MSc Sustainable Business

This unit aims to give students a foundational understanding of sustainability and social responsibility in a business and management context. Using a case-based approach, this unit analyses how organisations can contribute to progressing the Sustainable Development Goals. The unit will equip students with concepts and tools to develop and evaluate sustainable and responsible business practices and strategies. Students will work in groups and individually to develop, present, and / or critically analyse cases. 

The unit aims to:

Enable students to understand, analyse, and discuss the role of business in progressing the SDGs;

Provide tools and concepts for identifying and critically analysing (un)sustainable business practices;

Utilise real-life case studies as a platform to critically engage with (un)sustainable business practices and to develop recommendations;

Provide opportunities to identify and work through / with tensions, challenges, and different perspectives on sustainable business.

Syllabus (indicative curriculum content):

Introduction - Business and Sustainable Development Goals (SDGs)
Foundational Principles of Sustainable Business 
Corporate Social Responsibility and Stakeholder Engagement
Building the Business Case for Sustainability 
Business Strategies for Sustainability I
Business Strategies for Sustainability II
Cross-Sector Partnerships and Collaborations 
Sustainable Innovation 
Sustainability reporting and certification

Industry Guest Speaker(s)
 

The unit is delivered through weekly sessions including a 1.5 hour lecture and a 1.5 hour seminar. The lectures introduce foundational material while seminar activities include discussions, debates, practical exercises, and presentations. Wider research around the lecture content is expected and additional background material including videos, websites, reports, and newspaper articles will be provided. Formative feedback will be given during lectures, seminars, and an online discussion board. The course is supported by a dedicated Blackboard site and uses an online discussion board to encourage knowledge exchange. 

Recognise the role of business for progressing the SDGs and sustainability transitions  - Group work
Identify characteristics of sustainable and socially responsible organisations - Group work and Individual report
Critically analyse and evaluate (un)sustainable business practices - Individual report

IS1 Critically engage with concepts of sustainable business and apply them through the development and analysis of case studies - Group work

IS2 Analyse sustainable business strategies and evaluate their contribution to SDGs and sustainability transitions - Group work and Individual report

IS3 Analyse sustainable business strategies and evaluate their contribution to SDGs and sustainability transitions - Individual report

PS1 Identify, analyse, synthesise, and present information professionally and creatively - Group work and Individual Report
PS2 Develop or enhance professional business writing to evaluate and / or develop sustainable business solutions - Individual report
PS3 Identify, recognise, and utilise credible sources for sustainability-related analysis - Group work and Individual Report

TS1 Work collaboratively as a member of a diverse team, contributing to the development of effective team dynamics - Group Work
TS2 Develop, debate, structure, and communicate ideas and proposals in writing, verbally, and creative format - Group work & Individual report
 

Other: 

Debates / role plays:

15 - 30 minutes In-class feedback from peers and seminar leader; own reflection on experience Deep-dive into a particular topic; acknowledge different perspectives on a topic whilst aiming to persuade others. 

Multiple Choice test - 15 minutes / 2-3 times during the semester

Results are available immediately for multiple choice test (2-3 times during the semester) 
In-class feedback from peers and seminar leader; own reflection on experience

In writing via BB

Informal feedback from peers during seminars

Alphabetically and non-exhaustive:

Carroll, A. B. (2021). Corporate Social Responsibility: Perspectives on the CSR Construct’s Development and Future. Business & Society, 60(6), 1258–1278.

Dyllick, T., & Muff, K. (2016). Clarifying the Meaning of Sustainable Business: Introducing a Typology From Business-as-Usual to True Business Sustainability. Organization & Environment, 29(2), 156–174.

Scheyvens, R., Banks, G., Hughes, E. (2016). The private sector and the SDGs: The need to move beyond ‘business as usual.’ Sustainable Development, 24, 371–382.

Stibbe, D.T., Reid, S., & Gilbert, J. (2019). Maximising the Impact of Partnerships for the SDGs. Oxford: The Partnering Initiative and UN DESA.

Van Tulder, R., Seitanidi, M.M., Crane, A., & Brammer, S. (2016). Enhancing the impact of cross-sector partnerships: Four impact loops for channeling partnership studies. Journal of Business Ethics, 135, 1–17.

van der Waal, J. W. H., & Thijssens, T. (2020). Corporate involvement in Sustainable Development Goals: Exploring the territory. Journal of Cleaner Production, 252, 119625.

Chapters from book: Van Tulder, R., & Van Mil, E. (2023). Principles of sustainable business: Frameworks for corporate action on the SDGs. Routledge.

Key journals include: Business & Society; Business Strategy & the Environment; Journal of Cleaner Production; and Journal of Business Ethics.

Case studies are sourced from external providers as well as developed by the course coordinator.
 

The unit highlights the importance of considering a range of stakeholders and their perspectives when evaluating and developing strategies and business practices. Examples and case studies are set in varied geographical and cultural contexts both within and outside the UK.

Discussions will encourage students to share examples from their experiences to contribute to knowledge creation. Seminar activities such as debates and role plays will actively foster reflections on different perspectives. Online tools such as Mentimetre and Padlet will be used to encourage less verbal students to engage and participate. The formatively assessed multiple-choice tests support staged, self-paced learning and self-assessment.

The assessment is designed to allow to draw on the diverse skills of group members.