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Article
Publication date: 11 September 2023

Karen Cripps and Simon Smith

Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed…

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Abstract

Purpose

Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development.

Design/methodology/approach

An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups.

Findings

Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches.

Research limitations/implications

The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered.

Practical implications

This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes.

Originality/value

This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.

Details

International Journal of Organizational Analysis, vol. 32 no. 8
Type: Research Article
ISSN: 1934-8835

Keywords

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Book part
Publication date: 30 October 2024

Michèle Favorite, Silvia Carnini Pulino, Karen Cripps, Pariyarath Sangeetha Thondre, Jo Feehily, Ilknur Bayram, Özlem Canaran, Xinwu He, Tim Doheny Adams, Ulrike Ehgartner, James Stockdale, Matt Hopley and Xenia K. Morin

The final chapter of this book captures a diverse range of case studies across teaching and learning and campus stewardship. The five case studies presented here add illustrative…

Abstract

The final chapter of this book captures a diverse range of case studies across teaching and learning and campus stewardship. The five case studies presented here add illustrative insights of global actions, following on from the four case studies presented within previous chapters. These contributions provide compelling and practical insights into how Higher Education Institutions (HEIs) are broadly addressing SDG2 through student competitions in the first section, and curriculum approaches in subject areas in which ‘food’ and ‘hunger’ might not be expected in the second section. The final section of cases further explores HEIs’ approaches to food security through both a curriculum lens and a student-led campus project. It is a fitting way to close the book since the cases collectively illustrate the potential contribution that any student and/or educator might make to raising awareness of and action towards achieving zero hunger and SDG2.

Details

Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

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Available. Content available
Book part
Publication date: 30 October 2024

Abstract

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Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

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Book part
Publication date: 30 October 2024

Abstract

Details

Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

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Book part
Publication date: 30 October 2024

Karen Cripps and Pariyarath Sangeetha Thondre

Abstract

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Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

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Publication date: 30 October 2024

Karen Oberer, Jolynn Shoemaker and Thomas Rosen-Molina

In 2022, the SDG2-Zero Hunger Consortium, under the umbrella of the University Global Coalition (UGC), launched an international student challenge. More than 200 students applied…

Abstract

In 2022, the SDG2-Zero Hunger Consortium, under the umbrella of the University Global Coalition (UGC), launched an international student challenge. More than 200 students applied to participate from around the world. Eleven teams completed the challenge in May 2023; each team produced a three-minute video explaining an innovative idea for addressing hunger. The first-place team included students from Indonesia, Brazil, the United Kingdom, Costa Rica, Spain, and the United States. Their idea was to establish an End-Hunger Community Center (EHCC) in Indonesia. This chapter describes why and how the SDG2 Consortium developed this challenge and includes a case study from the winning student team. The chapter provides other higher education (HE) institutions with ideas for engaging students in innovation for the SDGs.

Details

Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

Keywords

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Book part
Publication date: 30 October 2024

Abstract

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Higher Education and SDG2: Zero Hunger
Type: Book
ISBN: 978-1-83608-458-7

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Book part
Publication date: 30 October 2024

Juan Diego Zamudio Padilla and Constanza Flores Henríquez

Enhancing agricultural productivity is imperative for sustainable food production and aligns with the objectives of SDG2 target 2.3. This target aims to achieve a twofold increase…

Abstract

Enhancing agricultural productivity is imperative for sustainable food production and aligns with the objectives of SDG2 target 2.3. This target aims to achieve a twofold increase in agricultural productivity by doubling the volume of production per labour unit by 2030. Higher education institutions have actively engaged in leveraging information, technology, and promotional strategies to bolster agricultural productivity in developing nations, contributing to the broader SDG2 Zero Hunger agenda. However, limited research addresses the impact of heavy rainfall on productivity, utilising robust methodologies such as differences-in-differences and advocating for prospective causal investigations. This study specifically investigates the repercussions of heavy rain on Peruvian sugar companies, utilising data from the Lima Stock Exchange and the National Institute of Statistics for 18 companies spanning 2014 to 2017. Emphasising the negative consequences of heavy rain in 2017 attributed to the El Niño phenomenon, the research underscores regional variations, particularly noting heightened adversities for sugar companies in Northern Peru. This study not only elucidates the factors contributing to these negative consequences but also suggests diverse research approaches for comprehensive understanding and causal impact assessments, contributing significantly to interdisciplinary research in disaster management and impact economic evaluation. As an imperative step towards achieving Zero Hunger goals amid the prevailing climate emergency, the study concludes by presenting recommendations to mitigate the challenging effects of El Niño on the agroindustry.

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Publication date: 30 October 2024

Agnes Mbachi Mwangwela, Vincent Mlotha, Alexander Archippus Kalimbira, William Kasapila, Jessica Kampanje Phiri, Samuel Mwango and Samson Pilanazo Katengeza

A case study of Lilongwe University of Agriculture and Natural Resources (LUANAR) in Malawi explores its contribution to improving food security and nutrition using varied genetic…

Abstract

A case study of Lilongwe University of Agriculture and Natural Resources (LUANAR) in Malawi explores its contribution to improving food security and nutrition using varied genetic resources and plant-based diets. The chapter articulates specific examples of research and outreach activities conducted to improve availability, access, and consumption of safe and quality food to reduce undernutrition. Malawi, together with other countries, adopted the global 2030 sustainable development goals (SDGs) during the United Nations General Assembly in September 2015 to transform the world, end poverty and inequality, protect the planet, and ensure that all people enjoy health, justice, and prosperity. SDG2 is on ending hunger, achieving food security, improving nutrition, and promoting sustainable agriculture. Malawi has made significant progress and is on track to achieving SDG number 2 by 2030, and LUANAR has contributed to this achievement in multiple ways. The university has academic programmes and carries out research in various areas of agriculture and natural resources that relate directly to SGD 2. The faculty of Food and Human Sciences champions training, research, and innovation on food and nutrition at the university. The chapter concludes by reiterating that government leadership, support from development partners, and collaboration with the academic, research, and private sectors are key to success. The research models, impact, and challenges presented in the chapter have relevance and potential for wider application in the developing world.

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Book part
Publication date: 7 March 2022

Karen Cripps

School trips to Outdoor Residential Centres can represent a significant and formative childhood tourism experience that can potentially influence adult tourism and leisure…

Abstract

School trips to Outdoor Residential Centres can represent a significant and formative childhood tourism experience that can potentially influence adult tourism and leisure choices. Commonly located in ‘green spaces’ which range from peri-urban through to wild and natural landscapes, these centres offer adventurous outdoor activities. Alongside developmental and educational learning, children are immersed in nature experiences that can enable emotional connections with local environments. This chapter is based on a UK context, in which current policymaking is concerned with increasing inclusivity of access to British landscapes, in which many of these centres are located. It is argued here that Outdoor Residential Centres enable childhood experiences that can influence future consumer choices, alongside shaping support for the future protection of natural landscapes.

As a markedly under-explored area of the literature in the United Kingdom, this conceptual review of the literature sets out the imperative for understanding the vital role of Outdoor Residential Centres in shaping tourism futures. Through bringing together environmental education and psychology with tourism management literature, the chapter identifies the imperative for further research to enable nature connections through Outdoor Residential Centre experiences. This responds to the UK policy agenda to increase nature connections and support conservation. The application of a ‘sustainable children typology’ to a Welsh case study demonstrates how Residential Outdoor Centres enable children's empowerment through outdoor learning experiences that shape them as ‘sustainability thinkers’ and to potentially influence pro-environmental attitudes and behaviours as ‘sustainability transformers’ – and ultimately, eco-literate tourists.

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