Relevance in a local context Business schools must also tune in to regional priorities where they are based to capitalise on the wealth of opportunities. For instance, Scotland has committed to recruiting 50,000 people into its clean energy sector by 2050. This opens pathways for business schools to collaborate with local government and industry to shape talent pipelines; offer regionally focused sustainability and energy transition tracks; facilitate placements and capstone projects with firms engaged in offshore wind, hydrogen and smart grid technologies; and serve as conveners of innovation and policy dialogue within their local ecosystems. Given that the UK as a whole has committed to net-zero emissions by 2050, with interim targets of reducing emissions by 68 per cent by 2030, it’s clear to see why regions such as Teesside and Humber are developing into major industrial decarbonisation zones, with investment in carbon capture, utilisation and storage (CCUS) and blue/green hydrogen. Business schools in these areas can build local partnerships
These are not niche roles; they cut across every major business discipline. In some sectors, such as agriculture and manufacturing, the need is already outpacing the available talent. According to LinkedIn’s Global Green Skills Report , demand for green talent increased by 11.6 per cent between 2023 and 2024, while supply grew at just 5.6 per cent, making sustainability roles 54.6 per cent more likely to be filled than average roles. The mindset shift on skills As demonstrated by the breadth of skills and qualities needed for the handful of roles described above, it is not just about what successful professionals know, it is also about how they think. Our research among business leaders shows that many sustainability efforts begin with technical planning and target- setting. But those efforts often stall when they hit the cultural barriers that are deeply embedded in norms and behaviours at those organisations that haven’t shifted in step with strategic intent. This is where business schools have a vital role to play – not only in delivering technical knowledge, but also in cultivating what might be called a ‘transition‑ready’ mindset. This means equipping students to lead culture change with emotional intelligence and strategic clarity; work across disciplines and industries to solve complex, systemic challenges; make decisions in uncertainty, considering economic, social and environmental concerns to achieve net positive outcomes; and understand how to use (and question) powerful technologies such as AI and data modelling in service of better, more ethical outcomes. In practical terms, this raises several questions about what business education should be offering, as the boxout on page 21 illustrates.
Matt Gitsham is professor of business and sustainable
development at Hult International Business School and academic director of the Hult Sustainability Impact Lab. As part of his role, Gitsham has led numerous research projects on business and sustainable development
20 Business Impact • ISSUE 5 • 2025
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