20

Japan Forum of Business and Society Annals, No.9. pp. 20-32, 2020

The Necessity of Sustainability inManagement Education
Elisabeth Fröhlich
President, CBS International Business School

Berivan Kul
Master Student, CBS International Business School
Key words：Holistic Worldview, Responsible Management Education, Sustainability Performance,
Sustainable Key Competencies, Sustainable Development Goals, SDG Teaching Map【Abstract】
Responsible management education is facing great challenges, and management scandals are
increasing. Moreover, ecological and social concerns are often only half-heartedly integrated intobusiness activities, and the only important factor ultimately is that profit is sufficient. Changes needtime, which our world does not have, a shining example of which is the worldwide movement “Friday
for Future.” The mechanistic view of the world must be replaced by a more holistic worldview,which is where this paper comes in: how can responsible management education contribute, in order
to consolidate this collaborative approach to integrate environmental and social issues in global
supply chains? Based on different pedagogical approaches and the sustainability performance model,
an SDG teaching map is developed herein, using the example of the CBS International Business
School.

Responsible management education is on ev-

ity for training the managers of the future.

eryone’s lips. In a global, increasingly complex

This paper has set itself the task of using aand dynamic world, the development of whichconcrete example, namely the CBS Interna-

no longer corresponds to our linear models oftional Business School, to explain its sustain-

thinking, the problems that need to be solved

ability vision in terms of serving as a roleby politics, society and companies are mani-model for other business schools. “Rethinking

fold. Climate change, inhumane working con-Capitalism” is one of the essential require-ditions, lack of income, child labour – the list

ments for meeting the ecological and socialof environmental and social problems in thechallenges of our time. Based on this funda-

global supply chain grows almost daily, andmental change in the understanding of busi-

so business schools must seize the responsibil-

ness moving toward a more holistic approach,The Necessity of Sustainability in Management Education

21

the idea of an SDG teaching map is discussed.

sity of Applied Sciences for Business Admin-

The question to be answered is how a busi-

istration in the WirtschaftsWoche university

ness school can contribute to the achievement

ranking (CBS, 2020).

of the Sustainable Development Goals (SDGs)

Following its mission “Creating Tomorrow,”

through innovative teaching content and meth-

the CBS formulated a vision which places re-ods. This will be explained in concrete terms

sponsible business education at the heart ofin the example of SDG 12, by building on ped-

its research and teaching activities: “The CBS

agogical approaches and key competencies forInternational Business School is developing

sustainable management education. This con-into a respected international business school

ceptual paper concludes with a discussion ofand one of the leading private universities in

the implications this SDG teaching map ap-

Europe. Our ambitious educational concept

proach can – and should – have for the curric-based on high quality and scientific compe-

ulum design of a business school.

tence in research and teaching meets this de-

1.

The CBS vision: a sustainable
management approachmand and is the basis for a substantial growthin our student numbers in the future. Employability and lifelong learning are very impor-

The CBS International Business School is atant at the CBS. We develop our students into

state-approved, private business school incompetent and responsible decision-makers

Germany, which has recently completed a re-

who take their social role seriously and findbranding process, in order to bundle its

solutions for the economic problems of ourstrengths. Consequently, the two universities

time. The CBS is regarded as a pioneer of aEuropean Business School, in Mainz, and Co-

new understanding of management. We sup-logne Business School, in Cologne, now appear

port our students with a network of alumni

under the joint name “CBS International Busi-and corporate partners in order to intensify

ness School.” In an increasingly connected

the continuous exchange between practice,and complex world, CBS wants to continue toscience and society” (CBS, 2020).

combine education with personality, academic

Responsible management education is thus

demands with practical relevance and an in-firmly anchored in the self-image of the CBS

ternational community with individual sup-teaching and research approach. Students are

port. CBS offers study programmes on all lev-demanding new content in education, and theels – Bachelor, Master, MBA as well as joint

growing recognition among CEOs confirms

PHD programs with well-known internationalthat management education at business

universities. In 2018, it was the first Germanschools is becoming progressively more im-university to receive the internationally re-portant. Only managers who have skills in

nowned IACBE accreditation, and in Decem-

sustainable management help companies tober last year, it was awarded (for the thirdachieve their goals, not only in terms of costtime in a row) Germany’s best private Univer-

optimisation, but especially also in terms of22

招待論文 /Invited Article

quality improvement and innovation (Kolb,

to help steer me through complexity: First,

Fröhlich, and Schmidpeter, 2017). For the chal-

the how is as important as the what; hence, islenges of our time, new solutions are needed,

the proposed solution fair and inclusive? And

and to meet them accordingly one needs

second, the context is as important as the ac-

courage, vision and the will to work collabora-tion; hence, what level of the system benefits

tively (see also Chapter 2-3). This change fromor suffers?”

a mechanistic to a holistic worldview, in connection with the clear orientation of the CBS

2-1. Rethinking capitalism: a holistic world-

towards the Sustainable Development Goals

view for sustainable management edu-

in teaching and research, led to the idea of

cationthis paper and the development of an SDG

This chapter provides a brief overview of ateaching map. The academic debate is stillchanging understanding of economics. For thelargely focused on the justification of whylast 500 years, the focus has been on breaking

sustainable development requires a broad

down complex problems into small, solvable

adoption in management education. However,parts in order to understand better and finda concrete specification of how businesssolutions to these simple sub-problems, andschools could contribute to SDGs is still large-

this has come to be known as the mechanistic

ly lacking, and this paper will at least provide

worldview. Adam Smith propagated the free

an initial conceptual framework to answer

market economy in this context. His so-called

this research need.

‘invisible hand’leads to the best possible allocation of resources and the highest possible

2.

Theoretical backgroundlevel of prosperity in a society. It is often forgotten that the idea of the ‘invisible hand’ isRecently, the researcher read the following

based on the theory of moral sentiments

quote by Wayne Visser (2020), and it seems(Smith, 2018), which means that this particularvery appropriate for characterising the prob-

mechanism only works in an economic envi-

lem of responsible management education. It

ronment characterised by ‘sympathy’ andis necessary to find innovative teaching ap-‘empathy.’ Since this ‘moral context’ does notproaches and also to rethink content that en-exist in our time, governments are expected

ables future managers to develop these ‘fairto intervene, to counteract the market mal-and inclusive’ solutions in a beneficial econom-

functioning. To a certain extent, these regula-

ic context: “How can we navigate throughtions have also achieved considerable success,complexity? […] In today’s world, it is not

but there is no denying that government pro-

only the problems that are complex, but also

grammes are associated with a high degree ofthe solutions – and the tide of (often contradic-

bureaucracy, ineffectiveness and, unfortunate-tory) information adds to our bewilderment.

ly, waste of resources (Fullerton, 2015).

There are two principles that I use like oars

It is precisely this problem that the holistic

The Necessity of Sustainability in Management Education

23

worldview addresses, in that it “recognizes

tional approaches are needed. First, in this re-that the proper functioning of complex wholes

gard, the main pedagogical theories are(like an economy) cannot be understood with-briefly explained.

out understanding the ongoing, dynamic rela-

The three most relevant approaches aretionship among parts that give rise to greater

the learner-centred approach, experiential‘wholes’” (Fullerton, 2015, p. 8). The idea of ho-learning and transformative learning. The fol-lism was introduced by Jan Smuts (1926), wholowing explanations are taken from UNESCO

defined it as the tendency of nature to form

(2017). The learner-centred approach describes

the whole through creative evolution, which

the learner as autonomous and independent.

is more than the sum of its single parts. Ho-

Students themselves are responsible for theirlism is often also referred to as ‘systems theo-own learning progress, which gives them notry’, whereby the whole system can only be

only more power, but also responsibility, e.g.

understood if one grasps the relationship be-

to suggest topics and methods that contribute

tween all of the parts (Fullerton, 2015). Applied

to learning success. In the context of experien-

to our business context, managers who looktial learning, knowledge is not only conveyed,at the economy in isolation from society andbut learning is also understood as a process inthe biosphere ignore the damage that their

which the student develops knowledge himself

behaviour might have on other parts of soci-as the result of grasping and transforming ex-

ety and the environment. In order to avoid

perience. Experiential learning follows a cycle

the previously discussed problems of the freethat begins with a concrete experience of themarket economy and the ‘invisible hand’, it islearner. By individually reflecting on this ex-

the task of a business school in teaching andperience, and through observation, the learnerresearch to facilitate this change from a com-

formulates an abstract hypothesis, and this inpetitive, mechanistic worldview to an ecologi-

turn leads to a new implication for action.

cal, collaborative worldview, also known as

These implications are tested and lead to new‘regenerative business models’ (Brown et al.,observations/experiences. The long-term goal

2018).

of the transformative learning approach is todevelop the learner into an autonomous think-2-2. Sustainable management educationer, while the short-term goal is to acquire spe-

After the Agenda 2030 for Sustainable Devel-cific competencies. These goals are achieved

opment was adopted, the importance of re-by distinguishing between ‘habit of mind’ (per-sponsible management education and its po-

manent, difficult to change) and ‘points of view’tential for achieving SDGs was also widely(easier to change and therefore less permanent).

recognised (Rieckmann, 2018) . If this under-

The student learns to solve problems throughstanding is combined with the challenges ofcritical reflection and communicative learning,

the holistic worldview explained in the previ-

and typical teaching methods, for example,

ous section, it becomes clear that new educa-

are case studies, simulations or group proj-

24

招待論文 /Invited Article

ects.
All three theories are suitable for providing

Figure1 K ey competencies and performance ofsustainability citizens

education for sustainable development. Traditional teaching methods, where the teacher
speaks and the students’ task is to listen, do
not promote the acquisition of sustainable key
competencies that play a central role in thesustainability performance model (Rieckmann,2018), as discussed below.

The central task of this model is to explain
how – in our context – managers can be enabled to change their behaviour and act in a
way that promotes sustainable development.
Two key requirements must be taken into ac-

Source: Rieckmann (2018, p.46).

count in this case. On the one hand, relevant

the individual environment of the manager,

issues relating to sustainable management

whilst ‘opportunities’ describe factors thatmust be integrated into teaching, and innova-

cannot be controlled by the manager himself.

tive teaching methods have to be used, in line

Contextual and environmental mechanisms

with the comments just made on the most im-

make concrete sustainable measures possible

portant pedagogical theories for sustainable(Rieckmann, 2018).

development (Rieckmann, 2018).

This model serves as the basis for outlining‘Knowledge and skills’ and ‘sustainable key

the further steps required to establish thecompetencies’ are shown in Figure 1 and rep-

SDG teaching map. Sustainable key competen-

resent the two key requirements just men-cies, which will be explained in more detail intioned. Fundamentally, it is posited that thethe next section, and the question regarding

sustainability performance of a manager canwhich skills necessary to accomplish the

be described according to four dimensions.

SDGs can be anchored in a business school

The acquisition of relevant knowledge andcurriculum, should be discussed first. In addi-

skills, as well as relevant key competencies

tion, there is the problem that key competen-

for coping with complex sustainability prob-

cies are not part of formal education at uni-lems, have already been named. Since compe-

versities, and the integration of so-called ‘soft

tencies alone are not sufficient to determine askills’ has reached its limit, particularly due tocorresponding sustainable action, values andthe restrictive requirements of accreditation

motivation play an important role in this mod-bodies. ‘Values and motivation’ are achievedel, since they translate the ability to act sus-

through the use of new teaching formats,tainably in a concrete activity. Last but notwhich is why the relevant pedagogical theo-least, sustainability performance is defined byries have been described above. In business

The Necessity of Sustainability in Management Education

Figure 2

25

Key sustainable competencies

Systems thinking competency
Recognizing and understanding relationships andcomplex systems in a certain context.

Collaboration competency
Learning from others, collaborative problem
solving, dealing with conflicts in groups,
understanding each other.

Anticipatory competency
Understanding and evaluating different futures;assessing risks and consequences of actions.

Critical thinking competency
Ability to critically reflect on values, actions,
opinions.

Normative competency
Understand and reflect on norms/values;
understand actions/make trade-offs embedded ina value system.

Self-awareness competency
Understand and reflect on one's own role, feelings,
actions.

Strategic competency
Innovative action to enable sustainable
development.

Integrated problem-solving competency
Apply problem-solving methods and find solutions
promoting sustainability.

Source: Rieckmann (2018, pp.44-45).

projects, for example, where students workformance model, this brief description is suffi-

on specific company tasks, these values andcient. Competencies can be described as ‘theattitudes of future managers can be sharp-

ability to apply learning outcomes adequately

ened (more examples can be found in section 4).

in a defined context (education, work, personal,‘Opportunities’ result from the research activi-

or professional development)’ (European Centre

ties undertaken at CBS, and the collaborative

for the Development of Vocational Training, 2008,

investigation of innovative but practice-rele-p. 47). A distinction must be made between dif-vant sustainable questions with students en-

ferent competencies, and in addition to theables them to prepare for the challenges ofkey skills there exist also general and specifictheir future work and provides initial insights

cognitive abilities. It is important to note that

into what tasks and challenges will need to beneither key competencies nor specific cogni-

mastered in management in the future. At

tive competencies alone induce the desired

the same time, students are equipped withsustainable management behaviour (Weinert,

the necessary toolbox for sustainable manage-

2001). For this reason, it is important that ament.

curriculum for the sustainable management ofa business school considers both dimensions

2-3. Sustainable key competencies and performanceof the model at hand (Figure 1), i.e. sustainable
key competencies, and knowledge and skills,

In this subsection, a short overview of possi-

for only in their interplay can the necessary

ble key competencies, which are briefly de-behaviour be achieved to solve complex sus-

scribed in Figure 2, will be given. Since thetainability problems in management. Figure 2

concept of key competencies is only one ofillustrates a short discussion of the eight rele-

the four dimensions in the sustainability per-vant key sustainable competency areas.

26

招待論文 /Invited Article

The importance of key competencies will

focus falls on creating shared value in opera-

be illustrated using a specific example. The

tions throughout the entire value chain, andsustainable design of global supply chains is

so responsible management requires leader-

one of the greatest current corporate chal-

ship that acquires the necessary skills andlenges. In order to evaluate and develop sup-knowledge to make this vision a reality andpliers in terms of a company’s sustainability

works towards a more holistic economic

vision, collaboration competence is particularly

worldview.

necessary. Joint problem-solving, in the senseof fair supplier management aiming to achieve common goals, is an indispensable pre-3-1. A process for establishing the SDG
teaching map

requisite for attaining sustainability goals in

The SDG teaching map presented in this pa-

the supply chain, whilst normative competence,

per was developed in a Master thesis at theunderstood as intercultural abilities, is also es-

CBS International Business School (Kul, 2020).

sential. For example, auditing processes in

In a first step, the research process is briefly

certain cultures can lead to mistrust of theoutlined. Referring to this first step, SDG 12purchasing company and make the successful

and its sub-goals are explained, in order toimplementation of ecological and social stan-understand the evaluation made in the lastdards in the supply chain more difficult. The

section of this chapter.

ability to reflect critically on one’s own behav-

The previous paragraphs form the theoreti-

iour and that of the supplier company, andcal basis of the development process. It was

thus to place values, activities and opinions innecessary to explain the challenges responsi-

the right context, is a key factor in the suc-ble management education has to face andcess of a buyer-supplier relationship (Fröhlichwhich pedagogical theories can be applied toand Steinbiss, 2018).

impart the necessary competencies. The mod-3.

The Sustainable Development
Goal (SDG) teaching map

el of sustainability performance summarises
the relevant dimensions that ultimately enable managers to implement necessary sus-

In summary, sustainable companies havetainable strategies and measures. In the next

more than the sole purpose of creating share-

step, the curricula of all English-language pro-holder value, only taking financial information

grams at CBS International Business School

into account and then strategising according-were analysed. On the basis of this analysis, itly; furthermore, sustainable companies do not

was possible to determine which sub-goals of

simply engage in philanthropic activities. Sus-

the 17 SDGs are covered, and in which lec-

tainable business serves all relevant stake-tures these subjects can be found. The dataholders, with information on environmental,

collected in this way were verified by the re-social and economic issues being given equal

sults of a focus group conducted online. Three

consideration in any corporate strategy. The

specific questions were asked: (a) Which con-

The Necessity of Sustainability in Management Education

Figure 3

27

Research process for establishing the SDG teaching map

Source: Own illustration.

tents of the 17 SDGs sub-targets that havevelopment of society, the orientation of thisnot been covered so far could be integrated

research project towards the Sustainable De-

into the curriculum of a business school? (b)velopment Goals can be justified. The mostHow could these contents be integrated (e.g.

critical fields of action were set by the United

establish a new lecture or integrate them into ex-

Nations in the definition of the 17 SDGs: “Theisting lectures)? (c) Which contents of the sub-2030 Agenda for Sustainable Development,

goals of the 17 SDGs cannot be represented

adopted by all United Nations Member Statesby a business school? How could they be ac-

in 2015, provides a shared blueprint for peacequired? This part of the research process toand prosperity for people and the planet, now

deduct the SDG teaching map will not be con-and into the future. At its heart are the 17

sidered further in this paper, due to word

Sustainable Development Goals (SDGs), whichcount limitations.

are an urgent call for action by all countries –The SDG teaching map, shown in Figure 4,

developed and developing – in a global part-is the final result of this research process.

nership. They recognize that ending poverty

Chapter 4 provides concluding suggestions on

and other deprivations must go hand-in-hand

how a business school can further improve its

with strategies that improve health and edu-

curriculum in terms of responsible manage-

cation, reduce inequality, and spur economic

ment education.

growth – all while tackling climate change
and working to preserve our oceans and for-3-2. The SDG teaching map: the SDG 12 caseests” (United Nations, 2020b). These contents

So far, this paper has dealt with the ‘how?’ ofare considered essential for teaching, to en-

responsible management education, so thisable students to lead society towards a sus-

section shall now address the content, i.e. thetainable future. Therefore, the literature‘what?’ Since responsible management educa-(Rieckmann, 2018) also recommends their inte-tion is aimed at supporting the sustainable de-gration into the curriculum of a business28

招待論文 /Invited Article

school. SDG 12 and its sub-goals are briefly

lead, taking into account the development

explained below, because it serves as an ex-

and capabilities of developing countries

ample to explain the SDG teaching map.

12.2 By 2030, achieve the sustainable

The goal of SDG 12 ‘Responsible Consump-

management and efficient use of naturaltion and Production’ (United Nations, 2020a) ad-

resources

dresses both consumers and companies. On

12.3 By 2030, halve per capita global foodthe one hand, it deals with the sustainablewaste at the retail and consumer levels

consumption of products or services, and es-

and reduce food losses along production

pecially analysing and adapting consumption

and supply chains, including post-harvest

patterns in developing countries are of partic-

lossesular relevance. On the other hand, SDG 12 ad-

12.4 By 2020, achieve the environmentally

dresses sustainable production, which includes

sound management of chemicals and all

the entire supply chain directed to the supply

wastes throughout their life cycle, in ac-

market. What is special about SDG 12 is that

cordance with agreed international frame-

progress in this area also has a positive im-works, and significantly reduce their re-pact on other SDGs in their achievement oflease to air, water and soil in order toobjectives. At the same time, it has to consid-

minimize their adverse impacts on hu-

er the most relevant entrepreneurial challeng-

man health and the environment

es, such as resources not being used efficient-12.5 By 2030, substantially reduce waste

ly and the material footprint continuing to

generation through prevention, reduction,

increase, because consumption patterns arerecycling and reusedifficult to change. SDG 12 illustrates more

12.6 Encourage companies, especiallythan any other SDG how important responsi-

large and transnational companies, toble management education is. Managers needadopt sustainable practices and to inte-tangible instructions on how to deal with thegrate sustainability information into theirenvironmental and social impacts of produc-

reporting cycletion and consumption. Circular economy or12.7 Promote public procurement practic-

regenerative business models are manage-

es that are sustainable, in accordance

ment approaches that need to be implement-with national policies and priorities

ed to achieve the goal of SDG 12, which cov-

12.8 By 2030, ensure that people every-

ers the following sub-targets (sub-targets 12a towhere have the relevant information and12c are not considered herein):awareness for sustainable development
and lifestyles in harmony with nature”“12.1 Implement the 10-year framework(United Nations, 2020a, N.P.)

of programs on sustainable consumption
and production, all countries taking ac-

As Figure 4 illustrates, only one of the SDG

tion, with developed countries taking the

12 sub-goals is not addressed, namely sub-goal

The Necessity of Sustainability in Management Education

Figure 4

29

The SDG teaching map

Source: Own illustration.

12.7, which deals with sustainable public pro-project with GIZ (Gesellschaft für Internationale-

curement. In principle, there is little content

Zusammenarbeit), sustainable agricultural sup-in the CBS curriculum that relates to public

ply chains are currently the focus of teaching

administration topics.

and research tasks in this course (SDG 12.1). In

It can be stated that SDG 12 ‘Responsible

the winter semester 2019, the results of theConsumption and Production’ is one of thepapers from the course Sustainable Supply

best-anchored SDGs in the CBS curriculum;

Chain Management were summarised andfor example, the lecture Sustainable Supply

published in a Working Paper. The results

Chain Management (SSCM) is held in both theare available to students in subsequent se-

Master and Bachelor programmes and de-mesters and can thus be used as an example

signed in line with the educational approachfor the learning cycle in experiential learning.

of experiential learning, particularly in the

Sub-goal 12.8, which supports sustainable

Master’s programme. Students are motivatedcommunication strategies and reporting, is ad-

to develop solutions to current sustainability

dressed in the lectures SSCM, Communication

topics in the supply chain, together with ex-

Policy and International Marketing.

perts and the responsible lecturer. Topics

In order to give a first impression, a shortthat have been worked on in the past semes-

overview is provided on the basis of the Mas-

ters include regenerative business models,ter programme International Business, thewaste management, sustainable consumer be-

lectures for which contain contents of SDG 12:

haviour or sustainable procurement and logis-

Business Economics, Corporate Social Respon-tics solutions (SDGs 12.2-12.6). Due to a joint

sibility, Special Issues in Globalisation, Global

30

招待論文 /Invited Article

and Industrial Corporate Social Responsibility,

dents work in a consulting setting on topics

Digital Strategising, Sustainable Supply Chainthat can also be assigned to SDG 12, e.g. theManagement, Market Innovation or Entrepre-

development of a sustainable procurement

neurship in a social context. This list illus-

strategy for one of the main German energy

trates the idea behind the integrated sustain-

suppliers.

ability curriculum (Kolb, Fröhlich, and Schmid-

4.

implemented at CBS in recent years. Besides

Next steps: how to improvesustainable management
education

basic lectures on CSR, different applications

Following the procedure described in the pre-thereof can be found, such as Social Innova-

vious chapter, all 17 SDGs were analysed ac-tion or SSCM, or sustainability aspects are in-cordingly. The SDG teaching map has sometegrated in lectures with no specific sustain-

gaps, which now need to be closed in a next

ability focus at all, such as Market Innovation

step. Coming back to the results from the fo-

or Digital Strategising.

cus group design, the first hints are given on

peter, 2017), which has been successfully

Particularly noteworthy are the businesshow to improve the achievement of the SDGs

projects, as part of the innovative building

through adequate teaching methods and con-block, in which students work on specifictent. The most important learnings can betasks set by companies. Currently, three proj-

summarised as follows:

ects contributing to SDG 12’s sub-goals are・

It was possible to identify the teaching

being worked on: developing a global market

content that can be integrated into theentry strategy for a company in the food in-curriculum of a business school.

dustry, the calculation of the carbon footprint

・

Sustainable teaching content was identi-

for the last mile logistics of a publishing house

fied from other disciplines that should be

and implementing a sustainable communica-

included in a future management curricu-

tion concept for a large German trading com-lum, e.g. urban planning, smart cities orpany; the business projects thus fall under theenvironmental science.

transformative learning approach. Students

・The remaining white spots of the SDG

are encouraged to become autonomous think-teaching map have to be developed in co-ers and improve their skills through criticaloperation with institutional or practicereflection and communicative learning, andpartners.

the results are repeatedly discussed and improved in feedback rounds with lecturers andFinally, three ideas for the expansion of thecompany representatives.

current curriculum of the CBS International

A few years ago, the CBS International

Business School need to be explained, but

Business School established a student consul-

these will have to be worked out in more de-tancy, the conCBS, which also uses the trans-

tail in the further course of the research workformative learning approach. Here, the stu-in this field.

The Necessity of Sustainability in Management Education

31

In the previous chapter, it was explained

business school. A summer school offered forthat SDG 12.7 Sustainable Public Procurement

students who are very interested in the topic

is not part of the CBS curriculum, but thisof sustainable management could be a promis-

problem can be solved very easily, in that aning idea and be facilitated through three or

independent elective course can be consid-

four international partners on topics that are

ered, as this topic is currently also of great

not offered at the chosen partner university.

importance in practice. As lectures on the

Possible topics could be sustainable fashion,

topic of procurement management are inte-

carbon literacy training, environmental sci-

grated into all CBS programmes, sustainableence or urban planning. Students would

public procurement content can also be in-choose a topic during each summer break andcluded in these courses.

receive an additional certificate after success-The sustainable design of agricultural supply

ful participation in three modules. This would

chains is the focus of the Initiative for Sustain-

make it possible, through cooperation withable Agricultural Supply Chains (INA), a

universities from other disciplines, to teachworking group of the GIZ (Gesellschaft für In-

sustainable subject matter that would not or-

ternationaleZusammenarbeit) (INA, 2020). It was

dinarily find a place on an economic curricu-

recognised by those responsible that coopera-lum.

tion with a business school is necessary, as for

In summary, a more comprehensive respon-

this task purchasers who require special

sible management curriculum is needed totraining in the field of sustainable agriculturalsolve the previously discussed entrepreneurial

supply chains are targeted. Since this qualifi-

challenges related to ecological and social

cation does not exist on the personnel market,

problems.

the INA has set up a programme together
with the Federal Ministry for International
Cooperation (BMIZ). Master students of German universities are invited to take part at athree-day seminar in Berlin, at the end ofwhich they write a paper on a given relevant
topic. Fourteen students who have written
the best papers are then invited to Ghana forone week, at the expense of the BMIZ, to experience in real life what they have researched in theory. The results will be used
to develop a new Master course format.
One of the previous lessons learned wasthat there are certain sustainable topics thatcannot be integrated into the curriculum of a

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Brown, M., Haselsteiner, E., Apró, D., Kopeva, D., Luca,
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