embedding sustainability in the curriculum: practising what we teach london south bank university 12...
TRANSCRIPT
![Page 1: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/1.jpg)
Embedding sustainability in the curriculum: Practising what we teach
London South Bank University
12th March 2013
![Page 2: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/2.jpg)
Sustainable marketing: embedding sustainability at the heart of business education
Higher Education Academy: “Enhancing” series:
Enhancing education for sustainable development in business, management, hospitality, leisure, sport, tourism.
Barry Emery Senior Lecturer: Marketing / Sustainability
Birmingham City University
![Page 3: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/3.jpg)
Dealing with preconceptions
‘How cheap can I make this product?’ ‘How much can I sell it for?’
![Page 4: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/4.jpg)
Dealing with realities
‘What are the positive and negative impacts of this product?’
‘Are the impacts beneficial and / or justifiable?’
![Page 5: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/5.jpg)
First things first To introduce the concept of sustainability
through the triple bottom line framework
![Page 6: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/6.jpg)
![Page 7: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/7.jpg)
Self-assessment
To allow students to reflect on their own orientation towards sustainability
![Page 8: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/8.jpg)
Personal impact
http://calculator.bioregional.com
![Page 9: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/9.jpg)
Personal impact
![Page 10: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/10.jpg)
http://www.footprintnetwork.org/en/index.php/GFN/page/trendalyzer
![Page 11: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/11.jpg)
Wicked problems
To demonstrate to students the complexity of sustainable business problems and solutions
![Page 12: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/12.jpg)
Dilemma
A situation that requires a choice between options that are or seem equally unfavourable.
![Page 13: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/13.jpg)
The ‘disposable’ nappy
An estimated 90% of parents use disposable nappies for one main reason: convenience.
How can the marketer neutralise the convenience barrier which prevents parents from adopting real nappies, the washable, re-usable, more sustainable alternative to the disposable nappy?
![Page 14: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/14.jpg)
The ‘disposable’ nappy
Figures vary but an average baby will use about 6000 nappies until it is potty trained, reaching about 1 tonne in weight.
8 million nappies are thrown away per day in the UK, some 3 billion a year with 90% ending up in landfill sites, meaning tonnes of untreated sewage per year.
Birmingham, the UK’s second city accumulates about 22000 tonnes of waste in disposable nappies, costing the City Council over £750,000 in disposal.
A large part of disposable nappies are synthetic materials which do not biodegrade and are a waste of natural resources.
![Page 15: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/15.jpg)
Competing product attributes
Sustainable Conventional
EthicalSocially responsibleEco-performance / friendlyCost-effectivenessRecyclable / recycledPollution-freeHealthySafe / harmlessFunctionalLong lasting / durable / reusable
PriceBrandAvailabilitySuperior performanceQualityConvenience of useImageStyleDesignDisposable
![Page 16: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/16.jpg)
Competing product attributes
Sustainable Conventional
EthicalSocially responsibleEco-performance / friendlyCost-effectivenessRecyclable / recycledPollution-freeHealthySafe / harmlessFunctionalLong lasting / durable / reusable
PriceBrandAvailabilitySuperior performanceQualityConvenience of useImageStyleDesignDisposable
![Page 17: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/17.jpg)
Competing product attributes
Sustainable Conventional
EthicalSocially responsibleEco-performance / friendlyCost-effectivenessRecyclable / recycledPollution-freeHealthySafe / harmlessFunctionalLong lasting / durable / reusable
PriceBrandAvailabilitySuperior performanceQualityConvenience of useImageStyleDesignDisposable
![Page 18: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/18.jpg)
![Page 19: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/19.jpg)
![Page 20: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/20.jpg)
![Page 21: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/21.jpg)
![Page 22: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/22.jpg)
Students need to question conventional business practice by first questioning their own values, attitudes and beliefs regarding sustainability.
Students from all over the world quickly learn that developed and developing nations have played significantly different roles in how the world has developed and that these will need to change if sustainable development is to be achieved.
Students from developing nations often see themselves at the end of the supply chain that receives the fewest benefits (e.g. extraction of raw materials, cheap labour for mass production, product manufacture with high impacts in terms of ecological footprints) in comparison to developed nations in receipt of the finished goods. These students begin to question the wisdom of producing for others when they should set up sustainable businesses to develop as a nation and improve their own quality of life.
The use of dilemmas highlights to students the difficulties behind sustainability challenges in business.
Students learn that the effects of change affect all players and stakeholders and involve compromise and sacrifice.
![Page 23: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/23.jpg)
Embracing change
![Page 24: Embedding sustainability in the curriculum: Practising what we teach London South Bank University 12 th March 2013](https://reader034.vdocuments.mx/reader034/viewer/2022042717/56649cad5503460f9496f6e5/html5/thumbnails/24.jpg)
Many thanks
Barry Emery
Senior Lecturer: Marketing / Sustainability
Birmingham City University