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Sustainable Business and Management Education
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Sustainable Business and Management Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 November 2020) | Viewed by 13667

Special Issue Editors

Dr. Francisco Díez-Martín

E-Mail Website
Guest Editor
Department of Business Economics, Rey Juan Carlos University, Paseo de los Artilleros S/N, 28032 Madrid, Spain
Interests: organizational legitimacy; sustainability; management; education; strategy, entrepreneurship; institutionalization; gender equality
Dr. Alicia Blanco-Gonzalez

E-Mail Website
Guest Editor
Department of Business Economics, Rey Juan Carlos University, Paseo de los Artilleros S/N, 28032 Madrid, Spain
Interests: organizational legitimacy; sustainability; marketing; education; gender equality; institutionalization; entrepreneurship

Special Issue Information

Dear Colleagues,

The scarcity of resources and the way we use them has triggered social interest in sustainability. Institutions and academics are concentrating their efforts to solve these problems. However, there is still a long way to go for achieving sustainable development.

To go through this path, the involvement of the most influential actors is necessary. In this line, some key actors are companies and business schools. On the one hand, while some companies act as catalysts for technologies and green consumption, others create barriers to their implementation and development because they understand that their application does not particularly benefit them. On the other hand, business schools are key institutions for training students and entrepreneurs in the creation and management of sustainable businesses. However, business schools still face multiple challenges related to the preparation of students, the development of sustainability research, the preparation of their faculty, and the relationship with companies and society [1].

This Special Issue aims to advance in this line through contributions on the relationship between Sustainable Business and Management Education. In this context, there are still numerous issues in which progress must be made: Are we teaching how to create and manage sustainable businesses? [2] Does the university curriculum take into account the characteristics that determine sustainable businesses? [3,4] What are the skills and abilities that enable the emergence of sustainable businesses? [5] How are the skills and abilities that encourage this type of business being taught? How should the curriculum of university courses be to promote sustainable businesses? [6] Are sustainable businesses legitimized within students and entrepreneurs? What can business schools do to legitimize this relationship? What are the teaching methodologies that favor sustainable business development? Are business schools governed by the principles of sustainability?

This Special Issue is focused on but not limited to the following topics:

  • Sustainable business and management education
  • Managerial skills and capabilities for sustainable businesses
  • Attitudes toward sustainable business
  • Teaching methodologies for sustainable businesses development
  • Sustainability and sustainable businesses’ legitimacy
  • Sustainable businesses archetypes education
  • Green marketing and sustainable business
  • Higher education curricula for sustainable businessees’ development
  • Business schools and sustainability
  • Entrepreneurship education and sustainable business

References:

  1. Dyllick, T. Responsible management education for a sustainable world. J. Manag. Dev. 2015, 34, 16–33.
  2. Joyce, A.; Paquin, R.L. The triple layered business model canvas: A tool to design more sustainable business models. J. Clean. Prod. 2016, 135, 1474–1486.
  3. Bocken, N.M.P.; Short, S.W.; Rana, P.; Evans, S. A literature and practice review to develop sustainable business model archetypes. J. Clean. Prod. 2014, 65, 42–56.
  4. Stubbs, W.; Cocklin, C. Teaching sustainability to business students: Shifting mindsets. Int. J. Sustain. High. Educ. 2008, 9, 206–221.
  5. Karlusch, A.; Sachsenhofer, W.; Reinsberger, K. Educating for the development of sustainable business models: Designing and delivering a course to foster creativity. J. Clean. Prod. 2018, 179, 169–179.
  6. Landrum, N.E.; Ohsowski, B. Content trends in sustainable business education: an analysis of introductory courses in the USA. Int. J. Sustain. High. Educ. 2017, 18, 385–414.

Dr. Francisco Díez-Martín
Dr. Alicia Blanco-Gonzalez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Management education
  • Sustainability
  • Sustainable education
  • Sustainable Business
  • Higher education
  • Teaching methodologies
  • Business Schools
  • University curricula
  • Skills
  • Capabilities
  • Green consumer
  • Green production

Published Papers (4 papers)

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Research

18 pages, 986 KiB  
Article
Determinants of Reputation at Private Graduate Online Schools
by Juan Martín-Miguel, Camio Prado-Román, Gabriel Cachón-Rodríguez and Lilliana L. Avendaño-Miranda
Sustainability 2020, 12(22), 9659; https://doi.org/10.3390/su12229659 - 19 Nov 2020
Cited by 4 | Viewed by 2496
Abstract
Reputation is considered an intangible asset that provides a competitive advantage in organizations, although in the field of education, its study and, specifically, its antecedents need further study. The aim of this paper is to analyze the effect of sustainability, innovation, perceived performance, [...] Read more.
Reputation is considered an intangible asset that provides a competitive advantage in organizations, although in the field of education, its study and, specifically, its antecedents need further study. The aim of this paper is to analyze the effect of sustainability, innovation, perceived performance, service quality, work environment and good governance on reputation in private graduate online schools. This study is based on quantitative data collected from a survey. The sample consists of 349 students from a private graduate online school. The results obtained through PLS-SEM show that sustainability, service quality and good governance have a positive and significant influence on reputation. However, innovation, perceived performance and governance do not have a positive effect on the reputation of this type of organization. Therefore, more studies covering a greater sampling variety are required to determine the generalizability of these results. This study is a useful contribution since it will help managers of the private graduate online schools to know which aspects generate more reputation and, therefore, are the most valued by the public, so that the organization has a basis for decision-making. Full article
(This article belongs to the Special Issue Sustainable Business and Management Education)
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21 pages, 3513 KiB  
Article
Training New Professionals in Service Engineering: Towards a Transdisciplinary Curriculum for Sustainable Businesses
by Esperanza Marcos, Valeria De Castro, María-Luz Martín-Peña and Juan Manuel Vara
Sustainability 2020, 12(19), 8289; https://doi.org/10.3390/su12198289 - 08 Oct 2020
Cited by 7 | Viewed by 3037
Abstract
The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards [...] Read more.
The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards this sector, there are hardly any specific plans that will provide them with appropriate training. The appearance of service science, management, and engineering (SSME) has led to a significant advance as regards understanding the skills required by a service professional. It is a transdisciplinary field that integrates aspects of business management, along with information and communication technologies and engineering, and social sciences, in addition to providing the foundations for the growth of sustainable business. This paper presents a curriculum for the training of professionals in service engineering, which has been designed and taught at a Spanish public university. This curriculum, which the university created in collaboration with SSME experts and service sector companies, stands out for two reasons: the transdisciplinary approach employed, which is one of the features of this emerging and integrative knowledge discipline, and the fact that it is providing a response to the need for higher education curricula for sustainable business development. The paper describes the method followed to create the curriculum for the Bachelor’s Degree in Service Engineering, a comparative study with other related degrees, and the results of the deployment of the degree in terms of employability. Full article
(This article belongs to the Special Issue Sustainable Business and Management Education)
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16 pages, 2791 KiB  
Article
Testing McClelland at the Academy: An Analysis of Entrepreneurial Behavioral Characteristics
by Paulo Mourão and Débora Regina Schneider Locatelli
Sustainability 2020, 12(5), 1771; https://doi.org/10.3390/su12051771 - 27 Feb 2020
Cited by 4 | Viewed by 4013
Abstract
The aim of this study was to test whether Entrepreneurial Behavioral Characteristics (EBC) develop in Brazilian university students as described by McClelland. Methodological procedures tested McClelland’s (1963;1987) perspective with a sample of university students, also emphasizing the dimensions leading to sustainable businesses. Data [...] Read more.
The aim of this study was to test whether Entrepreneurial Behavioral Characteristics (EBC) develop in Brazilian university students as described by McClelland. Methodological procedures tested McClelland’s (1963;1987) perspective with a sample of university students, also emphasizing the dimensions leading to sustainable businesses. Data collection was performed using a closed questionnaire with fifty-five questions using the Likert scale, applied manually for five years, at the beginning of seven different semesters. The questionnaire was answered by a sample of 238 university students from bachelor’s degrees at a Brazilian public university. Data analysis was based on exploratory factor analysis using the main component method and Varimax rotation and confirmatory factor analysis. It has been pointed out that the 10 dimensions of the EBCs are a single factor which also poses methodological challenges as a tendency of homogenization observed in the respondents, which, in itself, can be challenging for the entrepreneurship strategies expected of universities in the future. Full article
(This article belongs to the Special Issue Sustainable Business and Management Education)
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16 pages, 579 KiB  
Article
The Relationship between Image, Legitimacy, and Reputation as a Sustainable Strategy: Students’ Versus Professors’ Perceptions in the Higher Education Sector
by Cristina Del-Castillo-Feito, Alicia Blanco-González and Rafael Delgado-Alemany
Sustainability 2020, 12(3), 1189; https://doi.org/10.3390/su12031189 - 06 Feb 2020
Cited by 15 | Viewed by 3498
Abstract
Higher education institutions operate in a highly competitive sector where attracting resources has become a complicated task. Intangible assets such as image, legitimacy, and reputation have been considered as crucial elements for the survival and success of organizations. Within the literature, authors have [...] Read more.
Higher education institutions operate in a highly competitive sector where attracting resources has become a complicated task. Intangible assets such as image, legitimacy, and reputation have been considered as crucial elements for the survival and success of organizations. Within the literature, authors have highlighted their relevance; however, the differences and relationships between these variables remains unclear. Under these circumstances, the aim of this paper is to measure the relationship between image, legitimacy, and reputation in the Public University as part of a sustainable strategy. This evaluation will be made considering students’ and professors’ perceptions to compare the results because many authors have highlighted the complexity of managing the relationship with these groups and obtaining positive assessments due to their diverse characteristics. To meet this objective, a review on the literature will be carried out, followed by analysis of the results obtained through a survey distribution. To treat the data, PLS-SEM (Partial Least Square) was used, and the corresponding measurement invariance of composite method (MICOM) and multigroup analysis (MGA) was carried out. The results confirm the proposed hypotheses on the relationship between the three variables; however, the moderating effect of the stakeholder group was not confirmed. The findings provide additional empirical evidence on the relationship between the considered variables as well as on considering more than one stakeholder group for the analysis. Managers could apply this information to improve their university´s image, reputation, and legitimacy. Full article
(This article belongs to the Special Issue Sustainable Business and Management Education)
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