PEDAGOGY
Institutional commitment should also be reflected in governance structures that guarantee coherence, accountability and long-term progress. For example, creating a sustainability or PRME committee can help co-ordinate efforts across departments, align them with the university’s strategic priorities and track progress. Such a committee can also serve as a hub for sharing good practice, encouraging collaboration and building partnerships with external stakeholders. By combining structural support, faculty empowerment and partnerships, business schools can create a sustainable foundation for embedding social good into every aspect of their educational mission. A step-by-step model The traditional business school curriculum is no longer fully suited to a world characterised by uncertainty, complexity and pervasive social challenges. Now is the time for business education to take a decisive step towards placing social good, sustainability and ethical leadership at its core. In addition to the reforms detailed, another way forward could be to introduce a dedicated anchor unit for social good within the curriculum. This would equip students with the practical skills and analytical frameworks needed to identify and address social and environmental problems, ensuring that these themes are not isolated but instead reinforced across other units throughout the programme. A programme of this kind could follow a three-stage structure. The first stage would lay the foundations, introducing students to the SDGs, stakeholder theory and systems thinking. Later stages would then use more hands-on and problem-based learning approaches, focusing on implementation and deeper engagement through units addressing change management, impact assessment and ethical leadership. Finally, aligning curriculum transformation with international accreditation frameworks, such as those offered by AACSB, EQUIS, BGA and PRME, ensures rigour and strategic alignment. These frameworks increasingly value the integration of SDGs and societal impact into learning outcomes, providing a strong external benchmark for responsible management education. By embracing these standards, business schools can institutionalise their commitment to social good, ensuring that graduates are not only capable to lead in dynamic environments but are also equipped to create sustainable, positive impact in business and society.
measurement frameworks will allow students to apply their learning to socially oriented ventures. In a similar manner, pitching ideas to panels of social entrepreneurs, policymakers and impact investors offer valuable experiential learning and feedback opportunities. Role-play-based assessments can be particularly effective in this context, as they simulate real-world decision-making and negotiation scenarios. Lastly, inviting guest speakers, policymakers and industry practitioners to take part in assessments can add an additional layer of authenticity and relevance to students’ learning experience. Their involvement helps bridge the gap between academic theory and real-world practice, exposing students to the complexity, uncertainty and ethical dimensions of business decision-making. Moreover, involving external experts in assessments, as panel members or mentors for example, not only adds credibility but also provides highly useful professional feedback, broadens students’ perspectives and deepens connections between the university, industry and wider society. Structures & partnerships If business schools are to truly embed social good within their curricula, there needs to be a broader shift in internal structures, faculty development and external partnerships. A first step to consider here is creating incentives and providing support mechanisms for faculty to redesign units around social and environmental sustainability. This could include targeted training, curriculum innovation grants and formal recognition for teaching and research that advance responsible management and contribute to the SDGs. When promotion and reward systems explicitly value innovation driven by sustainability, faculty are more likely to embrace these priorities and integrate them into their practices. At the heart of this transformation lies faculty capacity and the extent to which schools support development in this area. After all, while designing socially responsible units is not necessarily complex, it requires educators who are equipped and motivated to teach from this perspective. Since many academics lack prior experience, professional development and peer learning opportunities are vital. Regular workshops, interdisciplinary collaboration and access to global networks such as the Principles for Responsible Management Education (PRME) and accreditation conferences can provide educators with the tools and inspiration to reimagine their teaching.
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Business Impact • ISSUE 6 • 2025
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