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Are Spanish business schools playing the role they should in bringing sustainability to the corporate world?

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  • Francisco Javier Sastre Segovia
  • Luis Isasi-Sánchez
  • María Vaquero-Diego

Abstract

Over the last decade, the importance that Society has attributed to sustainability has grown exponentially – to the point of becoming one of its main concerns. The scientific community, albeit with differing opinions regarding the foreseeable evolution of possible scenarios, unanimously agrees that a rapid, joint, global and coordinated response must be acted upon in order to reverse the current situation. The research work that is presented here focusses specifically on identifying the necessary changes to be implemented both in universities and business schools (BSs), in order to significantly contribute to moving society towards a more sustainable scenario. Although this research work was on the Spanish market, it seems that most of the conclusions could be applicable to other countries. A combination of techniques, both quantitative (questionnaires and data analysis of reports, webs, etc.) and qualitative (focus groups, interviews, etc) has been applied to obtain important conclusions, among which the following should be highlighted: specific education programmes should be introduced for business schools and university lecturers; key programmes such as MBAs should include a number of sustainability-specific subjects, and these moves should be implemented as a mid- to long-term strategy policy.

Suggested Citation

  • Francisco Javier Sastre Segovia & Luis Isasi-Sánchez & María Vaquero-Diego, 2023. "Are Spanish business schools playing the role they should in bringing sustainability to the corporate world?," Economic Research-Ekonomska Istraživanja, Taylor & Francis Journals, vol. 36(3), pages 2183419-218, December.
    • Handle: RePEc:taf:reroxx:v:36:y:2023:i:3:p:2183419
    DOI: 10.1080/1331677X.2023.2183419
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    References listed on IDEAS

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    1. Maria Cadiz Dyball & Andy F. Wang & Sue Wright, 2015. "(Dis)engaging with sustainability: evidence from an Australian business faculty," Accounting, Auditing & Accountability Journal, Emerald Group Publishing Limited, vol. 28(1), pages 69-101, January.
    2. Janette Brunstein & Marta Fabiano Sambiase & Roberto Borges Kerr & Claudine Brunnquell & Luiz Carlos Jacob Perera, 2019. "Sustainability in finance teaching: evaluating levels of reflection and transformative learning," Social Responsibility Journal, Emerald Group Publishing Limited, vol. 16(2), pages 179-197, January.
    3. Melissa Edwards & Paul Brown & Suzanne Benn & Christopher Bajada & Robert Perry & Deborah Cotton & Walter Jarvis & Gordon Menzies & Ian McGregor & Katrina Waite, 2020. "Developing sustainability learning in business school curricula – productive boundary objects and participatory processes," Published Paper Series 2020-1, Finance Discipline Group, UTS Business School, University of Technology, Sydney.
    4. repec:eme:aaaj00:aaaj-05-2014-1692 is not listed on IDEAS
    5. Maria Cadiz Dyball & Andy F. Wang & Sue Wright, 2015. "(Dis)engaging with sustainability: evidence from an Australian business faculty," Accounting, Auditing & Accountability Journal, Emerald Group Publishing Limited, vol. 28(1), pages 69-101, January.
    Full references (including those not matched with items on IDEAS)

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