As we reach ‘the end’ of this Elgar Companion , published in 2025, what might the future look like for management education? Inspired by the chapters in this Elgar Companion , we imagine what it might be like in the future and call for other management educators to reflect and act on key...

This chapter is premised on the idea that while the Sustainable Development Goals (SDGs) have encouraged management educators to reflect on the larger purposes of management education and to change curricula, management educators may be blindsided by emerging sustainability concepts if they...

This chapter aims to problematise the teaching of sustainability and ethics in business schools. It draws on my experience as a researcher and educator on both topics, and on debates exploring whether ethics ought to be integrated into the teaching of sustainability or taught as a standalone...

Storytelling activities, in many cultures, are an educative forum for curious minds to encounter diverse simple and complex dilemmas often with moral or ethical implications for protagonists and other stakeholders in the stories. The solutions proffered for those dilemmas, and the processes...

As organisations strive for sustainability, they recognise the crucial role of inclusivity in addressing the triple bottom line of profit, people, and planet. Evidence now suggests that organisations that implement such equity, diversity, and inclusion initiatives often demonstrate superior...

The development of the Sustainable Development Goals (SDGs) is an effort by the United Nations that calls for action from governments, individuals, and institutions to align and collaborate towards achieving change. However, when it comes to educational institutions, it is unclear what the...

This chapter looks at student activism and its importance in driving sustainability-linked outcomes in higher education institutions. We leverage the perspectives shared by selected students at the University of Lagos, Nigeria, and use that to understand the broader views held by students at...

Amidst widening global inequalities and financial and climate crises, there have been increasing calls for business schools and management education to play a leading role in facilitating sustainable development and transformative social change. In this chapter, we explore the role of a key...

This chapter examines the design and development of an SDG-focused teaching and learning toolkit for work-based learners in business schools. It begins by defining work-based learning (WBL) and highlighting its potential to bridge theoretical knowledge and practical application (especially...

This chapter presents an alternative view of a prior study we conducted on the positive hidden curriculum and extra-curricular activities. In the original project, we explored student reflection and voice in two distinctly different student–staff partnership projects in a Justice, Equality,...