A Selection of MOOCs on Sustainability/Ethics for Fall 2015

Lund University
There are a growing number of MOOCs (Massive Open Online Courses) being offered on a range of sustainability topics. These courses are available for free online and open to anyone with an interest in the topic, lasting between three and fourteen weeks and taking between three and eight hours of time per week to complete. Here is a selection of such courses offered this Fall 2015, listed by topic, from PRME signatory and non-signatory schools.


Solar Energy: This course explores photovoltaic systems and the technology that converts solar energy into electricity, heat and solar fuel. From Delft University of Technology, TU Delft – starts September 1.

Energy Subsidy Reform: This course explores energy subsidies, their costs, and the design of a successful reform based on country case studies. International Monetary Fund – Starts January 27, 2016.

Climate Change – The Science: Master the basics of climate science so you can better understand the news, evaluate scientific evidence, and explain global warming to anyone. The University of British Columbia – starts October 14.

Climate Change: This course develops an interdisciplinary understanding of the social, political, economic, and scientific perspectives on climate change. The University of Melbourne – starts August 31.

Basics of Energy Sustainability: Explore basics of energy sustainability through techno/economic frameworks and global markets – a comprehensive foundation for strategic business decision-making. From Rice University – starts October.


Tropical Coastal Ecosystems: This course will help you to develop the skills and knowledge needed to help preserve tropical coastal ecosystems that provide goods and services to hundreds of millions of people. It will give an overview of the challenges, and provide tools to understand problems and solutions to manage tropical coastal ecosystems. University of Queensland Australia – starting September 1.

Introduction to Water and Climate explores how climate change, water availability and engineering innovation are key challenges for our planet. Delft University of Technology, TU Delft – starts September 1.

The Biology of Water and Health – Sustainable Interventions: This course explores how to promote safe water conservation and water sustainability to improve public health. Open Education Consortium – starts September 29.

Planet Earth…and You!: This course discusses how earthquakes, volcanoes, minerals and rocks, energy, and plate tectonics have interacted over deep time to produce our dynamic island in space, and its unique resources. University of Illinois at Urbana-Champaign – starts September 14.

Forests and Humans – From the Midwest to Madagascar: This course explores the forests of the world, from the taiga to the tropical rainforest. Learn why humans depend on them, and how we can sustainably manage forests for us, and the many species with whom we share them. University of Wisconsin-Madison – starts September 30.


Foundations of Development Policy – Advanced Development Economics: This course uses economic theory and data analysis to explore the economic lives of the poor, and ways to design and implement effective development policy. MIT – starts September 21.

Quality of Life – Livability in Future Cities: This course explores how urban planning, energy, climate, ecology and mobility impact the livability and quality of life of a “future city.” ETH Zurich – starts September 23.

Reconciliation Through Indigenous Education: This course explores strategies, examples, and resources that support teaching and learning of indigenous ways of knowing in classrooms, schools, and communities. The University of British Columbia – starts September 29.

Business Ethics for the Real World: This self-paced course is designed to provide an introduction to the subject of ethical behaviour in business. Santa Clara University – starts August 10.

Geopolitics and Global Governance: This course offers a reflection – from a geostrategic and geopolitical viewpoint – on the basics of understanding today’s world. This course is in Spanish. ESADE – starts November 2.

Production and Consumption

Industrial Biotechnology explores the basics of sustainable processing for bio-based products, to further understand their impact on global sustainability. Delft University of Technology, TU Delft – starts September 30.

Circular Economy – An Introduction: Design a future that rethinks our current “take-make-waste” economy to focus on circular, innovative products and business models. Delft University of Technology, TU Delft – starts October.

Greening the Economy – Lessons from Scandinavia: This course addresses sustainability, climate change and how to combine economic development with a healthy environment. It will explore how individual choices, business strategies, sustainable cities and national policies can promote a greener economy. Lund University – starts September 14.

Change Makers

Transforming Business, Society and Self: This course puts the student in the driver’s seat of innovation and change. It helps change makers see below the surface of today’s environmental, social, and spiritual-cultural challenges, identify the root issues that cause them, and create solutions from a place of deeper awareness. MIT – starts September 10.

Social Entrepreneurship: This course will cover a select set of topics associated with social innovation and entrepreneurship whether non-profit or for-profit. The Wharton School of the University of Pennsylvania – starts September 14.

Women in Leadership – Inspiring Positive Change: This course aims to inspire and empower women and men across the world to engage in purposeful career development, take on leadership for important causes and improve our workplaces and communities for all. Case Western Reserve University – starts September 8.

Social Learning for Social Impact: In this MOOC students will collaborate with other like-minded individuals from around the globe on doing social impact work while also being exposed to concepts and models on how to effectively do so. McGill University – starts September 16.

Innovation and Problem Solving through Creativity: This course helps participants increase innovation and improve problem solving at work by fostering your creative abilities. The University of British Columbia – starts October 20.

The Science of Happiness: This course teaches positive psychology. Berkeley University of California – starts September 8.

– Are you organising a MOOC this or next term not mentioned above? Get in touch at gweybrecht@thesustainablemba.com

Co-Teaching Ethics – HHL Leipzig Graduate School of Management

SuchanekI was fortunate to be able to start 2014 with a conversation about responsible leadership with Andreas Suchanek and Christina Kleinau from HHL Leipzig Graduate School of Management in Germany. HHL Leipzig has an integrated approach when it comes to responsible management, based on their mission statement “We educate effective, responsible and entrepreneurial business leaders through outstanding teaching, research and practice.” As Andreas and Christina put it, “we offer various, often mandatory courses, about the aforementioned topics, have field projects related to them, and are in a continuous process of scrutinising what we do and whether it is in line with our conceptual ideas about responsibility.”

One of the approaches that HHL Leipzig has taken to ensure that they develop more effective, responsible and entrepreneurial business leaders, is that of co-teaching ethics across the core courses. Here they share some of their experiences with us.

1.     Why did you start co-teaching in this field?

Understandably, students have difficulty relating conceptual, theoretical ideas about ethics and responsibility to the detailed, specific knowledge that they gain in other subjects. Put differently, standalone courses on business ethics often suffer the fate that they are not integrated with the usual topics of business administration. As a consequence, their impact is rather limited. Because of this, we started using co-teaching as a way to better communicate these messages to the students. The pilot involved seven sessions with lecturers from areas of Macroeconomics, Accounting, Finance, Economics and Information Systems, Logistics and Corporate Governance. The choice of topics evolved each semester so that the content of the class remained up to date and involved all the different business disciplines at some point.

2.     How does it work in practice?

For each co-teaching session, two articles are chosen. This involved some co-ordination with the respective co-teacher to ensure that the content of the articles would enable discussion whereby both ethical as well as subject-related competencies would be required to analyse the issue at hand. One of the two articles for each session was required reading for all class participants to ensure a certain level of common knowledge about the topic. The other was a more demanding article that was given to one small student group. This group was then given a specific question (based largely on the more-demanding article) to which they had to compose a response and present to the class. Class discussion then built on the student presentation. In this way, the co-teachers and other students could bring in their insights on the issue, and the spontaneity of the discussion exemplified how ethical and practical aspects of a problem are indeed often inextricably intertwined.

3.     What have been some of the challenges? Successes?

The success of the course lies therein, firstly, that it is now a compulsory component of full-time MSc studies at HHL and, secondly, that it was well-received by students who were clearly engaged and appreciative of the added insight into the practical application of conceptual ethical ideas in everyday management practice. Nonetheless, feedback from the course did suggest that students still felt that there was a gap between the ideas discussed as potential solutions to ethical problems in the classroom and strategies which could be implemented in everyday business life. Hence, conveying a deep acceptance and understanding of the idea that it is in students’ and managers’ long-term self-interest to actively seek ways to manage ethical conflicts – despite the complexity and difficulty that they may face in this process – remains a challenge for the teaching of business ethics and corporate responsibility. Another basic challenge is the fact that the two respective lecturers have typically two different theoretical approaches and it costs some effort to actually work on a conceptual integration, thereby also delivering a certain teaching quality.

4.     What advice would you have for other schools thinking of putting something similar into practice?

The effectiveness and even, the feasibility of a course in this format – whereby lecturers from other subject areas actively participate in co-teaching – certainly depends on the commitment of the respective co-teachers to the course. Hence, the in-depth coordination of the ideas which each co-teacher wishes to present in their specific session is certainly conducive to the success of the course. As such, advice to other schools would be to engage in exchange with colleagues in order to build the rapport which then inevitably comes to fore in the class discussion – irrespective of whether the ideas which are themselves discussed, are in harmony or in conflict.

5.     What are the next steps for your plans in co-teaching?

At the conclusion of the course, feedback was collected on how to continue to improve the format, and hence, effectiveness. In addition to the challenge of enhancing the daily relevance of ethics, and the advice to continue developing a deeper rapport between colleagues, students requested more time between or within class to reflect individually or in small groups on the issues which had been discussed. (The course was held as a 1-week block course – the intense format clearly has both pros and cons).

– Have you tried co-teaching at your university? What have been your experiences? Feel free to share them in the comments area below. –

Infusing ethics and social impact into today’s business school – Leeds School of Business

Dr. Donna Sockell, Executive Director of CESR, introduces an executive speaker in a unique course she created called, Leadership Challenges: Exercises in Moral Courage.

Dr. Donna Sockell, Executive Director of CESR, introduces an executive speaker in a unique course she created called, Leadership Challenges: Exercises in Moral Courage.

Business schools around the world have been exploring a variety of ways to infuse ethics and social impact into their curricula and train their students to be responsible leaders. At Leeds School of Business at the University of Colorado – Boulder in the US, this is manifested through the creation of their Center for Education on Social Responsibility (CESR), which not only provides a wide range of courses and events, but also looks at how to apply these lessons throughout the curriculum. I recently had the chance to speak with Dr. Donna Sockell, Executive Director of CESR about the work of the center.

1. What is the Center for Education on Social Responsibility and why was it created?

CESR was developed almost exclusively as a curriculum initiative to help develop the socially conscious, values-driven leaders of tomorrow with passionate support from the donors of our school, the Leeds family. The Center is devoted to helping all our students develop an inward understanding of what motivates them, who they are as people (values), the type of business leaders they seek to become, the existing businesses that match their values, and those they will seek to build. Equally important as this self-discovery process is its social context; we want our students to be socially conscious–and recognise that their decisions ripple through the lives of others directly and indirectly. Our Center reaches over three thousand students a year through required and elective courses, not including non-CESR courses that are infused with discussions of values, ethics, sustainability, and CSR. We also have extensive extracurricular activities, such as our recent 16-event Stampede, that support in-class learning. The CESR Stampede is a week of driving values in business through class visits, panels, speakers, a case competition and project showcase, and an annual Conscious Capitalism Conference.

2. Why do you believe it is important to teach students about social responsibility?

Every decision made – especially in a business context – has a social responsibility or an ethical component. Continuing to act without regard to the full consequences of our decisions is detrimental to the fabric of our society, And each of us has the responsibility to think critically about our obligations to others. As educators, we have a moral imperative to train future leaders to understand, embrace, and then act on these responsibilities. If we help to foster a world of people who think critically about their responsibilities to others, the possibilities for great things are endless. When we fail to do so, we experience dire consequences such as the recent tragedy in Bangladesh, collapsing world economies, and so forth on grand scales, as well as many less known injustices on smaller scales.

3. How do you teach social responsibility to students?

There are two key tasks in “teaching” CSR, which we prefer to call “learning facilitation.” The first is to get our students to recognise the impact of their actions, followed by training them to ask the right questions. Our role is to help them develop individualised approaches to answering these questions. We have discovered that discussions, exercises, and action learning – environments with the highest level of student engagement – are the most effective approaches. Support from business professionals, using timely issues, and placing them in real life situations with a toolbox of approaches creates self-discovery and enduring learning. In this sense, we are catalysts.

The second task is to reinforce their education throughout their studies so they habituate critical thinking that they will employ in their careers. Our education is, in a sense, “scaffolded” both vertically – from the very first semester until the last – and horizontally, as our students learn that these issues are significant in all functional areas.

4.     What have been some of your challenges? Your successes?

Many academics in traditional business disciplines were resistant to having the Leeds School focus specifically on values, ethics, and CSR, claiming that these issues were not mainstream and therefore worthy only of minimal class time and resources. However, involvement of a broad range of faculty and administrators in this educational effort is critical to its success. It has taken time, patience, convincing, incentives, cross pollination, and collaborative experiences to melt this resistance since the initiative was founded in January 2007, but it has happened. The school and the students are better for it!

There is no better measure of success of CESR than impact on students. We have countless stories from our alumni on how the CESR emphasis affected not only their choice of jobs but how they behave at work. Because of the limitations of anecdotal evidence, however, we recently conducted a survey of alumni who took at least two CESR elective classes. They said these courses increased awareness of ethical issues at work (77%), made them more confident in dealing with ethical issues at work (72%), influenced their career behavior (72%), and helped them identify business cultures that matched their values (63%). Though we recognise the selectivity bias of this sample, these results are heartening.

5.     What advice do you have for other schools looking to embed social responsibility into the curriculum or put in place a similar Center?

It always is best to start with funds, since organisations are more likely to be responsive to imperatives that carry funding with them. The key is to break down the resistance of traditional disciplines to integrate issues of values, ethics, and CSR into the classroom. The “cause” must be championed by at least one passionate person who can build relationships with a small group of department faculty liaisons. In the early stages, opportunities for collaboration and cross-pollination must be seized. This includes the preparation of materials that discipline-based faculty can use in their classes, providing training for interested faculty, offering and delivering guest lectures, collaborating on speakers and workshops, and, ultimately, cross-teaching, cross-developing and cross-listing classes.

On the course development side, it is important to dedicate at least one class to values, CSR, ethics, and sustainability to set the framework for how students will view these issues throughout their education. Then it becomes critical to increase the developmental collaboration in course design and delivery.

Finally, there needs to be a structure that oversees course offerings, quality control, collaboration, and so forth, whether that is a Center, a department, or another body that codifies the school’s commitment to education in this area and ensures that it continues and grows. Issues of internal and external legitimacy are key.

6.     What is next for the Center?

CESR has been participating in the revision of our required core curriculum and the school’s new business minor, and we will be heavily involved in designing and implementing those new programs. We will continue to develop and offer cutting edge electives in collaboration with division-based faculty. We will also redouble our outreach efforts and continue with our CESR Stampede next year.

Because we want to share our learnings about mounting a Center and infusing CSR into the fabric of our school, we started a Curriculum Think Tank, consisting of approximately 15 schools with which we have met and speak regularly via conference calls. The number of participant schools has been growing regularly.

Ethics and Service Learning at European Business School in Germany

OLYMPUS DIGITAL CAMERACreating a generation of responsible leaders is not just about teaching topics such as ethics and CSR, it is about providing students with the opportunity to put their knowledge into practice and make a difference in their communities.

At the EBS University of Business and Law in Weisbaden, students have the choice of two service learning experiences that aim to provide students at both the undergraduate and graduate level with the opportunity to learn about these topics, while also having an impact on their local community. I recently had the chance to speak with Marcus Kreikebaum at the European Business School in Germany about the “Do It” and “Educare” courses.

1.    What is EBS’s approach to teaching ethics to students?

When it comes to educating business administration students in ethics two things need to be considered; first, how can ethics be taught and second what kind of ethics should be taught?

In my mind, the answer to the first question is: It cannot. Ethical reflection is possible if experiences that move and shake are made. The second question is more complex. There are many ethical approaches. The most prominent approach is utilitarian one, usually understood as “CSR” or “Triple-Win” and the like. That’s okay, but it’s only less than half of the coin. Other ethical theories on discourse, virtues, justice, or relationships are equally important. This is why we offer an academic oriented service learning and personal oriented service learning programme: “Do It” and “Educare” courses.

2.    Briefly describe the “Do It” and “Educare” courses?

Students have a choice of two courses. The first, Do It, allows students to choose a welfare institution to work with. The second, “Educare,” gives students the opportunity to create their own project. In both, they have the chance to employ already acquired skills in order to contribute to a more sustainable economy and a more inclusive society.

We piloted these programmes as voluntary courses, but because of positive feedback received from students, we have now integrated these into our Bachelor and Masters curricula. Both programmes require a minimum of 40 hours of service and 50 hours of reflection. All students are encouraged to reflect about their experiences and are required to hand in learning diaries, essays, and presentations. About 60 students per semester take these courses.

Some of the projects have included a survey among clients of a local soup kitchen, mentoring children, and working with an NGO from Uganda. Some of the students’ own projects have included finding ecological and social innovations in logistics that contribute to a more sustainable world and developing and analysing options for making EBS’s foods and operations more sustainable

3. What have been some of the challenges? Successes?

The outcomes are also very diverse and depend on the service or project taken. There is, however, one common key element, which I would call the cognitive dimension, All students should be enabled to experience their own ignorance by loosing their self certainty regarding the possession of something, may that be food, shelter, health, or wealth. This is the root for reflection. We use this reflection to “polish” experience, like you polish a jewel.

Participants of these courses have already provided over 6,520 hours of community service. Since the average economic value of one hour of volunteer work may be estimated at fifteen euros, the programmes correspond to an economic added value of close to one hundred thousand euros.

The biggest challenge for me is, of course, to finance this work. I do this by organising a business ethics roundtable, which meets twice a year and whose members support our programmes.

4. What advice would you have for other schools thinking of putting something similar into place.

My advice for other schools would be to provide the teachers, students, and the communities more space to discover how to develop more self-efficacy for themselves and others. Everything else will follow.

5.    What’s next?

In the upcoming academic year, the “Educare” team will be launching various projects worldwide in collaboration with the CSR departments of various international and Germany companies and NGOs. Students are also taking on larger and larger projects, for example establishing foundations for underprivileged children or organising supporter networks for international NGOs.

East Africa University Researchers learn from Brazil’s Experience with Sustainability

At the 3rd Global Forum in Rio de Janeiro Brazil, Shiv Tripathi from Mzumbe University in Tanzania and Ajai Prakash from KCA University in Kenya visited ISAE in Curitiba, Brazil. The purpose of their trip was to learn more about ISAE’s approach to embedding sustainability into their curriculum. As a result of this meeting, the faculty involved put together a case study to allow others to learn more about some of the lessons that ISAE has already gained along this journey.

I had the chance to speak with Shiv after Rio about his trip to Curitiba and the ISAE case study.

1. Why did you decide to visit ISAE?

We first met ISAE President Prof. Norman de Paula during the PRME Latin America Conference in Buenos Aires (December, 2011). We were impressed by ISAE’s community partnership based responsible management education approach so we wanted to explore how ISAE was doing this. In July, after the PRME 3rd Global Forum in Rio de Janeiro, Brazil we had the opportunity to visit ISAE and learn about their work in person. We wanted to collect some cases – examples of management institutions’ role in poverty eradication for a proposed PRME book publication project. Fortunately, ISAE was willing to share its stories.

2. What are some of the most interesting findings from that meeting?

There were several interesting findings from the meeting. First, we were very interested in how ISAE demonstrates how institutions can integrate PRME philosophy into institutional mission/vision. They are developing a model for adoption of the responsible management education approach by actively engaging management, faculty, staff and students. The institution receives encouraging support from industry and community organizations. Most importantly, it does not aim to handle directly the community development activities, rather ISAE’s efforts are focused on strengthening the management capacity of other organizations engaged in helping to promote sustainable development.

3. Is Brazil’s approach very different from yours at home in Tanzania?

Yes, one could feel the difference in approach around integrating ethics and program curriculum. Here, in most cases I’ve seen the institutions treating ethics teaching as piece-meal approach i.e. offering a course or part of course on ethics and sustainability. At ISAE they are already actively working to integrate contents and methodology for ethics in the entire value-chain of programs by including it in all need-based subject areas. Their goal is truly to mainstream ethics and sustainability in management education.

4. How are you hoping the case will be used by others?

While developing the case, efforts were made to address the responsible management education challenges like content integration, student involvement, methodology, capacity building, etc. So it could be used to analyze the different implementation issues in the different settings by focusing on ISAE’s model. It could also be used as a model for ‘change management’ towards responsible management education. Further, the objective is to use the case in capacity-building training for institutions willing to adopt responsible management education and PRME.

5. What lessons from your trip are you able to apply to your programmes?

We are taking back quite a few lessons from this meeting to our campus around how to integrate ethics into the curriculum in particular. Ethics and sustainability need to be mainstreamed into all of our core and elective course offerings instead of only teaching dedicated courses in this area. In order to bring about this change, we need to integrate the topics not just into teaching but also in our research and outreach value change. Strong positive leadership, a belief in the concept of responsible management education and commitment at all levels is the key to making these changes.

To access the case click here.

To learn more about ISAE’s efforts around sustainability click here.

Taking a transdiciplinary approach to teaching ethics

In their research paper, “Ignorance was bliss, now I’m not ignorant and that is far more difficult: Transdiciplinary learning and reflexivity in responsible management education,” coauthors Carole Parkes and John Blewitt from Aston University in the UK write, “If we are to enable students as future business leaders and managers we need to prepare them for complex ethical dilemmas and difficult choices they will encounter.” Doing this, they continue, involves not just reviewing the content of such programmes, but the approach and philosophies that drive them.

I recently had the chance to speak with Carole Parkes about this cross-cutting approach to teaching ethics and their new MSc in Social Responsibility and Sustainability.

1. Could you briefly describe how you approach this unqiue type of ethics module?

We cover a range of issues from ethics and values to CSR and governance, social accountability and ecological sustainability. Students are supported in developing skills related to critical thinking, analysis, and reflection. Teaching methods are highly interactive, enabling them to apply knowledge of theories, models, ethical frameworks, and concepts to local and global issues. We encourage reflection and connection with personal, family, and cultural values from the outset. We have students from around 30 different countries and many different business and professional backgrounds.

They also discuss live case studies with practitioners when we invite local business professionals to facilitate workshops on ethical dilemmas that they have encountered first-hand. This brings the reality of ethics to students’ own situations, rather than using case studies they do not always connect with.

2. This approach is transdiciplinary. How have you reached out to faculty from a range of departments?

When studying, discussing or practicing business ethics, social responsibility and sustainability, whether in the workplace or the university, what is clearly and immediately evident is that the concepts, perspectives and actions involved transgress disciplinary and professional boundaries. The Aston programme is taught by staff of different disciplines drawn from within and outside the business school. We also managed to persuade the school to enable us to recruit for expertise that complimented our programme, rather than making subject-based appointments.

3. How has the module been received? 

Student feedback has been fantastic. Some said “this is the best module in the MBA.” Others reported that the module provided them with the “vocabulary” or the “confidence” to raise issues and concerns that they had previously thought about, but did not know how to construct into an argument.

This issue of “voice” is an important theme. Students also mentioned “realising that others have similar thoughts” or that their studies provided “legitimacy” for their own views. Many students discussed having a “heightened sense of awareness about issues in the media and thinking about matters at a much deeper level,” or “thinking about everyday activities such as shopping and travelling in a way they had not done so before.” Experiencing “self-enlightenment” empowered them to act as agents of change in their place of work; to make their workplaces more ethical, responsible or sustainable. A number of these responses are included in the paper referred to below.

4. What would you recommend for other schools looking at transdisciplinary/reflective learning in particular in an ethics class?

The key is enabling students to have exposure to different issues from different but connected disciplines and to use practical, work-based learning. The students have been encouraged to develop awareness through examination of their own personal values and to use this to critically analyse their previous experiences and current challenges.

These are important stages in reflection and are crucial to the final stage of application. Awareness and analysis provide insights, but if students are to move beyond this, they need to use knowledge to initiate changes. The reflective piece started off as optional but soon became (a small but important) part of the assessment. Marking is anonymous and assessment criteria are based on student’s skills of reflection and ability to relate this to future actions. It is important to emphasize that assessment must be non-judgmental of student’s values and views.

5. What are your plans for the programme moving forward?

From next year, all modules leaders for all MSc programmes have to state how they address issues of ethics, responsibility and sustainability in the context of their subject/module. We will also be launching our MSc Social Responsibility & Sustainability in Distance Learning format. The MSc aims to combine both academic and practical perspectives in a programme suitable for those people interested in working in roles related to CSR and Sustainability in commercial business, the public sector, social enterprises, not-for-profits, and charities. The programme, which is already offered in full-time and part-time options, adopts a transdisciplinary approach, enabling students to explore social responsibility and sustainability from multiple perspectives in the context of a world-class business school.

  • To learn more about Aston’s approach read: Carol Parkes and John Blewitt. “Ignorance was bliss, now I’m not ignorant and that is far more difficult” Trans-disciplinary learning and reflexivity in responsible management education.” Journal of Global Responsibility 2.2 (2011): 206-21.

Certificates in Sustainable Business

Queen's School of Business Certificate Graduates

A growing number of schools are putting in place certificate programmes that give their students the flexibility to pursue a traditional curriculum while specialising in the topic of sustainability. Below are a selection of such programmes from the US, France, Canada and Denmark.

Pepperdine University Graziadio School of Business and Management started offering their students the opportunity to pursue a Certificate in Socially, Environmentally and Ethically Responsible Business Practice in 2010. The certificate requires 8 units of course work, 6 units of elective choices and a capstone course on Responsible Business Practice. Students also need to be members of the campus Net Impact Club and get involved in events related to these topics. This programme is offered to all students enrolled in their business programmes.

The University of Georgia in the US has an Environmental Ethics Certificate programme that was founded in 1983. This interdisciplinary program incorporates coursework from the Odum School of Ecology, the law school and a diverse collection of departments across the campus, including philosophy, agricultural and applied economics, anthropology, history and political science.

Students at Queen’s School of Business in Canada can graduate with a Certificate in Socially Responsible Leadership in addition to their MBA. To receive this certificate, students must complete relevant courses, attend Responsible Leadership related conferences and speaker sessions, and engage in meaningful community volunteer work.  The certificate in the Commerce program started in 2004 and, in 2009, the certificate program was expanded to the School’s Accelerated MBA program.

In addition to their degree, Copenhagen Business School graduate students can choose to pursue a minor in sustainable business, which explores how innovative companies simultaneously attain social, environmental and economic business objectives. They also have access to a minor in Social Entrepreneurship and Not-for-Profit Management, which is intended to equip students with the instruments needed to develop earned-income strategies for charities and to launch social enterprises.

IESEG School of Management has recently set up a Certificate Programme in Sustainable Management. Students need to take a series of core courses and electives in the field to earn the certificate. They also need to do a work/study period of a minimum of 6 weeks at an NGO in Cape Town, South Africa.

Do you offer your students certificate programmes in sustainable business? Share your experiences in the comments area below.

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