This document discusses how De Montfort University is working to incorporate the United Nations Sustainable Development Goals into business education and campus life. It outlines how the university is embedding education for sustainable development across its formal curriculum through dedicated programs and modules, as well as through informal learning activities. Examples provided include a textile design module examining the circular economy and a social work conference exploring the SDGs. The university is also working to promote sustainability through initiatives reducing plastic use on campus and its community engagement programs in India. Next steps discussed include more fully integrating the SDGs into teaching and learning at the institution.

1. Valuing the Future:
Linking the UN Sustainable Development
Goals to Business and Business Education
Louise Donaghy, Regina Frank, Andrew Reeves
De Montfort University, Leicester, UK
Creating Value Conference, Leicester Castle Business School, De
Montfort University, Leicester, May 24th 2018.
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2. The SDGs are…
• Sustainable Development Goals
– A transformative agenda for 2030
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3. Education for Sustainable Development (ESD)
Aims to develop:
• Knowledge and Understanding
• Skills
• Attributes
(QAA/HEA, 2014)
Thus, beyond subject-related knowledge
Skills such as:
• collaborative working
• systemic thinking
• Leadership
Attributes such as:
• critical thinking
• flexibility
• resourcefulness.
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Learning about
Sustainability
Learning in
Sustainability
Learning for
Sustainability
Image based on Sterling (2001)
Deeper
Learning

4. Students and the University want this
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“We will equip students and staff with an understanding of
the challenges of sustainability and sustainable
development, and will approach learning, teaching and
assessment mindful of the opportunities to contribute
locally and globally to the public good and environmental
futures as well as of our impact on a resource-limited world.”
DMU University Learning Teaching and Assessment Strategy, 2018
82% of DMU students agree that sustainable
development should be incorporated and
promoted within all DMU courses
NUS Student Survey (2017)

5. Aspects of ESD at DMU
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Formal
Curriculum
Hidden
Curriculum
Informal
Curriculum
Research,
Impact and
Outreach
Policy,
Strategy and
Commitment
Staff
Knowledge
and
Engagement
ESD TEACHING AND LEARNING INSTITUTIONAL CONTEXT
Mutual Influence

6. Formal Curriculum
• Range of coverage
– Dedicated programmes (e.g.
Energy and Sustainable
Development MSc)
– Particular Modules (e.g.
Textile Contents)
• Links made via:
– Taught curriculum;
assessments; projects
• Work underway to map and
enhance current practice
– Estimated 90 modules
explicitly address
sustainability
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Examples:
• Textile Contexts, led by Claire Lerpiniere,
within BA Textile Design. Students examine
the “circular economy” as the future
context for textiles production.
• Social Work: 3rd year students explored
links between their practice placements
and the SDGs via a conference in 2018
organised by Prof. Julie Fish.

7. Example: “Leading Change for Sustainability”
Module on Energy and Sustainable Development MSc
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Learning about
Sustainability
Learning in
Sustainability
Learning for
Sustainability
• Try to change a behaviour –
reflect on what happens
• Develop and pitch
proposals for action at DMU
• Study of how to support
changes in behaviour
• Co-learning with local
stakeholders
• Core ideas (e.g. systems thinking)
• Study of what influences
(un)sustainable behaviours

8. Informal (or co-) Curriculum
• Learning around courses
– Student societies, clubs
– Major initiatives
• #DMUWorks – employability
• #DMUGlobal – international
experience
• #DMULocal – community
volunteering
• Example: DMU Square Mile
India
– Aiming to “transform the lives
of some of the poorest
communities in Gujarat” (DMU
2018a)
– Education, sustainable
energy…
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9. Hidden Curriculum
How sustainability is
embedded in campus life
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Planned phase out of single-
use plastic products, by:
•Removing all single use non-
recyclable drinking cups on
campus
•Replacing all plastic
disposable cutlery with
compostable items
•Expanding the number of free
drinking water fountains on
campus
DMU (2018)

10. Next Steps
• Aim towards embedding ESD and SDGs across
teaching and learning
• What would this look like and feel like for staff,
students and ours stakeholder community?
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11. Discussion
• What should universities be doing to respond
to the SDG agenda?
• What is your institution doing?
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12. References
• DMU (2018a) DMU Square Mile India. Available from: http://dmu.ac.uk/about-
dmu/square-mile-india.aspx
• DMU (2018b) DMU launches new initiative to cut plastic use at UN in New York.
Available from: http://www.dmu.ac.uk/about-dmu/news/2018/february/dmu-
launches-new-initiative-to-cut-plastic-use-at-un-in-new-york.aspx
• NUS (2017) Responsible Futures Overview 2017/18. National Union of Students.
London: NUS.
• QAA/HEA (2014) Education for sustainable development: Guidance for UK higher
education providers. Quality Assurance Agency and Higher Education Academy.
Gloucester: QAA.
• Sterling, S., (2001). Sustainable Education: Re-Visioning Learning and Change.
Schumacher Briefings. Bristol: Schumacher UK.
• UN (2015) Sustainable Development Goals. Available from:
http://www.un.org/sustainabledevelopment/sustainable-development-goals/
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