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Item type:Publication, Looking back to look forward: Learnings from the past to achieve sustainable recovery after upcoming global crises(Emerald Group Publishing Ltd., 2022-01-01)This study identifies measures to recover economic growth and build sustainable societies and markets in post-COVID-19 scenarios-with a perspective of resilience and adaptability to climate change and massive biodiversity loss. Additionally, this study uncovers the interventions implemented to address economic, environmental and social consequences of past crises based on a systematic literature review. Specifically, this chapter provides answers to the following six questions: (1) What has been done in the past to rebuild social, economic and environmental balance after global crises? (2) Where (geographical region) did the analysis on measures taken concentrate? (3) When have scholars analysed past measures to rebuild business and society after a global crisis? (4) How did the past measures to rebuild business and society after the global crisis take place? (5) Who promotes the measures to rebuild business and society after a global crisis takes place? (6) Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place? Finally, this chapter identifies future research opportunities to rebuild business and society after the past global crises. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring the sustainability mindset for management education with a focus on social sustainability(Springer, 2024-03-13)Bowing to mostly economics-driven models, business and management education has failed to embrace the complexity and boundaries of organizational systems. This failure has resulted in a disconnection from ourselves, the social environment, and the natural environment. Our interconnectedness with the world could be re-established through critical, mindful self-reflection and awareness, adding an emotional layer to our cognitive-heavy education efforts that would ignite behavioral change and action. In this chapter, we explore how to unlearn the economics-driven perspective by approaching sustainable development using a systems theory perspective and supplementing it with the sustainability mindset concept. Systems theory supports the importance of identifying all interrelated processes within the system and their multiple consequences across it all, while the three pillars of the sustainability mindset, knowing (having the knowledge to understand and do something), being (acknowledging the human factor within organizational decisions), and doing (being able to comprehensively implement changes), guide the discussion toward a more effective and accurate way to deal with the social issues of sustainable development within business education and thus address Sustainable Development Goal (SDG) 4 (Quality Education). Educators can use the concept of the sustainability mindset to challenge the economics-driven models in management education. Furthermore, the sustainability mindset equips learners with a unique perspective on exploring the complexity and interconnectedness of today's challenges and enables them to navigate the multiple seas of uncertainty. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A New Approach for Teaching and Learning Sustainability: Futures Studies Meet International Business(2023-07-27)Against the backdrop of an uncertain and complex international environment that grand challenges, such as rising inequalities, climate change, and infectious diseases, have shaped, educators must be able to prepare students to be capable of tackling a multitude of upcoming global issues. Anticipatory competencies (i.e., futures literacy) could be key to navigating these multiple seas of uncertainty. Moreover, understanding the potential of futures studies and applying it to international business could help our fellow educators to equip students to navigate uncharted territories, bringing creativity and imagination to the IB classroom.