Min Toh organized
an essential handbook for teachers and managers involved with this paradigm shift.”
—Maria Tereza Fleury, Full Professor FGV EAESP, Director Center for International
Competitiveness FGV, Brazil
“Sustainability is a critical topic in business education. Students need to learn about
social sustainability so they can skillfully address key issues and make a difference in
society. This handbook provides tools for faculty to focus on sustainability education,
and the means to improve life for people around the world. I strongly endorse this
book.”
—Gary Knight, Helen Jackson Professor, Willamette University, USA, President,
Academy of International Business
“This handbook provides one of the most comprehensive treatments of social sustainability in business education to date. It brings together scholars from all over the
world to share their state-of-the-art teaching philosophies, methods, technologies and
topics. The various contributions offer an engaging and pluralistic read that crosses
disciplinary boundaries. This volume speaks to a broad audience, consisting not only
of business educators and programme managers but also of university leaders. I can
wholeheartedly recommend this handbook.”
—Rebecca Piekkari, Marcus Wallenberg Chair of International Business, Aalto
University School of Business, Finland
“This book breaks new ground by zooming in on social sustainability in business
education. This book has 28 chapters and is carefully structured into 7 parts. It
offers valuable guidance for educators and leaders in higher education who want
to transform business education for social sustainability. The chapters cover various
United Nations’ Sustainable Development Goals (SDGs) and are written by authors
from different geographies, providing innovative content that imminently applies in
different classroom settings. What sets this book apart is its incorporation of tested
teaching innovations, spanning from cutting-edge technologies like artificial intelligence and blockchain to timeless instructional techniques like storytelling and theatre.
Anyone who is planning the next round of curriculum innovation and is committed
to upgrading their teaching practice for social good will want this book.”
—Rudolf R Sinkovics, Professor of International Business, Adam Smith Business
School, University of Glasgow, United Kingdom, and Visiting Professor, LUT Business
School, LUT University, Lappeenranta, Finland
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Aušrinė Šilenskytė · Miguel Cordova ·
Marina A. Schmitz · Soo Min Toh
Editors
The Palgrave
Handbook of Social
Sustainability
in Business Education
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Contents
1
Introduction: Social Sustainability in Business Education
Aušrinė Šilenskytė, Miguel Cordova, Marina A. Schmitz,
and Soo Min Toh
1
Part I Incorporating Emerging Topics on Social Sustainability
in Business Education
2
The Circular Economy’s Social Dimensions: Implications
for Global Strategic Management Teaching and Practices
Nataliia Krasnokutska and Taras Danko
3
Human Factors and Ergonomics in Business Education
Arto Reiman, Maria Lindholm, Elina Parviainen,
and Aušrinė Šilenskytė
4
Social Sustainability and Advanced Technology
Applications in Business: Discussing AI and Blockchain
Innovations Within Business Education
Aušrinė Šilenskytė, Gerda Žigienė, and Jurgita Butkevičienė
27
47
65
Part II Teaching Perspectives and Strategies for Social
Sustainability in Business
5
6
Teaching Social Impact Measurement to Enable Socially
Savvy Decisions in Business
Jing Betty Feng and Xu Zhang
89
Teaching Evaluating and Developing Nonmarket
Strategies to Address Social, Political, and Legal Issues
in Business
Cyntia Vilasboas Calixto Casnici
and Marina Amado Bahia Gama
109
vii
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viii
CONTENTS
7
Teaching Social Sustainability Through Antenarrative
Imaginaries of Energy Cultures
Rumy Narayan and Annika Laine-Kronberg
8
9
Fostering Awareness of Social Sustainability in Digital
Business
Julio C. Serrano, Sniazhana Diduc, Aušrinė Šilenskytė,
Melodena Stephens, and Karla Maria Nava-Aguirre
Designing a Course for Developing Sustainability
Competencies
Katharina Salomon and Daniela Ortiz-Avram
127
147
167
Part III Teaching Cases on Social Sustainability in Firms’
Vision, Mission, and Business Model
10
11
Geely: Achieving Social Sustainability Goals Through
Stakeholder Participation
Yu Wei Ye
187
Democratization of Energy in Africa: Social
Entrepreneurship for Socio-Economic Sustainability
Nukhet Vardar
205
Part IV Teaching Solving Grand Sustainable Development
Challenges
225
12
Driving Social Sustainability Through Storytelling
Matevž (Matt) Rašković and Swati Nagar
13
Creating Social Value Through Problem-Based Learning:
Using Podcasts in Business Education
Hellen López Valladares and Guiselle Romero Lora
243
Applied Theater Teaching Model for Addressing Social
Sustainability in Business Education
Saloni Sinha and Marina A. Schmitz
261
Engaging Management and STEM Students in Solving
Global Problems of Sustainable Development
Phanikiran Radhakrishnan, Nirusha Thavarjah, and Jaffa Romain
287
14
15
Part V Education for Diverse Learners, Intended to
Role-Model Socially Sustainable Practices and Culture
in Business
16
Learning to Solve Social Sustainability Problems
in Diverse Student Teams
Ilona Hunek
307
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CONTENTS
17
18
19
20
Critical Reflection Analysis: A Method for Developing
Diversity Awareness Among (Future) Business Leaders
Lenka Theodoulides
325
Gamification for Teaching Social Responsibility
in Business Schools
Daniel Muravsky and Snezhana Muravskaia
347
Communicating Sustainability Through Language
Differences with Rich Point Pedagogy
Stephanie Jo Kent, Glynis Anna Jones, Sulu Zhambyl,
and Jeffrey A. Kappen
Teaching Action Research for Social Sustainability
in the Workplace
Benito L. Teehankee, Shieradel V. Jimenez,
and Patrick Adriel H. Aure
Part VI
21
22
23
25
365
383
Teaching Cases on Managing Organizations in a
Socially Sustainable Way
Frankmann Automotive: Globally Promoting Diversity
and Inclusion
Nicole Böhmer, Heike Schinnenburg, Bridget de Villiers,
and Amanda Werner
403
Lympo: The Complexity of Responsible Leadership
in the Emerging Blockchain Industry
Aušrinė Šilenskytė, Jurgita Butkevičienė, and Niina Koivunen
425
No Smoke Without Fire? The Tension Between Employee
Autonomy and Employer Authority
Susanna Kultalahti and Riitta Viitala
445
Part VII
24
ix
Developing a Business Curriculum and Educational
Ecosystem That Foster Social Sustainability in
Business and Society
Exploring the Sustainability Mindset for Management
Education with a Focus on Social Sustainability
Marina A. Schmitz, Miguel Cordova, Tjaša Cankar,
and Livija Marko-Wieser
Using the Theory of Planned Behavior to Develop
Business Students into Capable Change Agents
for Socially Sustainable Development
Ananya Bhattacharya, Wee Chan Au, and Glen Croy
465
485
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x
26
27
28
CONTENTS
Empowering the Application of Digital Humanism
for Achieving Inclusive Business Education
Thomas Narowetz
507
University Involvement in Supporting Entrepreneurship
of People with Disabilities
Jurgita Butkevičienė and Helen Lawton Smith
527
Developing Cases for Teaching Social Sustainability
in Business: Lessons from the MENA Region
Melodena Stephens and Immanuel Azaad Moonesar
551
Part VIII
29
Conclusions
Conclusions: Business Education That Makes an Impact
on Social Sustainability Within and Beyond the Classroom
Marina A. Schmitz, Soo Min Toh, Aušrinė Šilenskytė,
and Miguel Cordova
Index
575
591
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Notes on contributors
Wee Chan Au is a Lecturer in Management Practice at Newcastle University Business School (NUBS). She received her Ph.D. in Human Resource
Management from Monash University. Wee Chan’s research interest lies in
work, health, and well–being. She has published her work in edited books
and in leading scholarly journals, such as Journal of Business Ethics, Career
Development International, Human Resource Development International,
Journal of Social Entrepreneurship, and Personnel Review. Wee Chan is
interested in supporting young people to engage in social innovation and
social entrepreneurship activities. She encourages young people to take active
roles in sustainability and addressing social issues through various educational
endeavors.
Patrick Adriel H. Aure is an Associate Professor in the Department of
Management and Organization and is currently the Assistant Dean for Quality
Assurance at the Ramon V. del Rosario College of Business, De La Salle
University. He teaches research methods, action research, and management
principles in the undergraduate program. Aure holds a Ph.D. in Business from
the same university. As President of the Philippine Academy of Management,
he advocates humanistic and sustainability-oriented management and cultivates
a development-oriented research culture in the Philippines.
Ananya Bhattacharya is an education-focused Lecturer based in the Department of Management, Monash Business School. She teaches different Supply
Chain units including Sustainability in Operations and Supply Chain. Her
teaching practices focus on encouraging students to think and act sustainably
through different group activities and industry engagement. She completed
her Ph.D. at the University of Melbourne. She received recognition from
students and the faculty for high-quality teaching and student satisfaction
through the Dean’s commendations. Her sustainability-related papers are
xi
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xii
NOTES ON CONTRIBUTORS
published in several scholarly journals such as Journal of Cleaner Production,
Industrial Marketing Management, and International Journal of Hospitality
Management.
Nicole Böhmer has been a Professor at Osnabrück University of Applied
Sciences in Germany since 2006. From 2015–2018, she was the equal opportunity representative of her faculty. Currently she is member of her university’s
foundation board and senate. Her research focuses on international HRM,
talent management and careers, gender diversity, and artificial intelligence at
the workplace as well as marketing management with a special focus on SDG
5. In her fields of interest Nicole has published numerous case studies, book
chapters and articles in peer-reviewed journals. She teaches human resource
management for undergraduates and graduate students. Nicole engages especially in case study didactics and she co-facilitated a Global Classroom
initiative involving students from Germany and in South Africa. Before joining
academia, she worked as an HR generalist in the banking industry for several
years. Apart from her studies in the management discipline, she has a teaching
degree in vocational education. She holds a doctoral degree in political sciences
from Carl von Ossietzky University of Oldenburg in Germany.
Jurgita Butkevičienė is an Assistant Professor of Entrepreneurship and Social
Sustainability at the Faculty of Economics and Business Administration at
Vilnius University, Lithuania. She holds a Ph.D. in Management, and her
research focuses on public policy and collective institutional entrepreneurship,
and digital transformation, especially fintech, blockchain, and the development of sustainable and inclusive entrepreneurial ecosystems. She cultivates
interdisciplinary knowledge and has experience in the domains of business,
education, NGOs, and policy. While an educator at Vilnius University, she also
works at the international research organization Public Policy and Management Institute (PPMI). Previously she was an Associate Professor of Practice
at the School of Economics and Business at Kaunas University of Technology, Lithuania, and a manager of an international IT company. Jurgita
also has multiple decades of experience in the governmental entrepreneurship and export promotion organization Enterprise Lithuania, as a Director
of Exports. She has contributed to the development and implementation of
national policies aimed at improving the national economy’s competitiveness
and international business. She has also led an international NGO: the International Women’s Association of Vilnius, a leading charitable organization in
Lithuania. As a skilled professional, she utilizes her interdisciplinary experience
to reach impactful outcomes.
Tjaša Cankar is a Ph.D. candidate at ZRC SAZU (Research Centre of the
Slovenian Academy of Sciences and Arts) and works as a research assistant at
IEDC-Bled School of Management. Her research focuses on researching the
intricacies of institutional changes, policy institutionalization, policy mobility
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NOTES ON CONTRIBUTORS
xiii
in different geopolitical contexts, and the process of Europeization. She has
actively participated in several European Commission projects, from H2020 to
Erasmus+ initiatives, mainly contributing to capacity building, strategic planning, and implementation in the field of gender equality. She has also worked
on a project in cooperation with the Slovenian and Icelandic Ministries of
Foreign Affairs, addressing issues of transparency and equal opportunities in
diplomacy.
Cyntia Vilasboas Calixto Casnici is a Lecturer in International Business
at the University of Leeds. She earned her Ph.D. in Business Strategy from
FGV—EAESP (Brazil). During her studies, she spent one year as an exchange
student at Judge Business School, University of Cambridge. Cyntia has an
active participation in the Academy of International Business. She was the
Program Chair of AIB-LAC 2021. Currently, she is the Co-Chair of Chapters of Teaching & Education Shared Interest Group (AIB T&E SIG),
and Board Member of AIB-LAC as Country representative from the Rest
of the World (non-LAC countries). Based on her professional experience,
Cyntia tries to engage multinational firms in her classes by participating
in seminar presentations and/or academic challenges to provide a real-life
experience to her students. She advocated for active-learning and studentcenter teaching. As Curriculum Redefined Lead for International Business
Department, Cyntia is leading the Task Group: Facilitating the embedding
of co-curricular opportunities into the student journey.
Miguel Cordova is an Associate Professor of Management at Pontificia
Universidad Católica del Perú (PUCP), and Internationalization Leader for
the Management Department and Management School at PUCP. He holds a
Ph.D. in Strategic Management and Sustainability from Consorcio de Universidades in Lima; he has doctoral studies at the Copenhagen Business School,
and an MBA from Centrum Católica. His research is oriented to Power and
Influence in Organizations, Sustainability, Sustainable Supply Chain Management, Corporate Governance, and International Business. He was visiting
professor at Inseec Business School in Paris, Universidad del Desarrollo and
Universidad de Chile in Santiago de Chile, ESADE University in Barcelona,
and UDEM in Monterrey. He is Associate Editor at the International Journal
of Sustainability in Higher Education and Deputy Editor at 360 Journal of
Management Sciences. He is Country Director for Peru at the Academy
of International Business—Latin America and the Caribbean chapter (AIB–
LAC) and Resources Vice–Chair of the AIB Teaching & Education SIG. In
addition, he has previous managerial experience in several economic sectors
such as foods and beverages, construction, pharmaceutical, energy, sports and
entertainment, and information technology.
Glen Croy is an award-winning educator based in the Department of
Management, Monash Business School. He teaches international business
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xiv
NOTES ON CONTRIBUTORS
and researches across tourism, international business, and higher education.
Glen especially investigates collaborative learning, and tourism and international business contributions to host communities. He holds a Bachelor
of Commerce, Diploma for Graduates, Diploma in Tourism, and Doctor
of Philosophy in Tourism (Otago), and a Graduate Certificate in Higher
Education (Monash). He is also a Senior Fellow of the HEA (UK).
Taras Danko is a Professor of International Business at the National Technical University “Kharkiv Polytechnic Institute” in Ukraine. With a particular
research emphasis on navigating the complexities of international business
management amidst global sustainability challenges and technology-driven
disruptions, Taras actively engages in fostering dialogue and collaboration
between academia, industry, and policy makers. He currently holds the
position of elected Chair of the Board at the Ukrainian Association for
Management Development and Business Education for the term 2021–2024.
Throughout his career, Taras has been actively involved in a series of international educational projects aimed at promoting sustainability, enhancing internationalization in higher education, and strengthening university–business
partnerships. Complementing his numerous international academic projects,
Taras is also a Visiting Professor at the Otto von Guericke University Magdeburg in Germany. As an educator, Taras delivers a variety of courses on
international business and management to university students, and professionals in post-diploma programs. Beyond his academic roles, he has provided
his expertise in management consulting and strategy analysis to various
Ukrainian enterprises and institutions, reinforcing the practical implications
of his work.
Sniazhana Diduc is a University Teacher at the University of Vaasa, Finland.
Over the past 10 years, she has been actively engaged in designing and
teaching courses across both master’s and bachelor’s degree programs, encompassing MBA courses, as well as courses at open universities. She has focused
on subjects such as International Strategic Management, Sustainability and
International Business Ethics, and Cross-Cultural Management to list a few.
She has served as the coordinator for the MIB Mentoring program, enriching
the educational experience of her students. Sniazhana holds a doctoral degree
in the field of international management. Her primary areas of expertise
encompass mergers and acquisitions, as well as change and uncertainty
management. Sniazhana’s contribution to the academic community extends
beyond the classroom, as she has authored and published articles in prestigious, peer-reviewed business journals. Her dedication to research excellence
has garnered her numerous prestigious awards, fellowships, and grant fundings. Sniazhana has solid industry expertise. She has experience of establishing
and running a company in Finland in the online retail industry. Along with
this entrepreneurial experience, Sniazhana also has working experience in
the consulting industry. Her role involved conducting comprehensive market
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NOTES ON CONTRIBUTORS
xv
and industry analyses, identifying emerging trends across various sectors,
and devising strategic entry solutions for companies seeking to explore new
markets.
Jing Betty Feng is an Associate Professor in the Department of Business
Management at Farmingdale State College (SUNY) in the United States.
Feng holds a Ph.D. in the field of international business from Georgia State
University. Her research interests include the roles of cultural identities and
cognitions in intercultural interactions and cross-cultural management. Feng
teaches various topics related to international business for undergraduate
and master’s degree students, emphasizing experiential and applied learning
approaches to enrich students’ learning experiences by solving real-world
problems. She actively engages students in participating in extracurricular
activities, serving as the faculty advisor for entrepreneurship and innovation
competitions. Feng is a grant recipient for the development of accessible
education on Sustainable Business for renewable energy workforces. Currently,
Feng serves as the Diversity, Equity & Inclusion (DEI) Coordinator for the
Academy of International Business Teaching & Education Shared Interest
Group. She also actively works with the local business community as a member
of the Tradeable Sectors workgroup for the Regional Economic Development
Council.
Marina Amado Bahia Gama is an Assistant Professor of Business Strategy
at the São Paulo School of Business Administration, Fundação Getúlio Vargas.
She received her Ph.D. from the São Paulo School of Business Administration,
Fundação Getúlio Vargas. She was a visiting scholar at the University of Illinois
at Urbana–Champaign and at the Wharton School of the University of Pennsylvania. Marina’s research interests include the role of institutions in business
strategy, nonmarket strategy, cross-sector partnerships, and the intersection of
corporate political activity and corporate social responsibility. Currently she is
Co-Chair of the Strategy area (STR) of Academy of Management PDW for
Latin America. Marina teaches various topics related to business strategy for
undergraduates, master’s degree students, Ph.D. students, as well as professionals in continuous education. Before joining academia, Marina worked in
managerial positions in MNEs and BRMNEs in Brazil.
Ilona Hunek is a Professor at Kozminski University in the Department of
Business Strategy in Warsaw. She is also the Rectors Proxy for Quality and
Assurance of Learning. She has over 25 years of experience teaching undergraduate, postgraduate, and MBA students. She has been teaching courses
in negotiation and conflict management, diversity and inclusion, international
management, HRM, and talent management in Warsaw, Dublin, Hong Kong,
Singapore, Shanghai, and Colombo. She also provides training for several
companies, public institutions, and NGOs. In the years 2007–2008, she was an
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xvi
NOTES ON CONTRIBUTORS
advisor to the Irish Congress of Trade Unions on issues related to the inclusion of foreign workers into Irish workplaces. She received her doctorate at
University College Dublin, Smurfit School of Business. Her current research
interests involve voice mechanisms for minority and disadvantaged groups in
organization, diversity, and inclusion, and management education.
Shieradel V. Jimenez is an Assistant Professor in the Department of Management and Organization and is currently the Insider Action Research (IAR)
coordinator of the Master in Business Administration Program of the Ramon
V. Del Rosario College of Business. She teaches management and critical
thinking subjects in the undergraduate programs and is finishing her doctorate
in business administration at the same university. She also serves as the
Vice President of the Philippine Academy of Management and supports the
organization’s initiatives and advocacies.
Glynis Anna Jones is a linguist, language teacher, translator, and interpreter. Her academic work in linguistics is grounded in theoretical syntax and
morphology, with a specific interest in part of speech categorization for the
purpose of second language pedagogy, language documentation and revitalization, cognitive science of sentence processing, and corpus tagging. Jones
has translated works from Chinese and Russian into English, including Daoist
metaphysical texts by the late Professor Cheng Man Ching and traditional
Slavic folktales from Ukraine and Belarus. As an interpreter and teacher, she
has worked with ages 5–90. She received her M.A. in Chinese Language
and Pedagogy and B.A. in Linguistics from the University of Massachusetts
Amherst and is working toward a second M.A. in Russian Language and Pedagogy from Middlebury College in Vermont. Other languages in which she has
limited proficiency include Irish, Thai, and German.
Jeffrey A. Kappen is an Associate Professor of Management and International Business at Drake University where he teaches classes on international
business, organization studies, leadership, and sustainable development for
students and executives. Having earned a Ph.D. in management at the
University of Massachusetts, his scholarly work primarily focuses on how organizations negotiate and resolve issues resulting from socio–cultural differences.
Current projects focus on the formation of new transnational partnerships,
social entrepreneurship, sustainability rhetoric, and policies and practices
for linguistic diversity. Jeff is also a founding partner of Bâton Global, a
research-driven advisory firm, serving as an advisor to organizations on the
development and execution of their global strategies, leadership development
programs, and market analyses.
Stephanie Jo Kent, CI, Ph.D. Learning Lab for Resiliency® , is a professional
sign language interpreter for 25 years, with an MEd in Social Justice Education (1996) and Ph.D. in Communication(2014), both from the University of
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NOTES ON CONTRIBUTORS
xvii
Massachusetts Amherst. She’s taught numerous courses in the social sciences
and professional development workshops for sign language interpreters. The
combined exposure to business from inside “the ivory tower” and as an interpreter “in the real world” informs a unique perspective on action research as
a social good, in particular as a means of bridging diverse lived experiences
with acquired scientific knowledge and inherited ancestral wisdom. Steph won
a Fulbright to conduct her dissertation research on the interpreting system
at the European Parliament, and is a member of the SAFE AI Task Force
(Stakeholders Advocating for Fair and Ethical AI in Interpreting), which is
developing recommendations for legal regulations.
Niina Koivunen works as an Associate Professor in the School of Management at the University of Vaasa, Finland. She also holds a Docent position at
Turku School of Economics at the University of Turku, Finland, where her
area of expertise is Leadership. Before joining the University of Vaasa, she
worked at the University of Tampere. Niina has made several longer research
visits, for example to Stockholm University Business School (1998–1999),
to Gothenburg Research Institute (GRI) at Gothenburg University Business
School (March 2004, October 2018) and to Saïd Business School, University
of Oxford (2009). Niina’s research focuses on creative and expert organizations from the perspectives of leadership, collective expertise, and leadership
development. She has particularly used relational and aesthetic approaches to
the study of leadership. Her choice of research methods is based on qualitative research, including discourse analysis, ethnography, and aesthetic analysis.
She teaches leadership and leadership development for Master’s students in
Human Resources Management and qualitative research methods for Master’s
students and doctoral students. She is an editorial board member of Scandinavian Journal of Management, Leadership, and Organizational Aesthetics. She
is particularly fond of Nordic cooperation and has been a board member of
Nordic Academy of Management since 2011.
Nataliia Krasnokutska is a Professor and the Director of the Educational and
Scientific Institute of Economics, Management, and International Business at
the National Technical University “Kharkiv Polytechnic Institute,” Ukraine.
She earned her Doctor of Science (D.Sc.) degree in Economics in 2011.
Her research interests encompass both economics and management. Much
of her work has focused on investigating corporate social responsibility and
sustainability management, the stakeholder approach to decision-making, and
performance management. Professor Krasnokutska is the author or co-author
of over two hundred papers on economics and management. In addition to her
academic work, Nataliia is a member of the Scientific and Methodical Commission of the Ministry of Education and Science of Ukraine for higher education
standards development in management, where she has played a pivotal role
in developing the standards for all educational levels, including bachelor’s,
master’s, and Ph.D. programs. She has delivered numerous invited talks and
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NOTES ON CONTRIBUTORS
guest lectures across Europe. Currently, she holds a position as a postdoctoral
researcher at Comillas Pontifical University in Madrid, Spain.
Susanna Kultalahti is a University Lecturer and Program Manager for the
Bachelor of Management and Bachelor of Business Studies programs at the
School of Management, University of Vaasa, Finland. She is a member of the
Human Resource Management research group and holds a Ph.D. earned in
2015. Her doctoral thesis was recognized as the “Research Act of the Year”
at the University of Vaasa and received the prestigious “Highly Commended
Award” in the “Emerald/EFMD Outstanding Doctoral Research Awards”
competition. Susanna’s research is focused on millennials, human resource
management practices, and leadership. She imparts her knowledge by teaching
a diverse range of topics including leadership, competence management,
compensation and rewards, and guiding students through thesis work. Her
teaching abilities have been acknowledged with the esteemed “Finnish Business School Graduates’ Teaching Award”. Additionally, her teaching case
emerged victorious in the “Critical Management Studies Division’s Dark Side
Case Competition” at the renowned “Academy of Management.” Beyond
her teaching endeavors, Susanna actively contributes to the development of
business studies education at her university. She is involved in international
accreditations and plays a key role in ensuring the high quality of education provided. Furthermore, she possesses significant experience in corporate
training, particularly in leadership and supervisor training. Her expertise is
also sought after in the business world, where she serves as a board member,
showcasing her commitment to advancing both education and professional
practice.
Annika Laine-Kronberg is a Professor of Strategy at the School of Management, University of Vaasa in Finland. She is also a special researcher in
sustainability at Åbo Akademi University. She also works as an educator and
consultant in change management, conflict management, and strategy. She has
held several positions of trust in society, such as within the insurance sector and
in foundations supporting academic research. Her research interests are related
to simultaneous cooperation and competition in business networks, strategic
management, sustainability, and digitalization. Her work has been published
in Industrial Marketing Management, the Journal of Cleaner Production, the
Journal of Purchasing and Supply Management, the Scandinavian Journal
of Marketing and the Journal of Business and Industrial Marketing, among
others.
Maria Lindholm (D.Sc. (Tech.)) is a Postdoctoral Research Fellow at the
Center for Safety Management and Engineering, at the Faculty of Management and Business, Tampere University, Finland. Lindholm’s doctoral thesis
focused on undesired psychosocial and physical load factors in different professions and working conditions at both the micro- and macro-levels through
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xix
a work system framework. Her main research interests include occupational
safety and health, risk assessment, and human factors and ergonomics. Lindholm has been involved in teaching different courses related to, for example,
basics of industrial economy, basics of occupational safety, ergonomics,
machine safety and usability, and organizational development. She was a
second teacher in a course called “Managing well-being and quality of working
life” at the University of Oulu and in “Safety Engineering” and “Risk Management” courses at Tampere University. Lindholm has supervised bachelor’s
and master’s theses and is a member of the doctoral program committee at
Tampere University. She acts as the Chair of the Finnish Ergonomics Society
(2023–) and is on the Board of the Nordics Ergonomics and Human Factors
Society (2023–).
Guiselle Romero Lora is a Master in Public Policy and Management from
the University of Manchester, United Kingdom. Lawyer from the Pontifical
Catholic University of Peru (PUCP). She has served as a public official in
various positions in the Peruvian public sector as General Director of Intersectoral Coordination of the Presidency of the Council of Ministers, General
Secretary of the Ministry of Transportation and Communications and Executive Director of the National School Feeding Program. She has worked
as a senior consultant at the Sustainable Infrastructure Advisory sector of
the International Finance Corporation-World Bank Group. She is currently
an Associate Professor and researcher at the Department of Management
Sciences at the PUCP, Coordinator of the Public Management Stream at the
School of Management, Director of the Master’s Degree in Government and
Public Policy at the School of Government, and Coordinator of the INNGOV
Research Group. Her topics of expertise and research are related to public
sector reform, organizational resilience, public policy implementation, and
local governance.
Livija Marko-Wieser is project manager at the Institute for Ethnic Studies
in Ljubljana, Slovenia, one of the leading research institutes for ethnic and
minority studies in Central Europe. She holds an LLM in international law
from The University of Edinburgh, where her research efforts focused on the
legal protection of people displaced by the effects of climate change. Her
professional experience spans climate change governance, coordinating EU
efforts in this area during the last Slovenian Presidency of the Council of the
EU, and project management in the education sector where she also coordinated an Erasmus+ project on gender equality in HEIs. Her other research
interests include sustainable business practices, social inequality, and diversity
and inclusion.
Immanuel Azaad Moonesar R.D., a Health Policy and Systems Research
Professor, hails from one of the Caribbean islands—Trinidad and Tobago.
His qualifications include a Doctor of Philosophy (Ph.D.) in Health Services:
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NOTES ON CONTRIBUTORS
Leadership (Superior Distinction) from Walden University, USA; Master
of Quality Management (Distinction) from the University of Wollongong,
Australia (UOW); a Postgraduate Diploma in Institutional Community Nutrition & Dietetics (Distinction) & a Bachelor of Science in Human Ecology:
Nutrition and Dietetics from the University of West Indies (UWI), Trinidad &
Tobago. He is also the President (Chapter Chair) and Executive Board
member of the Academy of International Business—Middle East North
Africa (AIB-MENA) Chapter. He is also a Registered Dietitian and possesses
professional certifications in “NEBOSH Occupational Health and Safety,”
“Project Management: Certified Business Professional (CBP),” Emotional
Intelligence Assessor, and “Quality Management System Internal Auditors
(ISO 9001:2008).” He has published over 220 peer-reviewed journal articles,
peer-reviewed international conferences, co-authored books, and book chapters. His Ph.D. dissertation manuscript was entitled: The Role of UAE Health
Professionals in Maternal and Child Health Policy. His career experience
includes quality assurance and management, nutrition and dietetics, health &
safety, teaching, and institutional research. His research interest is in Health
Systems, Public Policy, Healthcare Management & Leadership, Maternal &
Child Health, Health Policy & Innovation, Nutrition, Global Governance,
International Business Policy, Social Policy, Public–Private Partnerships, and
Quality Management.
Snezhana Muravskaia is a researcher specializing in consumer behavior,
healthcare management, and responsible marketing. She holds degrees in
marketing and environmental management and has dedicated several years to
collaborating on industrial projects that focus on environmental awareness,
energy-saving behavior, and waste reduction. Her academic work comprises
publications on cases involving CSR practices, equality, and the relationship
between climate change and healthcare management. Currently, she is working
on her doctoral thesis on ethical marketing at the University of Reading while
also imparting skill development seminars at the University of the West of
Scotland.
Daniel Muravsky is a Senior Lecturer in Marketing at the School of Business and Creative Industries, University of the West of Scotland (London).
He holds a Ph.D. in Management and possesses over 12 years of experience teaching marketing disciplines at leading business schools. He is also
the author of more than 20 scientific publications in the field of marketing.
His research interests encompass brand alliances, gamification, inclusive advertising, and digital marketing. Daniel has extensive experience in educational
leadership, having served as deputy dean, unit lead, head of a research laboratory, and academic director. He has earned numerous awards, including
distinctions for teaching, innovation, case writing, and academic leadership.
Notably, in 2018, he was honored with the Champion title from the Central
and East European Management Development Association (CEEMAN) in
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NOTES ON CONTRIBUTORS
xxi
recognition of his outstanding contributions to promoting socially responsible
management in education.
Swati Nagar is a Senior Lecturer in the Discipline of International Business
at the University of Sydney Business School, Australia. She is a passionate
educator, applied researcher, and leader with over 19 years of experience in
academia. During her career, Swati has developed a strong focus on pedagogical innovation and an in-depth understanding of the changing education
landscape. Her teaching and learning pedagogy centers on collaborative and
challenge-based experiential learning. She actively participates in the students’
learning experience, an integral aspect of her teaching and learning philosophy. She has a keen interest in work-integrated learning as well as employs an
issues-based focus in her Undergraduate and Postgraduate courses. As a reflective practitioner, her teaching and learning strategies ensure that her students
get a sense of achievement and belonging in her classes. Her sustained contributions and leadership in student learning and engagement have earned her
a Teaching Excellence Award at the AUT Business School and a nomination
for the University’s Teaching Excellence Award (2021). Employing a critical
perspectives lens, her current research interests include the Role of gender in
Modern Slavery, Migrant worker exploitation and challenges of geographic
labor mobility, and Pedagogical research that explores teaching and learning
best practices in a post-COVID education environment. She has published
in several outlets, including Routledge, AIB Insights, Cambridge University
Press, Palgrave, and the Journal of International Business Education. In her
spare time, Swati enjoys reading and spending time with friends and family.
Rumy Narayan is a postdoctoral researcher at the University of Vaasa. She
is part of the Strategic Business Development research group at the School of
Management. Her research focuses on transitions to sustainable energy systems
and falls within a framework of innovation opportunities to address challenges
while stimulating societal and economic prosperity spanning sectors, actors,
and disciplines. She has been on research exchange on OPEN-INNO-Train
A EU project on developing an international and inter-sectoral network of
organizations collaboratively working on the joint research field of Open Innovation, University-Industry Cooperation and Research Translation, a research
fellow at the IAS-STS FELLOWSHIP PROGRAMME, 2018–2019 at the
Institute for Advanced Studies on Science, Technology and Society at Graz
in Austria, a grant-funded researcher from the South Ostrobothnia Regional
Fund of the Finnish Cultural Foundation during, 2018–2019, part of the
team for the project on Eco-innovation and business potential of the circular
economy in South Ostrobothnia (2019–2021), assisted in applying for the
funding application and subsequently part of the project Paths toward Energy
Transitions (PETs), and the planning process for building capabilities in Transitions Research at the University of Vaasa. She has published articles on
innovation, related to blockchain, artificial intelligence, sustainable innovation,
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NOTES ON CONTRIBUTORS
intellectual property commons, and well-being, in journals like Technovation,
Journal of Business and Industrial Marketing, and Journal of Cleaner Production. Before joining academia, she worked as a business and financial journalist
and sustainability professional in multinational corporations.
Thomas Narowetz is Head of the R&D Education department “Room 466”
and a project manager and researcher for the Economic Chamber of Styria,
Austria. In this position, Thomas is currently involved in several national and
international R&D projects. He has been working in European (educational)
projects for over 10 years and is a great advocate of European cooperation,
innovation, and inclusive digital education. In his early career, he worked in
the private sector as a project manager for a large corporation for two years.
While studying sociology in Graz, he co-founded a social science company.
After completing his master’s degree in sociology, he carried out evaluations
of social services for a social enterprise in Graz. Simultaneously he started to
work in inclusive EU projects in the fields of adult and vocational education.
Since 2013, in addition to project work, he has been organizing and running
international training courses throughout Europe on the topics of digitization,
inclusion, and new forms of learning. Since July 2019, he has been working
for the Economic Chamber of Styria developing digital and other tools for
enhancing business practice and education.
Karla Maria Nava-Aguirre holds a Ph.D. in Administrative Sciences, a
Global M.B.A. for Latin American Managers at Thunderbird School of
Global Management, and a B.A. in International Studies from Universidad de
Monterrey (UDEM). Dr. Nava has been working in the academic sector for
more than 20 years. Since 2017, Karla has been a full professor and researcher
in international business and Director of the Global Business Academic
Program at UDEM Business School in Mexico. She has collaborated on international projects for the Secretary of Education in Mexico, Global Partners in
Education in the United States, the Inter-American Development Bank, the
Center of the Sustainable Development Goals for Latin America—CODS, and
Puentes Consortium at Rice University. Dr. Nava has published articles and
book chapters in the area of strategies for internationalization in higher education, international business, trade policy, and negotiation process in the North
American region. Dr. Nava is AIB–LAC Mexico Country Director 2021–2024
and received the Internationalization of Higher Education UDEM Award
2021 & 2022. Dr. Nava is a member of the National System of Researchers
(SNI) in Mexico.
Daniela Ortiz-Avram is the Head of the Institute for Business Ethics and
Sustainable Strategy (IBES) and leads the Competence Team Change for
Corporate Sustainability at FHWien of WKW. She studied Business Administration and Philosophy in Innsbruck and Rome. Daniela researches, teaches,
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NOTES ON CONTRIBUTORS
xxiii
and advises as an expert in the following areas: strategic sustainability management, sustainability-oriented innovations, responsible corporate management,
and business ethics. She is also on the Advisory Board of the Sustainability
Centres Community (SCC) of the Global Network for Business Sustainability.
In addition to her academic activities, she is actively part of the PRME DACH
Chapter (Principles for Responsible Management Education, a network of the
United Nations Global Compact) and a member of the PRME working group
on “Sustainability Mindset”. She is involved in training and further education
programs for managers and is regularly invited as an expert on sustainability
management topics in scientific and private sector contexts.
Elina Parviainen from Human Process Ltd is an entrepreneur promoting
excellence in system ergonomics and process development. During a long
and versatile managerial experience in the industry in various multinational
corporations (since 1996), she has lead projects in multinational environments
for developing instructions, guidelines, and training for integrating human
systems as part of the overall process performance. She has worked as an HF/
E specialist in development of new technologies, manufacturing processes, and
assimilability of a product. Her wide global network of HF/E professionals has
brought possibilities to work in different kinds of projects, e.g. in EU-Project
(WBL-IE) concerning the development of a model for work-based learning
in industrial engineering. She got the Ergonomics Award in Finland 2005 for
the new way of integrating HF/E into study and development projects in the
firms. Elina has been a member of International Ergonomics Association (IEA)
executive committee since 2019, the Chair of Nordic Ergonomics Society
2019-2021, and the Chair of Finnish Ergonomics Society (ERY) 2015–2018.
She is also member of Finnish Work Councilors (STOry) and member of the
board of Finnish Systems Engineering society FINSE.
Phanikiran Radhakrishnan is an Associate Professor in the Department of
Management at the University of Toronto. She taught at the University of
Illinois, University of Texas at El Paso, and the University of Windsor before
she started teaching at the University of Toronto in 2000. She obtained
her Ph.D. in Industrial/Organizational Psychology from the University of
Illinois, Urbana-Champaign and worked as a trainer for the US Army Environmental Research Laboratories. She was an associate at Catalyst, a not-for-profit
research and consulting firm on the advancement of women in the workplace. Her research on racial harassment and discrimination was funded by
the National Institutes of Mental Health in the United States. She has over 30
publications in top-tier, peer-reviewed, journals and over 100 presentations at
peer-reviewed international and disciplinary conferences. She teaches courses
in Negotiation, Team Building, Leadership, Managing Diversity, International
Leadership, Compensation, Selection, Labor Relations, Training and Development, Organizational Behavior and Human Resources at the University of
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NOTES ON CONTRIBUTORS
Toronto. She researches how students develop their critical thinking skills with
experiential learning activities, virtually, and with problem-based team projects.
Matevž (Matt) Rašković is an Associate Professor of International Business &
Strategy at Auckland University of Technology in New Zealand. He is also an
Adjunct Full Professor of International Business at the School of Economics
and Business, University of Ljubljana in Slovenia, and a Visiting Professor at
Zhejiang University Management School in China. Matt was a 2017 Fulbright
Fellow at Harvard University, FAS Sociology, where he got passionate about
the social and nonmarket aspects of international business. As a researcher,
he works primarily with social identity theory, socio-cognitive theory, and
institutional theory. Matt currently serves as Vice-President Administration at
the Academy of International Business (AIB), as well as Vice-Chair Digital
Communications at the AIB Teaching & Education Shared Interest Group.
As a founding member of the AIB Diversity & Inclusion taskforce, Matt has a
keen interest in advancing diversity, equity, and inclusion within international
business education. Matt is the recipient of the 2019 Victoria University of
Wellington Teaching Excellence Award and was a former Director of Learning
and Teaching at Victoria University of Wellington’s School of Marketing and
International Business. He aims to spark passionate curiosity through storytelling as a pedagogical tool which fosters a sense of belonging and global
citizenship. In his free time, Matt likes to run, hike, and explore the South
Pacific. He is also a Senior Editor with the International Journal of Emerging
Markets (Emerald) and an Associate Editor with the Asia Europe Journal
(Springer).
Arto Reiman (D.Sc. (Tech.)) is a research team leader at the University of
Oulu, Finland. His research team focuses on well-being at work and productivity under the discipline of Industrial Engineering and Management in
the Faculty of Technology. Reiman is also an Adjunct Professor at Tampere
University. His current research interests relate to designing and management
of sustainable work from the perspectives of human factors and safety. Reiman
has supervised students from the bachelor level to doctoral level. In addition,
he constantly teaches and trains people inside and outside the academia. At
the university, Reiman teaches courses on the basics of occupational safety and
well-being at work, human factors and technology, corporate social responsibility, and human resources management. In fall 2022 Reiman was awarded
a University Award by the University of Oulu for a well-designed course on
the “Basics of well-being and safety at work”. Reiman acted as the chair of the
Finnish Ergonomics Society for four years from 2019 to 2022. In addition, he
has been on the Board of the Nordics Ergonomics and Human Factors Society
for three years. Currently, he is the Finnish representative in the Federation of
European Ergonomics Societies. For many years, Reiman has also participated
in national ergonomics standardization activities.
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xxv
Jaffa Romain completed her Master of Science in Biostatistics from the Dalla
Lana School of Public Health and a Bachelor of Science in Statistics, both
from the University of Toronto. Her most recent pedagogical research experience examines student engagement, performance analytics, and leadership
skill development within diverse student groups. She served as a research
associate for the Sustainable Farming Project, where she assisted in coordinating and participating in experiential learning activities. These activities
were designed to immerse students in sustainable agriculture practices, thereby
bridging the gap between theoretical knowledge and real-world application,
and emphasizing the importance of sustainable practices in everyday life.
Katharina Salomon is a research associate in the Competence Team Change
for Corporate Sustainability at FHWien of WKW. She studied Environmental
and Bio-Resource Management in Vienna and Spain and Global Sustainability
Sciences in Germany and the US. During her studies, she worked for a social
business and developed an e-learning platform on menstruation and sustainable hygiene products. At FHWien of WKW she researches and teaches in the
areas of sustainability competencies and responsible corporate management.
Her main interests are education for sustainable development and the role of
inner transformation for sustainability.
Heike Schinnenburg is a Professor of Business Management and HRM at the
University of Applied Sciences Osnabrück, Germany. She is Program Director
for the Master of Business Management and has extensive teaching experience
overseas, with a particular focus on China and India, including workshops on
career management and gender. In her courses, she enjoys using case studies to
encourage students to reflect on their own values and preferences and to make
good personal choices. Her focal areas of interest are International HRM,
talent management, career decisions, and gender as well as Change Management for ecological and social sustainability. She has published various case
studies, book chapters, and articles in peer-reviewed journals. She co-facilitated
the Global Classroom involving students from all over the world studying in
Germany and South Africa.
Marina A. Schmitz serves as a Lecturer at the Coca-Cola Chair of Sustainable
Development at IEDC-Bled School of Management in Bled, Slovenia. She
draws on several years of work experience as a Lecturer, Research Associate,
and Project Manager at the Center for Advanced Sustainable Management
(CASM) at the CBS International Business School in Cologne, Germany.
Marina is passionate about challenging the status quo of how we understand
and teach economy and management-related content to our students. To
accomplish this goal and to create a more inclusive and sustainable society and
business environment, she seeks the exchange with fellow educators and practitioners. She is currently involved in various international research projects
dedicated to innovative pedagogy and engaged scholarship and pursuing her
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NOTES ON CONTRIBUTORS
doctorate at the Chair of Human Resources Management and Asian Business
at the University of Göttingen, where she also worked as a Research Associate
for several years. She further holds professional experience in sustainability
consulting and business transformation.
Julio C. Serrano is a practitioner at the forefront of AI business applications.
He was born in El Salvador and currently resides in Finland. He holds a BA
in Business Administration with a minor in Finance from Ave Maria University, Florida, USA, and an MSc in Strategic Business Development from the
University of Vaasa, Finland. His master’s thesis, titled “Bridging Educational
Frontiers, AI-Adaptive Learning, Subscription Strategies, and the Quest for
Global Online MBA Accessibility,” was about the use of AI and subscriptionbased pricing models to make online MBA programs accessible to developing
countries. Notably, Julio pioneered the use of ChatGPT as a research assistant,
employing it as a coding software for content analysis. He develops business strategies and marketing campaigns for the University of Vaasa Executive
Education Inc., a subsidiary of the University of Vaasa. His expertise in integrating AI into processes has yielded measurable results, solidifying his position
as an early adopter and result-oriented AI practitioner. Before his move to
Finland, Julio served as a university lecturer and operations manager for a
security services company in El Salvador. He was a lecturer in the Faculty of
Economy at Universidad Dr. Jose Matias Delgado in El Salvador.
Aušrinė Šilenskytė is a Program Manager (Bachelor’s in International Business) and an Ambassador for Internationalization at the School of Management, University of Vaasa, Finland. She also serves as a Chair at the Academy
of International Business Teaching and Education Shared Interest Group and
is a Governing Board member at the AIB-CIBER Doctoral Academy. Šilenskytė holds a Ph.D. in the area of international management, is an alumnus
of the prestigious Nord-IB program, and her research centers around strategy
implementation, blockchain adoption in international business management,
and innovations in business education, particularly related to social sustainability. Aušrinė teaches various topics related to international management to
undergraduates, master’s degree learners, as well as professionals in continuous education. Aušrinė has received several international awards for her
research and as an educator, including recognition for courses of hers such as
“Diversity Management.” As a mentor and in various train-the-trainer seminars, Aušrinė has supported faculty members in adopting digital innovations
and ensuring inclusivity in their teaching practices. Before joining academia,
Aušrinė worked in managerial positions in Lithuania and Egypt. Throughout
her academic career, she has consulted international Finnish firms and engaged
in project work aimed at achieving socio-economic sustainability through
industry–academia collaborations.
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NOTES ON CONTRIBUTORS
xxvii
Saloni Sinha is a faculty of Communication, Future Skills & Theater at
the Birla Institute of Management Technology, India. She is a gold medallist in Linguistics from Jawaharlal Nehru University, New Delhi. She is
contributing valuably, nationally, and internationally, through her teaching,
research, training, and keynotes in the domains of innovative pedagogy, development communication, intercultural communication, employability skills,
corporate communication, education technology, and bilingual translation.
Her symposia on creative and art-based pedagogy have been selected in AOM
Annual Meeting 2022 and 2023 where she was also recognized as the Best
Reviewer and Outstanding Reviewer respectively by MED-AOM. She has
recently developed “SINHA’s COVID SEL 5X7 Matrix”—a novel socioemotional learning framework for educators. She has contributed to designing
the first-ever DEI curriculum in India designed by Axis Bank. She is the recipient of the Youth Icon Award 2018 for her “Theater for Social Change”
initiatives. She is on the core team of the Green Literature Festival in India
and has also curated the popular BIMTECH Business Literature Festival. She
is a trustee of Rajbala Foundation, an Indian not-for-profit dedicated to education and health. She is also a member of Yunus Social Business Centre (at
BIMTECH), which was founded by Nobel Laureate Prof Muhammad Yunus.
She is empaneled as a casual translator in the Prime Minister’s Unit at the
Press Information Bureau of the Government of India.
Helen Lawton Smith is Professor of Entrepreneurship, Department of
Management, Birkbeck, University of London. Her research career has
focused on the links among entrepreneurship, innovation, public policy,
and regional development in national and international contexts. She is the
Director of the Centre for Innovation Management Research (bbk.ac.uk/
cimr). She is the Founder and Research Director of the Oxfordshire Economic
Observatory in the School of Geography and the Environment, Oxford
University. Her research focuses on the links among knowledge, skills, and the
entrepreneurial bases of regions and economic development. Her research has
been funded by national and international research and policy agencies. Her
current research concerns geographies of support for minority entrepreneurs.
Her most recent research on innovative, disabled entrepreneurs has been
funded by Innovate UK, the UK government’s innovation agency. Helen is
the author of three monographs, editor of 11 books, and author of 160+
journal articles and book chapters.
Melodena Stephens is a Professor of Innovation & Technology Governance,
Mohammed Bin Rashid School of Government (MBRSG) in Dubai, UAE.
She has three decades of corporate, academic, and consulting experience.
She has lived, worked, and researched in India, the USA, Taiwan, the UAE,
and Germany. She has held various leadership roles in both the private and
academic sectors, and is on the advisory boards of several organizations. She
has won several teaching and research awards, including two National Research
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xxviii
NOTES ON CONTRIBUTORS
Foundation grants. Her expertise is in strategy in areas like agile government,
innovation, brand building, and crisis management. She loves to write, and
among her many publications has 14 books, the most recent being AI Enabled
Business: A Smart Decision Kit and Business with Purpose: Advancing Social
Enterprise. She is the founder of the Academy of International Business—
Middle East North Africa Chapter, which has published over 110 cases and
opinion pieces to promote awareness, research, and teaching in the MENA.
Melodena was the co-host of the AIB 2017 Dubai annual conference. She
serves on several AI ethics committees in IEEE SA and on the Agile Nations
metaverse governance task force.
Benito L. Teehankee is a Full Professor at the Department of Management and Organization of the Ramon V. del Rosario College of Business at
De La Salle University, where he teaches strategic management and action
research. He is a Principles for Responsible Management Education (PRME)
i5 Expert Pedagogy Group member. He is Vice-Chair of the Shared Prosperity
Committee of the Management Association of the Philippines where he advocates for social sustainability practices among the leading Philippine business
firms.
Nirusha Thavarajah completed her Ph.D. in Synthetic Organic Chemistry
at the University of Toronto and a postdoctoral fellowship at the Ontario
Institute for Cancer. She has a Master of Law in Intellectual Property Law
(LLM) from the Osgoode Hall Law School at York University and a Master
of Education (MEd) from the University of Ontario Institute of Technology
specializing in Higher Education. She held lecturer positions at the University of Toronto (St George, Scarborough, and Mississauga campuses), and
at York University. In 2017, she became an Assistant Professor, Teaching
Stream, and Biochemistry program Supervisor at the Department of Physical and Environmental Sciences University of Toronto Scarborough and
was promoted to Associate Professor, Teaching Stream in 2023. Professor
Thavarajah has two decades of teaching experience in a broad spectrum of
chemistry courses including research study courses. Her research interests
include developing nanotechnology-integrated sustainable agricultural practices. Her pedagogical research includes developing methodologies to enhance
student engagement. Several grants support her research, including experiential learning and Global classroom grants and she has over 25+ publications
and presented her work in several national and international conferences.
Throughout her academic career she has established strong partnerships and
collaborations internationally. In recognition of her sustained level of excellence in teaching at the undergraduate level and service, she has received
numerous teaching awards and Dean’s Merit awards. Her research was recognized by the Young Investigator Award and the Junior Faculty Award for
Excellence in Science Education by the Technological Advances in Science
Medicine and Engineering Conference.
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NOTES ON CONTRIBUTORS
xxix
Lenka Theodoulides is an Assistant Professor at the Faculty of Economics
at Matej Bel University in Slovakia. She is an alumnus of MBA programs
at Swinburne University of Technology, Australia and Cyprus Institute of
Management, Cyprus. Lenka holds a Ph.D. in management and corporate
economics. Her research focuses on socio-economic issues such as leadership
as well as diversity-related topics such as intercultural issues, as well as social
innovations. She teaches various topics related to management for undergraduates, management of innovations, and international management for master’s
degree students, as well as life-long learning programs. Theodoulides is a coauthor of the innovative method called Critical Reflection Analysis, which
has been implemented in research activities as well as in education practice. Lenka is a certified trainer in leadership, awarded by Achieve Global
Corp., US, and conducts training activities on the development of interpersonal skills. She has been active in implementing innovative teaching practices
based on critical thinking and coaching in higher education. Prior to her
academic career, Lenka worked in managerial positions at several production
and consulting companies in Slovakia and abroad. She has cooperated with
Slovak and international companies throughout several projects focusing on
developing academia-practice collaborations.
Soo Min Toh is a Professor of organizational behavior and human resource
management at the University of Toronto, and Visiting Fellow at the University of Edinburgh Business School. Soo Min’s research primarily seeks to
understand how human natural tendencies cause us to miss important opportunities for leadership, cooperation across groups, and building success and
well-being for individuals, organizations, and nations. Her work has involved
organizations around the world and produced practical managerial insights
in the areas of organizational culture change, leadership, cooperation, wellbeing, and cross-cultural management. In addition to publishing and editing
in major academic and practitioner journals in the disciplines of management
and psychology, Soo Min is Co-Editor of a Routledge volume on expatriates and managing global mobility, and her work is frequently featured in the
media. Her work on women leaders was also recently recognized by winning
the Academy of Management’s Transnational Research Award.
Hellen López Valladares is a Professor and researcher at the School of
Management of the Pontifical Catholic University of Peru (PUCP). Master
in International Development, Poverty and Inequality from the University of
Manchester, United Kingdom. Social Manager from the Pontifical Catholic
University of Peru—PUCP. She is part of the Group of Studies in Organizational Growth and Coordinator of the Social Mention of the School of
Management. Hellen teaches topics related to Social management, Fundamental of Management, and Social project design as well as professionals in
continuous education in the program she designs called Entrepreneurship and
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xxx
NOTES ON CONTRIBUTORS
Social Innovation. She has experience in the design, monitoring, and evaluation of social projects that promote entrepreneurship and mainly female
entrepreneurship. She researches and publishes academic papers on social
entrepreneurship, social innovation, business growth, inclusive sanitation, and
sustainable business models. Hellen has received in two times innovation
funds for university teaching and present in conferences the results of these
innovations.
Nukhet Vardar is the Director of Brands Whisper’s Consultancy Ltd. (former
El Izi Communications UK Consultancy), providing consultancy through
her London-based edtech company, developing innovative online teaching
tools and adapting them to international markets, while working as a Senior
Lecturer in London. Following her MSc and Ph.D. in International Marketing
from Univ. of Manchester Institute of Science &Technology, UK, Vardar
pursued an academic career while working for the industry since 1985. Her
teaching career started at the Univ. of Manchester in 1987 and continued
at universities in Turkey. Her last full-time appointment was as a marketing
professor (2004) at Yeditepe University, Istanbul. Her research interests are in
international marketing/advertising, brand development, with a special focus
on case writing, new pedagogy development for business studies, and innovative teaching methods. She is the idea developer, initiator, and executor of
Brands Whisper’g ® video case collection, consisting of 40+ teaching-related
materials for Marketing distributed by The Case Centre since 2018. As part of
an Erasmus+ project team, she received the Academy of International Business
(AIB) 2023 Teaching Innovation Award with the MNC Whispering video case
collection. She has 30+ cases published by Sage Online USA, Emerald Publications, HSTalks series, and The Case Centre. She is the author of thirteen
books. Her first book, Global advertising: Rhyme or reason? first published in
London in 1992, was translated into Korean in 1998 and is still being sold on
Amazon.com.
Riitta Viitala is a Professor affiliated with the Management unit at the University of Vaasa. Her research and teaching have centered around the significance
of personnel management and leadership as crucial factors contributing to
both employee well-being and company success. Prior to her academic career,
she held personnel management positions in both private and public sectors.
Furthermore, she has authored textbooks in this field, provided consultancy to
organizations on personnel management development, and served on multiple
boards.
Bridget de Villiers is a Senior Lecturer within the School of Industrial
Psychology and Human Resources at Nelson Mandela University, located
in Gqeberha, South Africa. Her industry experience informs her teaching
in strategic human resource management, human resource practice, talent
management, and HR metrics and analytics. She supervises master and
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NOTES ON CONTRIBUTORS
xxxi
doctoral candidates, has authored a chapter in an academic textbook on
measuring human resource management, and has published on career selfefficacy, performance management, student engagement, and positive work
experience. She was instrumental in facilitating a Pay-it-Forward community
outreach initiative among students aimed at fostering social consciousness
and corporate social responsibility. Her research interests include student
engagement, ethical leadership, talent management, and a humanizing work
environment. She co-facilitated the Global Classroom initiative involving
students from Germany and in South Africa. She has a heart for people
development and engages in the mentoring of early career academics and
students.
Amanda Werner is Director of the School of Industrial Psychology and
Human Resources at Nelson Mandela University, located in Gqeberha, South
Africa. She facilitates learning and teaching in the fields of Organizational
Behavior and Organizational Change and supervises master and doctoral
candidates. She has co-authored and/or edited academic textbooks related to
organizational behavior, psychology in the work context, and human resource
management. She has published on aspects related to diversity management,
talent development, organizational culture, and cross-cultural integration.
In addition to co-facilitating the Global Class initiative involving students
studying in Germany and in South Africa, she also participated in a cultural
intelligence conference in America, co-assessed international student projects
in the Netherlands, and presented on diversity in HR during an online
international week hosted in Germany.
Yu Wei Ye is a Ph.D. candidate at the Ted Rogers School of Management, Toronto Metropolitan University. She has an academic background
in Economics and International Entrepreneurship, and her academic explorations encompass but are not confined to, the innovation strategies of Small
and Medium-Sized Enterprises (SMEs) in today’s digitized, global context.
Prior to her doctoral pursuits, Yu Wei amassed a rich tapestry of industry
and managerial experience, showcasing her adeptness at global thinking and
stakeholder engagement.
Sulu Zhambyl is a BA student in Media and Communication from Korea
University. Her academic works include gender representation in Asian media,
new media and technologies, and media and cultural diversity in Asia. Sulu is
proficient in Russian, Kazakh, Korean, and English, with six years of experience
teaching English in a volunteer program in Kazakhstan. Sulu has completed
cultural exchange programs in Kazakhstan and the US. Currently, Sulu is
an awardee of the Global Korea Scholarship and frequently interprets for
Kazakhstani-Korea official events.
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xxxii
NOTES ON CONTRIBUTORS
Xu Zhang is an Associate Professor of Economics and Chairperson of Department of Economics at Farmingdale State College (SUNY) in the United
States. Zhang completed her Ph.D. at Binghamton University and her undergraduate studies at Xiamen University of China. Her research interests lie in
the areas of labor, gender economics, and financial vulnerability. In addition,
Zhang has been engaged in program assessments and innovative teaching
practices in both in-person and distance learning courses, including Intro
to Personal Finance, Principles of Macro/Micro Economics, Economics of
Labor, Gender Economics, and Cost Benefit Analysis. Her passion for bringing
active learning and real-world examples into the classroom has led to pedagogical experiments in using technology-enhanced tools, such as instantaneous
response systems, games, and simulations, as well as applied learning projects
to foster interactive learning environment and applied learning experience.
Gerda Žigienė is a Professor of Finance, Fintech, and Sustainability at the
Kaunas University of Technology, a Visiting Professor at ESDES Business
School.She is also an expert in educational management at the ECIU (European Consortium of Innovative Universities), working on the concept of
flexible learning pathways, and has expertise in the design and implementation of micro-credentials, as well as the integration of challenge-based learning
methods into the study process. Gerda is the initiator and developer of several
study programs, including the specialized study program SkilledFintech, which
is built by bringing together interdisciplinary groups of students from mathematics, computer science and economics disciplines. Gerda is actively involved
in the development of Lithuania as a fintech hub together with governmental
institutions. She is also a holder of the Sustainable Business Development
Programme certificate of the Cambridge Institute for Sustainable Leadership,
as well as CESGA (Chartered ESG Analyst) issued by EFFAS (European
Federation of Financial Analysts Societies) certificate, and runs a business
consultancy in Fintech application for sustainability solutions.
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List of Figures
Fig. 5.1
Fig. 7.1
Fig. 8.1
Fig. 9.1
Fig. 11.1
Fig. 12.1
Fig. 13.1
Fig. 15.1
Fig. 17.1
Fig. 18.1
Fig. 19.1
Fig. 20.1
Fig. 20.2
Process of teaching social impact measurement (Authors’ own
elaboration)
Antenarrative imaginaries of social sustainability: A method
for learning about social sustainability (Authors’ own
elaboration)
Example of the logo produced by Midjourney for a fictional
digital streaming service for customers with hearing impairments
Framework integrating sustainability competencies
into an iterative sustainability problem-solving process. Source
Simplified from Brundiers et al. (2021)
The business model canvas for Open Energy Labs (OEL)
(Source Author’s own elaboration)
An international business educators’ storytelling framework
for social sustainability pedagogy (Source Own depiction;
inspired by Storr [2019], as well as Dessart and Standaert
[2023])
Teaching approach, method, and educational resource (Source
Authors’ own elaboration)
Interdisciplinary course designed to engage students in issues
relating to social inequity: An Example
Cumulative results of the pre-test and post-test assessment
(Source Author’s own elaboration)
Role of Gamification in Teaching Social Responsibility (Source
Authors’ own elaboration)
Transforming misunderstandings to rich points (Author’s own
elaboration)
Factors affecting quality management action research (Adapted
from Coghlan [2019])
The action research cycle (Source Adapted from Coghlan
[2019])
99
132
154
171
220
232
245
292
337
360
368
387
388
xxxiii
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xxxiv
LIST OF FIGURES
Fig. 20.3
Fig. 21.1
Fig. 25.1
Fig. 25.2
Fig. 26.1
Fig. 27.1
Force-field analysis causal diagramming of decreasing
international online course engagement, with planned
interventions (based on the lead author’s action research
project)
Theoretical framework for case study analysis (authors’ own
creation)
The theory of planned behavior (Ajzen, 1991)
Principles for sustainability education design for social
sustainability behavior outcomes
DigCompEdu framework in a nutshell (Source European
Union 2017, CC BY 4.0)
A social innovation approach for inclusive ecosystems,
education framework for IEEPD, elaborated in Kaletka et al.
(2016) and Krüger and David (2020)
395
419
490
494
515
534
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List of Tables
Table 1.1
Table 2.1
Table 2.2
Table 3.1
Table 5.1
Table 5.2
Table 6.1
Table 6.2
Table 8.1
Table 9.1
Table 9.2
Table 13.1
Table 14.1
Table 14.2
Table 14.3
Table 16.1
Table 17.1
Table 17.2
Table 17.3
Table 18.1
Contributions in this handbook evaluated against the themes
of social sustainability and SDGs covered, and teaching
innovation type
Roadmap for integrating CE principles in global strategic
management
Social outcomes provided by MNCs adopting R-strategies
and corresponding SDGs
Integrating HF/E into the business curriculum by addressing
all six cognitive levels identified by Bloom (1956)
Summary of different social impact measurement methods
suitable for teaching social impact
Social impact measurement process, adapted from UNEP
worksheet
Baron’s 4 I’s guide to nonmarket strategies
Tasks for developing a nonmarket plan
Kolb’s experiential learning stages defined for the context
of teaching digital business
Abbreviated definitions of sustainability competencies based
on Brundiers et al. (2021)
Examples of learning objectives and activities, and key
competencies and learning dimensions targeted
Designing podcast episodes with SDG content
Self-directed vs teacher-directed learning
Selected practices in applied theater fostering social change
The structure of the CETT course
Summary of the four stages in the diverse minds problem
solving method
General structure of the assessment for evaluating parameters
by using CRA in step four
Structure of a guided discussion implementing CRA step three
An illustrative example of the assessment process
Goals of using gamification in teaching social responsibility
12
32
39
54
93
100
114
120
153
170
173
248
264
270
274
310
329
332
334
349
xxxv
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xxxvi
LIST OF TABLES
Table 20.1
Table 21.1
Table 21.2
Table 21.3
Table 23.1
Table 23.2
Table 24.1
Table 24.2
Table 24.3
Table 25.1
Table 28.1
Basic management action research skills taught to learners
Teaching plan
Alternative Teaching Plan
Case study issues (Authors’ own elaboration)
Teaching plan
Alternative Teaching plan
Overview of core business concepts related to sustainability
in management education
The four pillars of the sustainability mindset
Examples of identifying social issues in the fishing,
automotive, and agriculture industries, using the three
dimensions of the sustainability mindset
Sustainability education desiring social sustainability
behaviors: activity and assessment program (Authors’ own
elaboration)
Examples of spillover effects of writing teaching cases
resulting in other research output and broader scholarly
impact (Authors’ own elaboration)
389
415
416
418
455
456
469
472
478
496
563
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CHAPTER 1
Introduction: Social Sustainability in Business
Education
Aušrinė Šilenskytė , Miguel Cordova , Marina A. Schmitz ,
and Soo Min Toh
1.1
The Concept of Social Sustainability
and Its Importance for Business and Society
Social sustainability has been, and to some extent remains, a mysterious and
somewhat fuzzy concept. The term “social sustainability” is used when referring to different meanings and perspectives, ranging from issues related to
justice, inclusion, equity, equality, democracy, social capital, and human skills,
to issues concerning human rights, improving the health and well-being of
the community, and preserving social values, cultural identity, and traditions
(Ajmal et al., 2018; Vallance et al., 2011). The lack of a clear definition
and conceptualization stems from several reasons. Social sustainability has
been discussed and researched much less than the other two dimensions of
A. Šilenskytė (B)
University of Vaasa, Vaasa, Finland
e-mail: ausrine.silenskyte@uwasa.fi
M. Cordova
Pontificia Universidad Católica del Perú (PUCP), Lima, Peru
e-mail: cordova.miguel@pucp.edu.pe
M. A. Schmitz
IEDC-Bled School of Management, Bled, Slovenia
e-mail: marina.schmitz@iedc.si
S. M. Toh
University of Toronto, Toronto, ON, Canada
e-mail: soomin.toh@utoronto.ca
1
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2
A. ŠILENSKYTĖ ET AL.
sustainability—environmental and economic (Ajmal et al., 2018; Eizenberg &
Jabareen, 2017). Also, it has been acknowledged that all sustainability dimensions are wicked (i.e., complex, messy, contextual, socially appraised, and
without good/bad or true/false solutions, as solving one issue may create
a problem with another [Rašković, 2022]), by their nature. However, social
sustainability in particular is characterized by wickedness since social norms,
values, ethics, and the understanding of good and bad are as diverse as the
global population.
Moreover, social sustainability’s relationship with the other sustainability
dimensions is fuzzy. Some scholars treat social sustainability as a stand-alone
dimension, unrelated to the other two, whereas others argue that social
sustainability is a fundamental building block for the environmental and
economic sustainability dimensions, because no change can be achieved in
the absence of social structures and without social action being taken (Boyer
et al., 2016). For example, socially disadvantaged people on the edge of or in
poverty “will not interpret … additional taxes as a means of countering climate
change, but as an impediment to heating their homes adequately” (Vallance
et al., 2011, p. 345). Therefore, it remains unclear whether the conceptualization of social sustainability as it stands is sufficient, or it should be
discussed as a socio-economic and socio-environmental phenomenon. Given
the above, social sustainability requires closer attention and further research
within business, policymaking, and educational spheres.
Social sustainability has proven difficult to conceptualize in many aspects
and across different contexts, but particularly in the business context. This is
because of the diversity of the involved stakeholders, whose interests need to
be addressed when defining and conceptualizing it (Ajmal et al., 2018; Foot &
Ross, 2004). Yet, with the increasing stakeholder pressures to establish a clear
conceptualization and measurements of social sustainability, and widespread
legal requirements to report business efforts toward all three dimensions
of sustainability (Ajmal et al., 2018), several ways of comprehending and
acknowledging social sustainability in business have emerged. The current
conceptualization of social sustainability in business is cross-disciplinary, very
broad, and crystalizes around three major themes: (1) Safety and security (i.e.,
fair labor practices, health and safety at work); (2) Learning and growth (i.e.,
education and training, job security, employment); and (3) Community development (i.e., diversity, equity, and inclusion, social involvement, human rights,
consumer and product responsibility) (Ajmal et al., 2018). Each of the themes
carries a significant agenda for research and for businesses striving toward
social sustainability.
The three themes of social sustainability have also been incorporated into a
few specific models for developing business or economic activity. For instance,
scholars have been exploring how social sustainability aspects can be incorporated into the circular economy business model (i.e., Mies & Gold, 2021;
Moreau et al., 2017; Padilla-Rivera et al., 2020). The notion of a circular
economy (CE) is a sustainability-oriented business model which suggests that
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
3
resources in any economic activity, and business in particular, should be used
in a circular (i.e., reused, refurbished, recycled, repurposed, etc.) instead of
linear (i.e., take-make-dispose) manner to reduce the environmental impacts
of business operations and to maximize resource efficiency (Mies & Gold,
2021; Moreau et al., 2017). While initially the CE was studied with a focus
on environmental, technological, and economic aspects, with the use of physical resources explored in a circular way (Mies & Gold, 2021; Padilla-Rivera
et al., 2020), the understanding of the necessity to explore social aspects when
adopting such revolutionary business models is growing. Moreau et al. (2017)
argue that achieving CE environmental and material-use goals is not possible
unless the CE’s social dimension is considered. Mies and Gold (2021) add that
a transition toward circularity is only possible if business models, consumption
practices, and other social aspects change together with production practices or
technologies, allowing for a circular and efficient use of materials and energy.
The importance of addressing the social dimension, together with the
environmental and economic sustainability dimensions, is also visible in the
global guidelines for sustainability defined within the United Nations’ Sustainable Development Goals (SDGs). These global priorities, which apply to
every member of society and every organization, including businesses, their
managers, and employees, call for a collective addressing of social issues.
These social issues are SDG 1 (No Poverty), SDG 2 (Zero Hunger), SDG 3
(Good Health and Well-being), SDG 4 (Quality Education), SDG 5 (Gender
Equality), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry,
Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), SDG 12
(Responsible Production and Consumption), and SDG 16 (Peace, Justice,
and Strong Institutions). SDG 17 encourages partnerships among all the
SDGs, which collectively represent three dimensions of sustainability—social,
environmental, and economic.
Thus, more than half of the UN SDGs speak to social sustainability despite
global discourses primarily being focused on environment-oriented themes,
such as climate change, deforestation, or a lack of clean water. The extensive
focus on social issues within the SDGs is understandable because most of the
environmental, economic, and social challenges are caused by human activity.
Also, as illustrated in the example above, where people in poverty might interpret taxes aimed at tackling climate change as a threat to their well-being,
most of the solutions to environmental, economic, and social challenges may
only become feasible once society’s needs have been addressed and people can
open up to thinking beyond the circle of their daily burdens. It is here where
the so-called grand societal challenges show their “wicked” side, as complex
and complicated problems arising from the competing and conflicting needs
of different stakeholders (van Tulder & van Mil, 2022).
In the business context, a similar example could be as follows: employees
discriminated against, unhealthy, or working in poor conditions are unlikely
to think about the firm’s strategy, which requires them to focus on a more
efficient use of the firm’s resources, or to create innovations that will make
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4
A. ŠILENSKYTĖ ET AL.
the firm’s products more environmentally friendly. On the other hand, appropriate treatment of employees, inclusion and the appreciation of diversity,
and the alignment of individual and firm needs can all lead to the workforce
being more committed to the firm’s strategic goals, and being innovative and
reciprocal (Machado & Davim, 2018; Shore et al., 2011; Šilenskytė, 2020;
Šilenskytė et al., 2022). This offers a better chance to achieve economic, environmental, and social sustainability, providing such aims were embedded in
the firm’s strategic goals that the employees were requested to implement.
Therefore, when considering sustainable business in a broader sense, or
more specifically, sustainability-oriented business models, such as the CE, the
social dimension of sustainability seems to be integral, or at least vital to
consider. In this regard, the next, naturally arising question then becomes
how to design, implement, monitor, and assess actions toward social sustainability, if they are primarily intangible by nature, and socially co-constructed
and appraised. The latter has led to some social sustainability indicators being
more political, and lacking plausibility or rigorous foundations (Eizenberg &
Jabareen, 2017), concerned only with an organization’s impact on the social
systems within which it operates, or focused primarily on its stakeholder impact
(Mies & Gold, 2021). Imperfect directions and measures for business are
obstacles to setting goals, implementing them, and measuring their results
(Kaplan & Norton, 2006).
As a result, various Environmental, Social, and Governance (ESG) standards and reporting forms have been designed to capture a variety of social
issues within the context of business. For instance, the Global Reporting Initiative Standards (GRI, n.d.) include standards for assessing and reporting on
social sustainability issues, such as employment, labor/management relations,
occupational health and safety, training and education, diversity and equal
opportunity, non-discrimination, child labor, forced or compulsory labor,
supplier social assessment, customer health and safety, and customer privacy.
EcoVadis,1 the world’s largest provider of business sustainability ratings, which
issues medals to firms for their sustainability performance, gives significant
importance to social sustainability issues, assessing ethics, labor and human
rights, and sustainable procurement aspects, in addition to the environmental
performance of firms. Based on these themes, they also provide enterprises
with solutions for reporting sustainability. Other standards of similar kind are
International Sustainability Standards Board (ISSB), Corporate Sustainability
Due Diligence Directive (CS3D), Corporate Sustainability Reporting Directive (CSRD), and the European Sustainability Reporting Standard (ESRS).
It would seem that we might already have all the necessary building blocks
for addressing social sustainability in business and through business activities. Yet, myriad social challenges remain present globally and, when left
unaddressed, can fester into more significant problems (van Tulder & van
Mil, 2022). Why is this so? Solving social issues through accounting-type
1 https://ecovadis.com/.
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1
INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
5
thinking, captured in various reporting initiatives and sustainability standards, hardly does justice to their wicked nature and does not reflect the
complexities involved. Reporting systems and numbers do not address social
evaluations, stakeholder interpretations, and interplay of their interests, relationships, emotions and feelings, and the cognitive limitations of human
beings that are involved when we consider social aspects. “Expanded readings of social sustainability indicate the need to rely less on ‘objective data’ and
‘scientific evidence’ to stimulate changed human perspectives ” and behaviors;
instead, the integration of facts based on rigorous measurements, practitioner
views, and social interpretations of the broader society are needed to achieve
the change toward social sustainability (Vallance et al., 2011, p. 347).
Next, reporting systems do not capture the multilevel ethos of social
sustainability. Thinking based on setting goals in business, communicating
them to stakeholders, and measuring and reporting the achievement of the
set goals is based on the assumption that the goals are understood, interpreted, and enacted in a linear manner across all levels of analysis, such as
the corporate, unit, function, team, and individual levels, thus making the
linearly intended impact within and outside of (i.e., in the community, or
at the national or supranational level) the organization (Šilenskytė & Smale,
2021). However, for several decades, the limitations of such thinking about
business management have been discussed, pointing to the fact that these relationships are not linear and that social outcomes at different levels of analysis
emerge through diverse interpretations, actions, and interactions of individuals
(Felin et al., 2015; Foss & Pedersen, 2019; Jepperson & Meyer, 2011; Šilenskytė & Smale, 2021; Šilenskytė et al., 2022). This has vast implications for
the way we approach the ethos of social sustainability in the business context.
For example, shall we discuss social sustainability in business as a process,
thereby focusing on the development of socially sustainable processes in business; shall we discuss it as an outcome within business and society; or shall we
discuss it as both—recognizing the multilevel, multidimensional (wicked and
interconnected with the environmental and economic dimensions) nature of
this phenomenon that leads to wicked outcomes in business and society? The
multilevel aspects have barely been captured in the current conceptualization
of social sustainability, and yet they need to be considered when addressing it
in business and through business activities.
However, capturing all the above requires a specific mindset, and a wide
range of knowledge and skills, many of which are cross-disciplinary. This
required set can be conceptualized as multiple forms of intelligence that
“include cognitive, emotional, technological, political, ethical, and cultural
forms ” (Kovoor-Misra, 2020, p. 155). This is why we decided to develop
a book that would help go beyond the accounting-type thinking on social
sustainability, and support the development of business professionals’ knowledge, skills, and mindsets in such a way that would entirely embrace the
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6
A. ŠILENSKYTĖ ET AL.
complexity of social sustainability, enabling them to lead change toward
sustainable development through business activities.
1.2
The Aims of the Book: Building Business
Education That Nurtures Social Sustainability
Universities are places of social development that inspire and provoke, question
and answer, build beliefs and destroy myths, that delve into the depths of the
past and rise into the heights of the future, that debate the metaphysics of
existence, yet create models to decode the mind – the university represents a
way of life. (Chandra, 2017, p. 9)
Education is the “consciousness of society” and one of the primary enablers
of positive social change globally. The purpose of higher education institutions
(HEIs) is to create (1) citizenship (i.e., growing enlightened citizens who are
capable of using their privilege of education to create sustainable private and
public goods), (2) a path to vocation (i.e., providing means for accessing and
succeeding in (self-)employment), and (3) love for learning (i.e., creating an
educational environment that instills curiosity and engages learners in understanding and debating the quality of the businesses and society we build)
(Chandra, 2017). These three components of HEIs’ purpose, as argued by
Chandra (2017), are present in the “universities that matter”. Similar ideals
for HEIs are widely promoted by global university accrediting bodies, such as
the Association to Advance Collegiate Schools of Business (AACSB), that aim
“to transform business education globally for positive societal impact ” (AACSB,
n.d.; Sewchurran, 2022). Moreover, comparable and even wider expectations
are communicated through the United Nations’ SDG 4 (Quality Education)
that calls for ensuring inclusive, equitable, accessible for all quality education,
including lifelong learning opportunities, focused on the knowledge and skills
needed to promote sustainable development (Tonegava, 2022).
The possibility to enable social change globally is particularly pertinent in
business education, which sets the standards, practices, directions, and mindset
for conducting economic activity by supplying to the market business graduates who will lead such economic activity (Ajmal et al., 2018; Ghoshal, 2005;
Syed et al., 2010). Therefore, this book is designed with the aim to support
HEIs, especially those providing business education, the managers of business
programs, and educators within them, in the development of educational experiences that will enable (future) business professionals to recognize the equal
importance of citizenship, vocation, and learning. When these three pillars
are rooted in the mindsets, knowledge, and skills of graduates, and in this
way are carried from the HEI into business strategy, management, organizational culture, and daily practices, businesses are more likely to achieve a
wide-reaching impact, especially regarding social sustainability.
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
7
These ideals, however, have not always been followed in practice and some
argue that HEIs have diverged from their primary purpose. Some scholars
claim that HEIs have focused primarily on paving the way to vocation, instead
of creating citizenship and a love for learning on equal terms (Chandra,
2017). Business schools in particular have been criticized for propagating
“amoral theories that freed their students from any sense of moral responsibility” (Ghoshal, 2005, p. 76) and providing an education and developing
mindsets that are incapable of supporting graduates as they address practical and grand challenges (Syed et al., 2010). Moreover, business schools
have been suggested to be paying insufficient attention to the knowledge and
skills needed for responsible management or the implementation of SDGs
(Azmat et al., 2023), and insufficiently considering the wider implications
of environmental changes (e.g., the pandemic and other disasters, revolution
brought about by advanced technologies) (Kovoor-Misra, 2020; Krishnamurthy, 2020), and the contemporary practices and culture that are dominant
in business schools (Kovoor-Misra, 2020). This critique provides a solid foundation for researching the situation in HEIs and seeking to develop restorative
solutions.
Having said that, we do recognize that some HEIs have made significant
developments in holistically fulfilling the purpose of an HEI. If transformation
toward SDG 4, and the availability of quality education within some HEIs, had
not been available, we would not have been able to find and document fascinating teaching innovations (Dieleman et al., 2022) that are being employed
to fulfill HEI ideals striving toward positive social change. In fact, the innovations that we document in this handbook are implemented in all major
geographical regions—South and North America, Europe, Africa, the Middle
East, Asia, Australia, and Oceania. The contributors to this handbook have
demonstrated that teaching innovations supporting the implementation of
social sustainability by developing the mindsets, knowledge, and skills needed
to (re-)solve global challenges through business activities that intersect with
societal and policy issues and make an impact beyond business organizations,
are present in every continent.
Fortified with these tested and highly effective teaching philosophies and
models, as well as the belief that “the teaching objectives of the university ensure
that new skills are infused into society through its graduates ” (Chandra, 2017,
p. 10), this book aims at creating awareness in every HEI, and among the
faculty in them, of the power they have in their hands, thus inspiring more
scholars and HEIs to lead the change toward social sustainability through the
education of (future) business leaders.
However, having the power is insufficient; also having the means to do it is
necessary. There have been a number of calls for research on ways in which the
grand challenges prioritized by the SDGs (van Tulder & van Mil, 2022) can
be addressed (Buckley et al., 2017; George et al., 2016; Ghauri et al., 2021;
Seelos et al., 2023; Sinkovics et al., 2022; van Tulder et al., 2021), and on
embedding SDGs in business education, which is a complex and challenging
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A. ŠILENSKYTĖ ET AL.
process (Azmat et al., 2023; Tonegava, 2022). Answering such calls, our handbook aims to shed light on multiple social sustainability issues to be considered
in business when implementing specific SDGs, discusses research-informed
philosophies and teaching principles that enable the effective development of
the mindset, knowledge, and skills necessary for socially sustainable development in business, and offers educational content, models, activities, and cases
that support the transition from theory about education for sustainable development, to action. Thus, instead of providing another research agenda, this
handbook provides a toolbox comprised of rigorous academic insights and
practical suggestions and best practices, to bring such academic insights into
business programs and classrooms, thereby making the theoretical insights
actionable.
We do acknowledge the strengths and weaknesses arising from this somewhat unorthodox handbook design. For some, for instance, practicing educators, such a book design may appear to be too theoretical, with too little
straightforward instruction for action and implementation. For others, who
focus primarily on academic research, the book design may lack theoretical
depth, rigorous methodology sections, and comprehensive research agendas.
While we recognize and sympathize with such critiques, which obviously have
merit, particularly within the currently dominant thinking frameworks, we
remain true to the choice of a multipronged strategy, which captures a diversity of voices, views, and experiences, as well as acknowledging the inherent
complexities of social sustainability issues across different parts of the world.
This suggests a plethora of research-informed pathways to practice or try out,
while not prescribing a single practical or theoretical solution to be tested or
explored further. Such a strategy enables real change through business education, and overcomes the complexities observed when embedding SDGs in
business education (Azmat et al., 2023).
Often, business “is taught as a technical discipline, with large doses of
accounting, and without providing any understanding of how individuals, organizations, or societies think about relationships, commitments, and contracts ”
(Chandra, 2017, p. 159). However, as discussed in the first section, sustainability is a complex, multilevel, cross-disciplinary, wicked phenomenon that
is hard to fit into a technical framework or accounting-type report, or into
an orthodox, merely fact-based academic lecture. Moreover, social sustainability creates context for facts about environmental and economic dimensions, resulting in diverse social interpretations of them (Vallance et al.,
2011). Therefore, some one-way-fits-all practical or theoretical frameworks for
teaching social sustainability may not be perceived at all as relevant, good, or
appropriate when taken to a different context.
Relevant philosophies or principles that help cherish diversity, well-being,
human rights, and other social-sustainability-related issues, and examples of
some potential ways to implement them in practice, may provide a more meaningful way forward. However, these philosophies or principles should not be
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1
INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
9
taken as generalized theoretical explanations of education for social sustainability. The attempt to impose certain generalized, context-free theories about
teaching social sustainability on HEIs and educators embedded in diverse
societies would expose colonialist, ethnocentric, and supremacist rather than
inclusive thinking. Such generalized and one-way-fits-all thinking is exactly the
thinking that social-sustainability-oriented endeavors are intended to eradicate.
As a result, in this book, by exposing HEIs, their leaders, and their faculty
to a range of philosophies and principles, and demonstrating how they may
be applied in practice within particular contexts, we enhance awareness and
understanding of bringing social sustainability to business education, without
limiting any further choices to innovate and foster social sustainability in ways
that are applicable within the contexts in which business education takes place.
Furthermore, while we aim to encourage action toward creating educational settings for students to learn about social sustainability in business,
with this book, we also aim to create theoretical foundations that can support
educators in self-training, self-reflection, and self-development, necessary to
create transformational faculty capable of educating for social change (KovoorMisra, 2020). Social sustainability and quality education regarding it needs
to be built through cross-disciplinary thinking that requires broad exposure
(Azmat et al., 2023). Cross-disciplinary education is hard to foster if faculty in
research-focused positions have no time or incentives to be exposed to business practice or issues beyond their narrow field; if the teaching faculty do not
consider deepening their knowledge by engaging in philosophical reflections
or academic research; and if practitioners and their organizations are only visitors in business programs (Azmat et al., 2023; Chandra, 2017; Syed et al.,
2010). Social sustainability starts with HEIs that are able to cross the disciplines and dominant mental frameworks (Azmat et al., 2023; Chandra, 2017;
Syed et al., 2010) and rise up to role-model (Kovoor-Misra, 2020) inclusivity
for diverse organizational environments, demonstrating to (future) business
professionals the principles, practices, and behaviors that need to be embedded
in socially sustainable organizations (Šilenskytė & Rašković, 2024).
To achieve this, educators ought never to cease learning, and always remain
passionately curious, recognizing how important such approaches are for
their capability to make a positive impact (Dieleman et al., 2022; Šilenskytė,
2022). Yet, very few faculty members in HEIs have undergone further formal
education after obtaining their highest university degrees, and even fewer
have obtained or further deepened specialized pedagogy or andragogy, i.e.,
the method and practice of teaching adult learners, knowledge and skills.
This book fulfills the needs for further development of faculty competencies,
enabling positive change beyond the business classroom by exposing educators to a wide range of philosophical, theoretical, and practical approaches for
engaging with social sustainability in business education.
The book also broadens educators’ understanding that embedding diversity
at various levels of education (Chandra, 2017; Šilenskytė & Rašković, 2024)
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A. ŠILENSKYTĖ ET AL.
reinforces social sustainability within and outside HEIs, and that such diversity in education can be effective for supporting the implementation of the
SDGs emphasizing social sustainability. The lifelong learning approach, not
only for students, but also for educators, is likely to enable another important
development—enhancing their ability to acknowledge human vulnerability
and limitations, regardless of being academically trained to be rigorous and
rational. If educators are the first to be comfortable showing the vulnerability,
temporality, and limitations of their own thinking, research, and behavior,
learners are likely to be encouraged to follow their lead (Kovoor-Misra, 2020;
Šilenskytė, 2022). This will lay the foundations for addressing the wicked
nature of sustainability problems (van Tulder & van Mil, 2022) through
purposeful agency and collective co-creation by diverse actors and through
diverse perspectives.
1.3
The Design and Contributions of This Book
The handbook is designed to touch base with at least several issues within all
three themes falling within the conceptualization of social sustainability, and
all the SDGs that emphasize social sustainability (see previous sections). We
recognize that the scope of issues falling within this conceptualization and
these priorities is immense. Thus, instead of claiming that we comprehensively cover the issues representing social sustainability and SDGs emphasizing
it, we suggest that this handbook rather opens up myriads of pathways to
social sustainability, showing ways it could be studied, explored, and applied
in business education. In this handbook, having coverage of issues within all
of the social sustainability themes and all of the SDGs involved provides a
comprehensive start.
Additionally, the book covers all three types of teaching innovations: (1)
It provides research-informed insights on contemporary topics to be included
as educational material. (2) It showcases how the newest technology can be
adopted in teaching and educational program development. (3) It sheds light
on how novel teaching philosophies and methods can be used, or how classical,
theoretically elaborated teaching philosophies and methods can be applied in
novel ways, in order to address grand challenges (Dieleman et al., 2022). Even
when discussing contemporary topics or technology applications in business
education, the contributors to this handbook have discussed the philosophy or
underlying assumptions behind them or behind their use, enabling reflections
on the dominant ways of thinking about the issues discussed, and shedding
light on different, thought-provoking perspectives and essential considerations that might have been overlooked in business and/or business education.
This design of the handbook has supported us as we have showcased the
complexity of social sustainability, going beyond the “labels” and presenting
various pathways to addressing social sustainability in business education.
We have taken a number of steps to ensure that both the theoretical
and practical insights offered in this handbook are sensitive to the contexts
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
11
of learners and HEIs, but also applicable beyond one specific geographical or administrative region, and therefore can achieve the desired impact.
First, the contributors to the book are affiliated with institutions in all major
geographical regions. While the geographical diversity of the contributors’
current affiliations covers 22 countries (at least one in every major geographical region—South and North America, Europe, Africa, the Middle East, Asia,
Australia, and Oceania), their personal profiles and professional experience
deepen the coverage of perspectives significantly (see note on contributors’
bios). In the blind peer-review process conducted when developing this
handbook, the contributors had a chance to read and evaluate each other’s
contributions, considering their application in different contexts, among other
issues.
Moreover, the teaching topics and models featured in the handbook represent or involve more countries than those listed in Table 1.1, since many are
designed for a broader social impact. For example, while the Interdisciplinary
Global Classroom Model presented in Chapter 15 has been led by the faculty
affiliated with an institution from the Global North, their teaching activities
have reached or engaged and positively impacted various students and local
communities in countries within Latin America, Africa, and Asia. The efforts
to create a socially sustainable business education ecosystem, documented by
the authors affiliated with the institution in the UAE in Chapter 28, in fact,
represent activities carried out in the entire MENA (Middle East and North
Africa) region.
The text of the contributions in the handbook is also framed in a specific
way, to allow for inclusivity of diverse perspectives, geographically and otherwise. The contributions that introduce teaching models and activities start
with the presentation of the underlying principles of their specific approach,
employed to provide business education for social sustainability, and only then
shift to the particular implementation of those principles within a specific
context. Advice on how to adopt the discussed content and principles in
specific lectures, courses, or sometimes HEI contexts, is offered together with
a number of resources that can enable contextualized teaching innovations
beyond those covered in this handbook. The contributions that focus on
curriculum development offer research-informed insights that are applicable
globally or regionally, but also provide location or context-specific examples
showcasing how generalized insights can be applied to the context of the
specific educational setting. Finally, the teaching cases, many of which are
written based on primary data obtained from companies, invite comparative
analysis in addition to exploring a specific theory or concept through the
practical example depicted in the case.
Thus, while we do not cover all countries in the world, we have strived
by various means to create the foundations for applying the insights from
this handbook in any location, and to inspire teaching innovations beyond
those described, in a way that will address specific, contextualized learners’
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A. ŠILENSKYTĖ ET AL.
Table 1.1 Contributions in this handbook evaluated against the themes of social
sustainability and SDGs covered, and teaching innovation type
Chapter in the
handbook and its
theme
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Geographical
locations of
contributors’
current
affiliations
Part I: Incorporating Emerging Topics on Social Sustainability in Business Education
Chapter 2: The
(1) Safety and SDGs 1, 3, 4, (1) Contemporary
Ukraine,
Circular Economy’s
security, (2) 8, 10, 12, and
topics
Spain
Social Dimensions:
Learning
16
Implications for
and
Global Strategic
growth, (3)
Management
Community
Teaching and
developPractices
ment
Chapter 3: Human
(1) Safety and SDG 8
(1) Contemporary
Finland
Factors and
security, (2)
topics
Ergonomics in
Learning
Business Education
and
growth, (3)
Community
development
Chapter 4: Social
(1) Safety and SDGs 5, 8, 9, (1) Contemporary
Finland,
Sustainability and
security, (2) 10, 12, and 16
topics
Lithuania
Advanced Technology
Learning
Applications in
and
Business: Discussing
growth, (3)
AI and Blockchain
Community
Innovations Within
developBusiness Education
ment
Part II: Teaching Perspectives and Strategies for Social Sustainability in Business
Chapter 5: Teaching (1) Safety and SDGs 8, 10,
(3) Novel teaching USA
Social Impact
security, (2) and 16
philosophies
Measurement to
Learning
and methods
Enable Socially Savvy
and
Decisions in Business
growth, (3)
Community
development
(continued)
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
13
Table 1.1 (continued)
Chapter in the
handbook and its
theme
Chapter 6: Teaching
Evaluating and
Developing
Nonmarket Strategies
to Address Social,
Political, and Legal
Issues in Business
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
(1) Safety and
security, (2)
Learning
and
growth, (3)
Community
development
Chapter 7: Teaching (2) Learning
Social Sustainability
and
Through
growth, (3)
Antenarrative
Community
Imaginaries of Energy
developCultures
ment
Chapter 8: Fostering
Awareness of Social
Sustainability in
Digital Business
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Geographical
locations of
contributors’
current
affiliations
SDGs 12, 16,
and 17
(1) Contemporary
Brazil, UK
topic, (3) Novel
teaching
philosophies
and methods
SDGs 7 and
12
(1) Contemporary
topic, (2)
Adoption of
new technology,
(3) Novel
teaching
philosophies
and methods
(1) Contemporary
topic, (2)
Adoption of
new technology,
(3) Novel
teaching
philosophies
and methods
(3) Novel teaching
philosophies
and methods
(1) Safety and SDGs 9, 10,
security, (2) 12, and 16
Learning
and
growth, (3)
Community
development
Chapter 9: Designing (1) Safety and SDGs 11, 12,
a Course for
security, (2) and 13
Developing
Learning
Sustainability
and
Competencies
growth, (3)
Community
development
Part III: Teaching Cases on Social Sustainability in Firms’ Vision, Mission, and
Business Model
Chapter 10: Geely:
(3) Community SDGs 8, 10,
(1) Contemporary
Achieving Social
development
11, and 12
topic
Sustainability Goals
introduced
Through Stakeholder
through a
Participation
teaching case
Finland
Finland,
UAE,
Mexico
Austria
Canada
(continued)
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A. ŠILENSKYTĖ ET AL.
Table 1.1 (continued)
Chapter in the
handbook and its
theme
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Chapter 11:
(2) Learning
SDGs 7, 10,
(1) Contemporary
Democratization of
and
and 11
topic
Energy in Africa:
growth, (3)
introduced
Social
Community
through a
Entrepreneurship for
developteaching case
Socio-Economic
ment
Sustainability
Part IV: Teaching Solving Grand Sustainable Development Challenges
Chapter 12: Driving
(1) Safety and SDGs 12
(3) Novel teaching
Social Sustainability
security, (2)
philosophies
Through Storytelling
Learning
and methods
and
growth, (3)
Community
development
Chapter 13: Creating (1) Safety and SDGs 2, 5,
(3) Novel teaching
Social Value Through
security, (2) and 8
philosophies
Problem-Based
Learning
and methods
Learning: Using
and
Podcasts in Business
growth, (3)
Education
Community
development
Chapter 14: Applied
(1) Safety and SDGs 3, 4, 5, (3) Novel teaching
Theater Teaching
security, (2) 10
philosophies
Model for Addressing
Learning
and methods
Social Sustainability
and
in Business Education
growth, (3)
Community
development
Geographical
locations of
contributors’
current
affiliations
UK
New
Zealand
Peru
India,
Slovenia
(continued)
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1
INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
15
Table 1.1 (continued)
Chapter in the
handbook and its
theme
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Geographical
locations of
contributors’
current
affiliations
Chapter 15:
(1) Safety and SDGs 1, 2, 3, (3) Novel teaching Canada
Engaging
security, (2) 6, 10, 12, 16,
philosophies
Management and
Learning
17
and methods
STEM Students in
and
Solving Global
growth, (3)
Problems of
Community
Sustainable
developDevelopment
ment
Part V: Education for Diverse Learners, Intended to Role-Model Socially Sustainable
Practices and Culture in Business
Chapter 16: Learning (2) Learning
SDGs 5 and
(1) Contemporary
Poland
to Solve Social
and
10
topic, (3) Novel
Sustainability
growth, (3)
teaching
Problems in Diverse
Community
philosophies
Student Teams
developand methods
ment
Chapter 17: Critical
(2) Learning
SDGs 5 and
(3) Novel teaching Slovakia
Reflection
and
10
philosophies
Analysis—A Method
growth, (3)
and methods
for Developing
Community
Diversity Awareness
developAmong (Future)
ment
Business Leaders
Chapter 18:
(2) Learning
SDGs 4, 10,
(2) Adoption of
UK
Gamification for
and
and 12
new technology,
Teaching Social
growth, (3)
(3) Novel
Responsibility in
Community
teaching
Business Schools
developphilosophies
ment
and methods
Chapter 19:
(1) Safety and SDGs 1, 3, 5, (1) Contemporary
US,
Communicating
security, (2) 8, and 10
topic, (2)
Kazakhstan
Sustainability
Learning
Adoption of
Through Language
and
new technology,
Differences with Rich
growth, (3)
(3) Novel
Point Pedagogy
Community
teaching
developphilosophies
ment
and methods
(continued)
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A. ŠILENSKYTĖ ET AL.
Table 1.1 (continued)
Chapter in the
handbook and its
theme
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Geographical
locations of
contributors’
current
affiliations
Chapter 20: Teaching (2) Learning
SDGs 8
(1) Contemporary
Philippines
Action Research for
and
topic, (3) Novel
Social Sustainability
growth, (3)
teaching
in the Workplace
Community
philosophies
developand methods
ment
Part VI: Teaching Cases on Managing Organizations in a Socially Sustainable Way
Chapter 21:
(2) Learning
SDGs 5, 8,
(1) Contemporary
Germany,
Frankmann
and
and 10
topic
South Africa
Automotive: Globally
growth, (3)
introduced
Promoting Diversity
Community
through a
and Inclusion
developteaching case
ment
Chapter 22: Lympo: (2) Learning
SDG 10
(1) Contemporary
Finland,
The Complexity of
and
topic
Lithuania
Responsible
growth, (3)
introduced
Leadership in the
Community
through a
Emerging Blockchain
developteaching case
Industry
ment
Chapter 23: No
(1) Safety and SDG 8
(1) Contemporary
Finland
Smoke Without Fire?
security, (2)
topic
The Tension Between
Learning
introduced
Employee Autonomy
and
through a
and Employer
growth, (3)
teaching case
Authority
Community
development
Part VII: Developing a Business Curriculum and Educational Ecosystem That Foster
Social Sustainability in Business and Society
Chapter 24:
(1) Safety and SDG 4
(1) Contemporary
Slovenia,
Exploring the
security, (2)
topic
Peru
Sustainability Mindset
Learning
for Management
and
Education with a
growth, (3)
Focus on Social
Community
Sustainability
development
(continued)
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
17
Table 1.1 (continued)
Chapter in the
handbook and its
theme
Theme within
conceptualization of social
sustainability in
business (based
on Ajmal et al.
[2018])
Chapter 25: Using
(2) Learning
the Theory of
and
Planned Behavior to
growth, (3)
Develop Business
Community
Students into Capable
developChange Agents for
ment
Socially Sustainable
Development
Chapter 26:
(1) Safety and
Empowering the
security, (2)
Application of Digital
Learning
Humanism for
and
Achieving Inclusive
growth, (3)
Business Education
Community
development
Chapter 27:
(1) Safety and
University
security, (2)
Involvement in
Learning
supporting
and
Entrepreneurship of
growth, (3)
People with
Community
Disabilities
development
Chapter 28:
(1) Safety and
Developing Cases for
security, (2)
Teaching Social
Learning
Sustainability in
and
Business: Lessons
growth, (3)
from the MENA
Community
Region
development
SDGs addressed Types of teaching
in the chapter
innovations presented
in the chapter (based
on Dieleman et al.
[2022])
Geographical
locations of
contributors’
current
affiliations
SDGs 4, 8,
11, and 12
(3) Novel teaching
philosophies
and methods
Australia
SDGs 4 and
10
(2) Adoption of
Austria
new technology,
(3) Novel
teaching
philosophies
and methods
SDGs 4 and 8
(3) Novel teaching
philosophies
and methods
Lithuania,
UK
SDGs 4
(1) Contemporary
topic
introduced
through a
teaching case
UAE
and education providers’ needs. Table 1.1 summarizes all the contributions featured in the handbook and highlights their relationships with the
above-analyzed conceptualizations.
The contributions featured in the handbook can be used for research and
teaching purposes in many ways. The next section elaborates on this.
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A. ŠILENSKYTĖ ET AL.
1.4
Ideas on How to Use the Handbook
The handbook may be used by the management of HEIs, managers of business
programs, educators, or researchers, or all of them working together. We now
briefly elaborate on how each segment of this target audience may benefit from
reading the handbook and using it in their daily work.
For the management of HEIs, especially those providing education in business studies, this handbook is likely to enable reflections on the scope and
depth of social sustainability in their organization and educational offerings.
When reading this handbook, the managers of HEIs may consider reflecting
on questions such as the following: To what extent does our HEI encourage
the teaching of topics and methodologies that allow for the addressing of social
sustainability within the HEI, and in the educational offerings it provides?
How do incentive and work organization structures affect the possibility of
embedding social sustainability within the educational offerings provided by
our HEI? How do recruitment, appraisal, and training systems within the HEI
affect the possibility of nurturing social sustainability in various ways within
our HEI? How much do our educational offerings enable learners to solve
grand challenges through the activities of the businesses in which they work
or which they create during and after their studies? How is our HEI engaged
in creating a socially sustainable educational ecosystem?
The contributions in this handbook may not provide direct answers to all
of these questions, because only Part VII directly, and even then only partly,
reflects on the level of decisions taken by HEI management. Instead, the
parts of the handbook that cover contributions on themes and educational
settings that would support the addressing of social sustainability in business
education, present examples that could be used to evaluate the possibility of
executing such ideas within the context of a specific HEI setting. The innovations presented in this handbook may not spark innovations in an HEI if
the incentive or work arrangement structure is not ready to support them, or
if the faculty cannot supplement or gain the necessary skills through external
collaborations. For example, if an innovative educational setting requires crossunit or cross-institutional collaboration, but such collaboration is not allowed
or is constrained within a particular HEI; if the faculty need to structure a
course around a specific project and the HEI system requires them to fit all
the course work into a particular template indicating the hours of lectures to
be completed; or if the topics for courses are strictly pre-defined in program
descriptions and changing these approved educational plans would prove too
burdensome for the faculty, then the faculty may find it very difficult to
innovate or might face a double load of “fighting” the system. Thus, by
reading about and reflecting on the innovations presented in this handbook
through the lens of their HEIs’ structures, systems, and practices, the management of HEIs can become enablers of the changes needed to nurture social
sustainability within their HEIs.
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
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For managers of business programs, this handbook provides the opportunity to initiate discussion and actions for change within their faculty teams
and with their superiors at the HEI. This handbook equips program managers
with examples of how SDGs can be integrated into business education, and
how business programs can address grand challenges, enabling their graduates
to be change agents. Implementing the educational formats from this handbook, which are linked with the themes that need to be reported in evaluations
provided to program and university accrediting bodies, will support managers
in this part of their work, too.
For educators this handbook is a chamber full of new content and strategies
that can empower them to create innovative educational experiences, enabling
positive change. They may use this handbook to transform their educational
approaches, to implement innovative (more engaging, with wider impact)
course designs aimed at fostering social sustainability, and to enrich their
lecture content and class engagement practices. As mentioned above, educators should not feel constrained to implement the topics and designs presented
in the handbook. Instead, they could treat the contributions in this handbook as inspiration for their own innovations, within the context in which they
teach. However, if educators need evidence and support when “selling” their
innovative ideas to program or HEI management, and for getting approval to
implement such unorthodox educational designs, this handbook can provide
them with the evidence needed. The handbook is also intended to support
faculty in skill development, particularly in pedagogy or andragogy competencies. Programs on adult education are not present in every location and this
handbook fills this gap by introducing a wealth of materials about philosophies, principles, approaches, and tools for teaching in the HEI context. Where
programs on adult education are available, their content is often too theoretical and introduces only educational theories. In this handbook, educators will
find explanations of how educational theory applies in practice, which will
empower them to take immediate action for change.
When exploring this handbook, educators may realize that certain chapters
are linked with and support each other. It is difficult to summarize all such
synergies, but we will review at least a few of them. For example, Chapter 4,
with insights on social sustainability when adopting advanced technologies
in and for business, provides solid material for educational content that can
be further enriched by implementing the experiential activities introduced
in Chapter 8 or asking the students to solve the Lympo case presented in
Chapter 22. An exploration of complex ideas about energy cultures and energy
use in the context of social sustainability, as introduced in Chapter 7, could
start with the solving of the hands-on primary-data-based case in Chapter 11.
Insights on the circular economy and its principles, presented in Chapter 2,
could be followed by an invitation to learners to design a social sustainability
strategy in a specific context, as presented in the Geely case (Chapter 10).
The teaching techniques and principles introduced in Part V and many of
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20
A. ŠILENSKYTĖ ET AL.
the insights in Part VII would benefit any business course. Numerous innovative topics, insights, and themes to be addressed when nurturing social
sustainability in business education can be found dispersed within the teaching
cases (particularly the teaching notes of those cases) and in the contributions
that shed light on teaching philosophies and methods. The chapters oriented
toward discussing emerging themes on social sustainability also include some
potential teaching activities. Therefore, educators would benefit most by
exploring this handbook as a whole, because the issues covered within it are
interconnected.
Last but not least, this handbook can be beneficial for researchers in business studies and those who conduct research on education. Already, when
defining the aims of the book, we have underscored the scarcity of research
on ways to address grand challenges, and that on embedding SDGs in business education. Without explicitly stating so, the chapters in Part I provide
a research agenda for at least three large areas of research: (1) the circular
economy and its social dimensions, (2) human factors/ergonomics in the
strategic management of the firm, and (3) advanced technology adoption
in business within the context of social sustainability. The introduction, and
Sect. 1.1 in particular, points to the need for work on enhancing the conceptualization of social sustainability in general, and in the context of business.
The role of reporting social sustainability, given the complexities of its nature,
is another fabulous and very wide area for research. Then, since this handbook encourages teaching about business that has social sustainability at its
core, and in which social sustainability helps achieve a competitive advantage,
research informing such education is needed. How many theories and business
models have those assumptions, i.e., the assumptions that social sustainability
is at the core of business and supports its competitiveness? Do we need such
theorizations, and why or why not? These are potential research avenues to
be explored, as many schools aim at developing research-informed education,
and unless there is research available, educational content is unlikely to be
expanded or improved.
For researchers working with the topic of (business) education, this handbook invites them to further reflect, and explore ways in which global priorities
expressed through SDGs can be effectively embedded in business education,
given the current institutional (regulatory, normative, and cognitive) frameworks present in various locations and globally. Also, as mentioned above, this
handbook provides only a comprehensive start to researching social sustainability in business education, and therefore research directions in this regard
are hard to count. Finally, given the importance of context when teaching
social sustainability, this handbook invites reflection on how theorization
about education that aims at developing the mindset, knowledge, and skills
to enable social sustainability in business should be assessed. Do we accept
that contextual contributions (i.e., those that show how general theory applies
differently in different contexts) are sufficient in such research? Do we need
rigorous methodology sections for such research and, if so, what specific
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INTRODUCTION: SOCIAL SUSTAINABILITY IN BUSINESS …
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evidence should we require to prove that teaching this topic in a specific way
is effective? These and many questions are likely to emerge from the reading
of this handbook, hopefully paving the way for further explorations.
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PART I
Incorporating Emerging Topics on Social
Sustainability in Business Education
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