A 'must read' for anyone teaching SRI and CSR at the university or graduate level. Each essay provides a wealth of information, models, and experiences to draw from.
Robert Rubinstein, Triple Bottom Line Investing, Netherlands, in Brooklyn Bridge Newsletter, October 2004

Relevant for anyone concerned with this specialist area.
Long Range Planning 38 (2005)

... a perfect design for a course on business sustainability
Business Strategy and the Environment Vol. 14 No. 3 (May-June 2005)

This book is a real eye-opener when it comes to the thorny question of teaching business sustainability ... This book is crucial for high level business trainers.
Eagle Bulletin, July 2005

... the book is a wonderful guide into the world of instruction in the field of business sustainability. In addition to an extensive bibliogrphy, the chapters provide a detailed map through the issues, approaches, challenges, successes and pitfalls of teaching sustainability in a business context.
Natural Resources Forum, 1 February 2005

.. within its pages are a number of novel, interesting ideas and approaches that are well presented. Many of these ideas have stimulated a number of educational experiments I will try out on students.
Social and Environmental Accounting Journal Volume 26 Issue 1

his book provides examples of the teaching practices and tools that are achieving successful results.
Management of Environmental Quality Vol. 16 Issue 1 (2005)

This book will be an invaluable resource both for educators and organisations looking to reinvigorate internal management education programmes to factor in corporate responsibility and sustainability issues.
Sustain Magazine Vol. 5 Issue 6

The World Resources Institute's program, 'Beyond Grey Pinstripes', provides regular reports on performance of business schools in preparing students for a comprehensive approach to social and environmental stewardship. Over 100 MBA programs 1,000 courses and 800 extracurricular activities are featured. What has been lacking, however, is an analysis of the academic bases of these activities. This edited collection of 23 essays, Teaching Business Sustainability: From Theory to Practice, fills this gap with a strong emphasis on business, educational and moral rationales, curriculum development and approaches.

Recognising that education for sustainability is an emerging field, and one that addresses a vision that is not wholly accepted within the business community as yet, this book seeks to provide business educators with an advanced introduction to sustainability as well as providing educational tools. Thus, the five chapters in Part 1, 'Theory, Critique and Ideas', explore the unstated but often underlying assumption that many environmental and social issues represent non-value-added effort for business. John Adams' account in Chapter 1 of the role of mental models of society, nature and the economy is an effective introduction to the reasoning behind such assumptions and the need to 'learn our way out' of unsustainable mental models. Chapter 2, by Subhabrata Bobby Banerjee, follows on as a more rigorous account of the role of business sustainability within sustainable development policy and processes. He outlines three key themes that need to underlie all teaching about and for business sustainability: theoretical analysis and critique; interdisciplinarity; and local-global perspectives. Most importantly, he challenges readers to consider how the sustainability of society can be integrated within the goals of both corporate sustainability and teaching in universities. Two further chapters in this section explore the place of sustainability in public companies (Tom Abeles) and international development assistance (Pepukaye Bardouille). Both provide convincing cases and excellent material for case studies. Using data from surveys of Australian and US MBA programs, Suzanne Benn and David Bubna-Litic develop the extremely important thesis of ethically reflective practice as the foundation of business sustainability. This insight is not taken up elsewhere in the book, unfortunately, although the important social theory that underlines reflective practice and reflexive modernity are crucial to both the rationale for business sustainability and the education of the type of managers that are needed for business to become more sustainable. The next two chapters, by Homer Erekson et al., and David Foot and Susan Ross, focus on the need for interdisciplinary practice - a characteristic of the knowledge needed in addressing the problems businesses face in this era of reflexive modernity. Part 1 concludes with an examination of implications for business educators of a survey of the level of environmental concern of business studies students in several countries. Examples of proactive responses to the high levels of concern are reported in Part 2 of this fine book.

Titled 'Learning from Current Practice', Part 2 contains several case studies from the UK, USA and Canada. All are inspirational and worthy of reading as mirrors to reflect upon the objectives, content, pedagogy and industry links of our own work. Particularly exciting are the programs that have strong ethical foundations (Chapter 11 by Diane Holt and Chapter 15 by Judi Marshall) and emphasise partnerships and placements with firms (Chapter 9 by Polly Courtice and Jonathan Porritt, Chapter 13 by Gillian Rice and Amy Sprague, and Chapter 14 by Thomas Eggert et al.) - but singling these out for special mention is in no way meant to discourage readers from reading all seven case studies.

Part 3, titled 'Tools, Methods and Approaches', is perhaps the least consistent in the book - not in terms of the quality and value of the eight chapters but in terms of the disparate nature of the themes addressed. It is almost as if they are brought together because they could not fit anywhere else - and perhaps some chapters might realistically be seen to belong to a different book. Chapter 16, by Sacha Courville, might be one of these. Yet her simple diagrammatic representation of the relationship between various corporate sustainability tools (p. 213) will prove extremely helpful to course designers. It is a pity that there was no opportunity in this chapter for the implications for course design to be explored, although, perhaps unintentionally, this challenge is taken up in Chapters 20 and 21 by Kathleen Wood and her colleagues and by Bob Willard on teaching sustainability in business courses. However, there are virtually no educational implications for Chapter 22 on demographic issues and sustainability. A different book for sure! Other chapters in this section focus on appropriate pedagogy - systems thinking (Chapter 17 by Molly Brown and Joanna Macy) and neo-Socratic dialogue (chapter 19 by Beate Littig). The final chapter, Chapter 23 by Darcy Hitchcock and Marsha Willard, is clearly a case of leaving the best to last. This is the chapter that addresses important core educational issues:
• Helping students understand the science and principles behind sustainability and getting past 'science phobia' and technical jargon';
• Building confidence in students and addressing the negative perceptions associated with environmentalism;
• Motivating reluctant or uninterested students; and
• Showing students how to integrate sustainability into business practices and how to make a 'sustainability' pitch to future employers.

These important considerations are grouped under the three categories of 'Getting or Understanding it', 'Selling it' and 'Applying it' — a perfect design for a course on business sustainability.
John Fien, Innovation Professor of Sustainability, RMIT University, Melbourne, Australia