Enhancing education for sustainable development in Business and Management, Hospitality, Leisure, Marketing, Tourism Chapter 13 Promoting life-wide learning for sustainable development in the hospitality industry Valerie Mannix and Lorain Walsh, Waterford Institute of Technology

Edited by Richard Atfield and Patsy Kemp

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Contents Section Page

Summary 3

Introduction 3

An alternative view of learning towards ESD 4 Learning space 4

Development of the module Food, Restaurant and Sustainability 5

Promotion of life-wide learning - multiple spaces of ‘being’ and ‘becoming’ 7

Assessment of module and student evaluation 9

Main student learning points 9

Challenges and lessons learned 10

Concluding remarks 10

References and URLs 11

Biographies 11

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Summary

This chapter reports on the learning experiences of students participating in an interactive interdisciplinary module Food, Energy and Sustainability in the Hospitality Industry offered on the current Diploma in Restaurant Management programme at Waterford Institute of Technology. The diploma is aimed at mature learners with previous experience in the field of hospitality. Since the announcement in 2002 of the Decade for Sustainable Development (DESD) there have been widespread calls for reform of educational systems to reflect more holistic learning approaches, as well as a call for the promotion of core skills, knowledge, qualities and dispositions for sustainable operations. The chapter focuses, in particular, on learner engagement during a student-led group project and interactive symposium with the theme of sustainability in the hospitality industry. Particular emphasis is placed on the idea that learning through sustainable development and acquiring crucial core skills, knowledge, qualities and dispositions is very much linked to the complementary notion of life-wide learning and the concept of possible and ideal motivational self-systems.

Introduction

In 2002, the relationship between education and sustainability was highlighted by the United Nations General Assembly, which, in resolution 57/254, proclaimed the period 2005 to 2014 to be the DESD (UNESCO, 2007). After the publication of the report, there was an agenda for deeper educational reform in regard to the contribution of education for sustainable development (ESD). There was a call for the implementation of effective responses by education and training systems for an alternative view of learning towards ESD. According to Heideveld & Cornelissen (2009:10), learning through sustainable development is a process which continues life long and therefore takes place in a whole range of learning environments, which may be formal, non-formal and informal in nature. We argue that ESD is linked to the complementary notion of life-wide learning, which we define as “learning through multiple spaces simultaneously” (Barnett, 2010:23) or learning through all the experiences life has to offer, as Jackson puts it, “all aspects of a learner’s life” (Jackson, 2011: 101); we also argue that ESD is linked to the notion of possible and ideal self-systems in the context of life-wide learning. By this we mean: learners reflecting on what their future identities might be as they learn how to be, and how to become, in different places - multiple spaces of ‘being and becoming’ - both during their time in college and in a continued fashion throughout their lives. We argue that instead of adopting conceptions of learning or generalised learning styles, it is vital that learning pertaining to sustainable development is located within the identities of learners and embraces student diversity. We also take the view of Savin-Baden (2008:16) that “learning is indeed complex and specific to the learner and must therefore be located in the context of their lives and their stories”. A similar view is held by Baxter Magolda (2011) writing about the concept of self-authorship.

This case study, based on a taught module Food, Energy and Sustainability in the Hospitality Industry offered on the current interdisciplinary Diploma in Restaurant Management Programme at Waterford Institute of Technology aims to show how the two concepts, ‘life-wideness’ and ‘possible and ideal selves,’ provide us with powerful frameworks within which ideas surrounding the concept of sustainability in the hospitality industry can be integrated. We also wish to demonstrate how both concepts can be instruments for ESD, whereby crucial core skills, knowledge, qualities and dispositions pertaining to sustainable development are acquired and developed by learners themselves and in a holistic fashion via multiple learning spaces - formal, informal and non-formal.

In the context of global hospitality, we understand a sustainable operation to be one which “manages resources in such a way that economic, social and environmental benefits are maximized in order to meet the needs of the present generation while protecting and enhancing opportunities for further generations” (Sloan et al, 2009:4), as illustrated in Figure 1.

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Figure 1: Pillars of sustainability (adapted from Sloan et al, 2009)

An alternative view of learning towards ESD

Learning space To gain a fuller understanding of the concept of a learning space, we reflect on the work of Barnett (2010) and Savin-Baden (2008), as well as the work of Eaton (2010), on formal, non-formal and informal learning spaces. Savin-Baden refers to the idea that there are “diverse forms of spaces within the life and life world of the academic (learner) where opportunities to reflect and analyse their own learning position occur” (Savin-Baden, 2008:8). Both Barnett and Savin-Baden have provided numerous examples of the types of diverse learning spaces in which learners may reside. Some examples include - work, non-work, occupational networks; family, leisure, social networks and engagements; as well as manifold channels of news, information and communication and physical and global mobility (actual and virtual). Further examples might include bounded learning spaces (days away in which to think and reflect as a group); formal learning spaces such as courses and conferences; or social learning spaces where there is dialogue and debate in informal settings. As well as this, spaces could also be perceived as: silent learning spaces, away from noise that erodes creativity, innovation and space to think; writing spaces, places not only to write but to consider one’s stances and ideas and dialogic spaces (critical conversations where the relationship between the oral and the written can be explored). Savin-Baden (2008) makes a strong argument for more recognition of the creation and maintenance of ‘smooth spaces’ in ‘striated’ learning environments and the possible interplay of both types of learning spaces as well her emphasis on the notion of ‘spatial ecology’. She distinguishes between smooth and striated spaces of learning based on the work of Deleuze and Guattari (1998:48, in Savin- Baden, 2008:13,153,154). She defines striated learning spaces as spaces “characterised by a strong sense of organisation and boundedness” (2008:154). Such spaces could be deemed to be ‘spaces of arrival’, for example, course attendance on campus, or defined learning places such as lecture theatres and classrooms. Smooth spaces, by contrast, are deemed to be “open, flexible and contested spaces in which both learning and learners are always on the move”, that is ‘spaces of becoming’. In such spaces, there is also a sense of displacement of notions of time and place so that the learning space is defined by the creator of the space, the learner. In other words, in such spaces learners are encouraged to contest knowledge and ideas offered by the lecturer and in so doing create their own attitudes, beliefs or disposition towards a particular context, person or experience (Savin-Baden, 2008:154). She also refers to, defines and emphasises the importance of the notion of ‘spatial ecology’ as the “creation of balance between and across spaces in higher education, so that account is not taken of merely knowledge, content, conceptions and acquisition, but also of ontology, of values and beliefs, uncertainty and complexity” (Savin-Baden, 2008:154). Our understanding of formal, non-formal and informal spaces of learning is based on the work of Eaton (2010). Formal learning is intentional, organised and structured, arranged by an institution with a guided curriculum (striated spaces). Non-formal learning (unaccredited) may not be intentional or arranged by an institution (spaces between striated spaces and smooth spaces), but is usually organised in some way. Informal learning (unaccredited) is usually spontaneous and is not organised by a learning institution (smooth spaces). We believe, based on previous research undertaken by Mannix (2008, 2011) with learners at undergraduate level, that the wider the array of spaces in which learners reside, the stronger the likelihood is that they will generate possible and ideal

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selves (see Figure 2). Based on these studies, we believe that learners in such circumstances have more opportunity to develop their own personal authority, seek creative solutions to complex issues, make life-changing decisions as individuals and become better team players and leaders. We interpret such learners as perceiving the world in a more meaningful way. We also argue that reflective spaces and spaces of self-evaluation are spaces of “being and becoming” (Mannix, 2011). Figure 2: Generation of possible and ideal selves - learners residing and reflecting in multiple spaces of learning - spaces of being and becoming. (Mannix, 2011)

Development of the module Food, Restaurant and Sustainability

At Waterford Institute of Technology, the design and delivery of our taught module Food, Energy and Sustainability in the Hospitality Industry reflected the main recommendation of the United Nations Assembly Report (UNESCO, 2007), namely that we should strive to improve the quality of our lives and make education an instrument for sustainable development, with the consequent change in our learning and collaborative interaction in all its forms (formal, non-formal and informal spaces) and at all levels that this implies. The DESD emphasises the need to integrate values, activities and principles that are inherently linked to sustainable development in multiple spaces of learning and to “cultivate a change in attitudes, behaviours, values and lifestyles to ensure a more sustainable future in social, environmental and economic terms” (UNESCO, 2007). Figure 3: Students participating in the Food, Energy and Sustainability in the Hospitality Module 2011-12

Formal learning

space

Non-formal

learning space

Informal learning

space

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In developing our module for the south east region of Ireland, we focused in particular on the integration and application of the philosophy of learning presented in the UN Assembly Report, 2007. We also worked in accordance with the three pillars of sustainability - social, environmental and economic - as well as the promotion of a life-wide learning curriculum and the notion of possible and future selves (see Figures 1 and 4). Figure 4: DESD – Graduate skills, qualities, values, dispositions (adapted from UN DESD Report, 2007) We also wanted to value diversity and to produce graduates with a comprehensive knowledge of food energy, sustainability issues and practices in the hospitality sector reflecting the three pillars of sustainability (Figure 1), as illustrated in Figure 5.

Figure 5: Main tenets of three pillars of sustainability (Walsh 2012)

Social Dimension Environmental Dimension Economic Dimension

Organisational impact and enhancement

Organisational impact Promotion of green business practices eg legislative law, supporting agencies, directives, financing schemes

Positive contribution to locality Ecosystems eg eco design in hospitality, sustainable design, rating systems

Supply chain management

Public health, social justice, workplace safety

Carbon footprinting/CO2 emissions, food miles

Corporate social responsibility

Social and cultural diversity eg fair trade, local food sourcing, food safety issues, assured foods, organic foods

Efficiency of assets & resources Sustainable practices eg water efficiency technologies, energy efficient equipment, staff practices

Food issues eg global food crisis, green revolution, economics of hunger, seafood crisis

Natural diversity Profit maximisation

Water issues eg water stress testing, desalination technologies, water bottle

Life cycle Improved relationships with

Critical and creative thinking Communication skills Conflict management Problem solving strategies Active participation Imagination and creativity Time management Contributing to the life of society Respectful of the Earth and life in all its diversity Reflectivity Creating synergies Commitment to promoting democracy in society

Establishing partnerships Team participation

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pollution, conservation technologies for hospitality industries

internal and external stakeholders

Responsible sustainable marketing and communications

Waste management Community sustainability - generation of local economic benefits

Energy efficiency Sustainable food and beverage practices

Climate change, global warming, ozone depletion, deforestation

Promotion of life-wide learning - multiple spaces of ‘being’ and ‘becoming’ Important to us also was facilitating our students in acquiring, applying and sharing various skills, knowledge, qualities and dispositions simultaneously across a wide array of learning spaces, in formal, informal and non-formal settings (life-wide learning), as illustrated in Figure 6. For example, we might expect to develop a respect for the Earth and life in all its diversity, or a willingness and desire of student participants to create public awareness of the importance of sustainable development, particularly in the south east region of Ireland. Figure 6: Spaces for a students’ life-wide learning - learning activities and processes (Walsh, 2012) Within a course (Striated formal space)

Accredited Cognitive learning • written work conducted in class • design of creative art posters (Berry & Houston,

1995) pertaining to sustainability in hospitality displayed at the interactive sustainability symposium

Operational • co-ordination of symposium with lecturer

facilitators and BA Culinary Arts cohort WSET Level Exam, foraging for seaweed/mushrooms

• Euro Toque South East Regional gala tasting lunch as part of the symposium

Within a course (Non-formal space)

Off campus unaccredited

Field trips to distilleries, breweries, sustainable award winning green hotel, award winning gastro bar, dining experience in Michelin restaurant

Within a course (Non-formal space)

Off campus accredited Completion of reflective learning journal within work place environment

On campus not linked to student course work (Striated formal space)

Accredited by international office WIT

English language course assisting non-national students competences of English language with International Office

Off campus (Smooth informal space)

Unaccredited Voluntary work and involvement in local action groups

Other learning experiences included working on student allotments for fruit and vegetable growing. The foraging for foods (Figure 7) and the rearing of departmental pigs (Figure 8) in a local farm environment contributed a percentage of ingredients used in a sustainability symposium, which was organised by students as part of their learning tasks for the module and held at Waterford Institute of Technology on 27 April 2012.

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Figure 7: Foraging for foods Figure 8: Rearing of department pigs

The module also provided an opportunity to develop personal and professional impact in the workplace thus enhancing others’ career development. We were able to establish partnerships and create synergies with key industry stakeholders and the local community. This gave learners participating on the programme the opportunity to experience further formal, informal and non-formal spaces of learning. The student-led sustainability symposium held towards the end of the second semester gave students, lecturers and industry stakeholders from various establishments the opportunity to further engage in a forum (learning space) for the professional exchange of interdisciplinary knowledge and skills relating to food, energy and sustainability. Before the event, students were divided into three sub-groups (spaces of learning) – floor management, marketing management and restaurant management. The symposium included the hosting of an indoor food market exhibiting a variety of local artisan food, beverage producers and microbrewers. A series of masterclass local-ingredient cookery demonstrations ran concurrently and the Institute hosted the annual Euro Toque South East Regional gala tasting lunch. We invited local hoteliers, chefs, restaurateurs, artisan suppliers and producers to take part in this event. Industry stakeholders were also invited to showcase the ethos of sustainable technologies, practices and structures in the context of the agriculture and food environment. Figure 9: Student engagement and poster display at the Sustainability Symposium

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Assessment of module and student evaluation

Students were required to write a reflective journal and design a poster with the theme of sustainable development in hospitality so that they could assess their learning experiences over the two semesters. Students could freely choose their aims, the activity they engaged in and, in due course, the criteria against which they judged their efforts and development. The poster was to be informative and appeal to peers and colleagues for public display at the interactive sustainability symposium. Students showcased their final pieces of course work on sustainable practices in the form of a ‘pop up’ art gallery and students’ industry mentors were invited to view their progression. At the interactive sustainability symposium a question and answer session took place, enabling the exchange of ideas and information.

Students were assessed by both their lecturer and peers. The assessment criteria included the level of management, organisational and executional skills demonstrated by the students in regard to the symposium event, their presentation skills, understanding and development of knowledge, and the layout and appearance of their final presented work at the symposium. Feedback was provided through constructive peer interactions, plus feedback from and interaction with lecturing staff and industry stakeholders. Students were expected to review and evaluate their experiences, and were encouraged to imagine different pathways they might have taken with the benefit of hindsight.

After the symposium, a focus group took place to ascertain and discuss the learning outcomes achieved by the groups. Some of the comments which emerged highlighted the motivational impact of learning in a ‘real environment’ and the cross-disciplinary and interdisciplinary application of knowledge when learners reside in multiple spaces of learning.

“The symposium allowed us experience the organisation and management of an event from the initial idea to the actual event. The learning was real and allowed us to use knowledge, not only from the sustainability module but from other modules such as oenology, restaurant management, leadership and business.”

Others also commented on the experience of probing and searching in new spaces of learning and indeed how they reside in several spaces simultaneously.

“As Food and Beverage Manager it was interesting to research and probe ways in which we could highlight the green sustainable theme for the dining event. The use of reclaimed slate for menus, stones, and reclaimed wooden planks oiled as food salvers was great.”

Most importantly, students enjoyed the learning experience and felt a real sense of achievement.

“All of us enjoyed working together as a team and felt a sense of real achievement at the end of the event day.”

Main student learning points

Students felt that the event gave them the knowledge and confidence to speak to decision-makers in a working environment about the introduction of small sustainable changes to current practices. The event brought the class together for a common purpose with a tangible outcome, led to more expressive and creative ideas, and the development of new skills which could be applied in a ‘real-life’ situation. Learning outside the confines of the college learning experience was a boost, giving the opportunity for discussions with peers in a social setting and importantly, opened up a lateral approach to thinking of sustainable initiatives in the hospitality industry. Students had often previously experienced learning as knowledge located and defined by the teacher or instructor, causing them to exercise external formulas, which lends weight to the work of Baxter Magolda (2011). As they wrestled with concepts and preconceived ideas about issues pertaining to sustainability and engaged in problem-finding as opposed to problem-solving, they gradually began to challenge their own perspectives and issues in regard to sustainable practices. Nevertheless, they still engaged in generalisable learning styles. The need for strategic and reflective pedagogy (for further reading: Savin- Baden, 2008:18) was crucial during this pre-actional phase. On entering the actional phase of learning, students gradually connected their experiences through interaction with each other. Generating opportunities for debate became crucial. Such debates introduced questions about practice and understanding of knowledge pertaining to sustainable development within and beyond disciplinary areas. As the module progressed, students began questioning assumptions and arguments by examination of evidence from the multiplicity of their learning experiences and spaces (case study analysis, work supervisors, peers, family, field trips, symposium event), thus developing as effective learners. Learning gradually became a flexible entity, where students began to perceive that there are other valid ways of seeing things beside their own perspective.

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Students also demonstrated a shift to identity-located stances from more generalised forms of learning and from the exercise of external formulas, giving support once again for the work of Baxter Magolda on the notion of self-authorship and learning partnerships (2011). They took more responsibility for the management of their own journey and the development of new skills. The notion of ‘defining myself’ and my ‘future self’ became increasingly important and of relevance to them as they continued to engage in multiple spaces of learning. Students also demonstrated striving to reach a balance between identity-work (who I am expected to be) and identity-play (who I want to be). Pedagogical autonomy and reflective pedagogy (for further reading, see Savin-Baden, 2008: 18) were crucial during this learning phase for students to recognise that learning is complex and specific to themselves and therefore located in the context of their lives and stories. In the post-action phase and the application of learning, students were able to demonstrate in their final pieces of work an acquired interdisciplinary and broadened perspective on the nature of sustainability in a national and global context. They demonstrated an ability to interpret the social environment and to anticipate the reactions to actions within it. They also became able to develop relationships and judgements in relation to sustainability issues, and showed the capacity to engage in the notion of value and citizenship, consensus decision-making and consciousness-raising. They chose more creative ways of working at the boundaries of disciplinary knowledge and exercised the notion of criticality and problem management. They also engaged in the inter-related worlds of theory and practice and entered the realm of the so-called spaces ‘in between’ and to recognise the status of knowledge is contextual. Most importantly, they grasped an argument placed by Savin-Baden (2008:19) that individuals and groups “operate on diverse trajectories and when they collide learning spaces emerge and often learning occurs” and as a result new identity stances are formed.

Challenges and lessons learned

It was evident that choice was important to students undertaking their learning journey, but often the choice they made did not lead to the experience they had expected. This was particularly evident at the beginning of the module, where learners found it difficult to explore multiple options and where they tried to problem-solve in haste, without first defining the problem and reflecting on their choices and strategies. One of the challenges to staff was that of enabling students to learn new strategies and skills to cope with and master a situation, while respecting their freedom to choose and their desire to persist on their learning journey. Occasionally, both planned and unanticipated experiences added to the opportunity and challenges we faced as practitioners. So we had to recognise that as the students progressed, and as different staff and student standpoints collided, learning spaces emerged and often new learning occurred. The need to explore the impact of our own pedagogical stances regarding the student learning experience and valuing diverse learning journeys is crucial. Commission Roles for students, tutors, administrators and assessors need to be clearly defined. At times, particularly during the pre-actional stage of learning, learners did have an expectation that the onus was on tutors and assessors to demonstrate the knowledge they needed to acquire. For some it took time to grasp that they also had a role to play in knowledge creation.

The facilitation of student engagement in a multiplicity of learning spaces requires much thought and much time. It not only involves positive working relationships with colleagues who are part of the team, the institution and the wider community, but also involves strong leadership skills, collaboration, planning and decision-making.

When it comes to assessment, there needs to be recognition of freedom of choice in the way learners record and represent their learning. The mode and expectations of assessment, however, need to be clearly communicated; in our case, a written statement about the criteria to be applied was given to students.

There may be a risk that encouraging individual choices may lead to disregard of formative peer interaction. Students, therefore, should be encouraged to create their own networks and relationships for learning and personal development.

Concluding remarks

We hope to have shown in this chapter that life-wide education, as put into practice at Waterford, can be an invaluable tool towards sustainable development. Collectively, the multiplicity of ‘spaces’ in which we reside represent our self-determined life-wide curriculum, which directs us further towards future spaces of ‘being’ and ‘becoming’ (possible and ideal selves). Through the life-wide curriculum, students have the opportunity to plan, manage and reflect on existing and emerging sustainable development issues.

We have argued that, by enriching spaces through participatory teaching and learning methods, students are empowered to engage with and reflect on economic, environmental and social concepts of sustainability. We are also enabling these learners to make choices and decisions, both individually and collectively, as well as promoting competences such as critical thinking, imagining future scenarios and reflection in such spaces.

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References and URLs

Barnett, R. (2010) Lifewide education: A new and transformative concept for higher education? In N. J. Jackson and R. K. Law (eds) Enabling a more complete education: encouraging, recognising and valuing lifewide learning in higher education. 23-35. Available from: http:/lifewidelearningconference.pbworks.com/E-proceedings [Accessed 8 November 2012].

Baxter Magolda, M. (2011) Authoring your life: a lifewide learning perspective. In N. Jackson (ed.) Learning for a complex world: A lifewide concept of learning, education and personal development. 76-99. Bloomington: Author House.

Berry, J. and Houston, K. (1995) Students using posters as a means of communication and assessment. Educational Studies in Mathematics. 29 (1) 21-27. Available from: http://www.jstor.org/stable/3482829 [Accessed 12 March 2011].

Eaton, S. E. (2010) Formal, non-formal and informal learning. The case of literacy, essential skills and language learning in Canada. Calgary: Eaton International Consulting Inc. Available from: http://www.eatonintl.com/www.eatonintl.com/Literacy_Report.html [Accessed 11 October 2012].

Heideveld, A. and Cornelissen, S. (2009) Learning for sustainable development: exploring learning strategies across the lifespan. Netherlands: National Commission for Unesco. Available from: http://www.ensi.org/Members/Member_countries/Netherlands/media/pdf/Learning_Sstnbl_Dvlpm.pdf [Accessed 24 February 2012].

Jackson, N. (2011) The Lifelong and lifewide dimensions of living, learning and developing. In N. Jackson (ed.) Learning for a complex world: A lifewide concept of learning, education and personal development. 1-21. Bloomington: Author House.

Mannix, V. (2008) Motivation – the language learner and teacher. University College Cork, unpublished.

Mannix, V. (2011) Different ways of knowing – Fostering Learners engagement in the creation and dissemination of knowledge via motivational self systems and life-wide learning experiences. Learning Innovation Network (LIN) 4th Annual Conference: Enhancing the Learning Experience: Learning for an unknown future, Dublin, 27 October 2011. Available from: http://www.linireland.com/lin-conference/lin-conference2011 [Accessed 11 October 2012].

Savin-Baden, M. (2008) Learning Spaces: Creating opportunities for knowledge creation in academic life. Maidenhead, Berkshire, England: McGraw Hill/Society for Research in Higher Education, & Open University Press.

Sloan, P., Legrand, W. and Chen, J. S. (2009) Sustainability in the Hospitality Industry: Principles of Sustainable Operations. London: Routledge.

UNESCO (2007) The UN Decade of Education for Sustainable Development (DESD 2005–2014): The First Two Years. Paris: UNESCO. Available from: http://unesdoc.unesco.org/images/0015/001540/154093e.pdf [Accessed 3 January 2013].

Biographies

VALERIE MANNIX is a lecturer in German and education at Waterford Institute of Technology. She was conferred with a Masters degree in education in 1998 and received her PhD, which focused on language learner and teaching faculty motivation, from the University College Cork in 2008. Her current research interests lie both in the field of second language acquisition and education, and include learner, teacher and faculty motivation; life-wide learning, possible and ideal selves; individual learner differences and learning styles; curriculum and assessment; as well as the ongoing professional development of teachers and faculty in higher education. LORAIN WALSH is a lecturer in culinary arts at Waterford Institute of Technology. She holds both a Masters degree in science and a Masters degree in education. Her research interests include gastronomy, food product development and ethical issues pertaining to food production and technologies, the environment and the earth’s natural resources as well as the promotion of life-wide learning, and creativity. Lorain is an active member of Terra Madre Networking Community of Universities and the Cork City branch of the Slow Food Movement in Ireland. She has also been involved in student training for national skills competitions and internationally with the Association Européenne des Ecoles d'Hôtellerie et de Tourisme (AEHT).

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Enhancing education for sustainable development in Business and Management, Hospitality, Leisure, Marketing, Tourism Further chapters of this book are available from http://www.heacademy.ac.uk/resources/detail/disciplines/business/ESD_BM_Marketing_HLST Chapter 1 and Introduction

Why should Business schools care about sustainability? Paul M. Marshall, Association of Business Schools; Angus Laing, University of Loughborough

Chapter 2 An institutional approach: education for sustainable development at the University of Leeds Martin Purvis, Claire Marsh, William Young, Julia Clarke, University of Leeds

Chapter 3 Practical education for sustainable development through interdisciplinary problem-based learning Helen Dobson, Bland Tomkinson, University of Manchester

Chapter 4 Reaching out: community-based sustainable education, Mission to Mission Beach Diane Phillips, Greg Boland, University of Canberra

Chapter 5 Integrating sustainability into Business schools: evidence from United Nations Principles for Responsible Management Education (UNPRME) Sharing of Information in Progress (SIP) reports Jasmin Godemann, Christian Herzig, Jeremy Moon, University of Nottingham

Chapter 6 No more preaching to the converted: embedding ESD in the Business school curriculum through a service learning initiative Denise Baden, University of Southampton

Chapter 7 Sustainable Tourism Management in an internationalised learning environment Richard Bell, Simon Ireland, University of Salford With contributions from: R La Piedra Alcami, RM Rodríguez Artola, Universitat Jaume I; S Matala, M-L Läykki, TAMK University of Applied Sciences

Chapter 8 Sustainability in practice: Action learning and the Green Impact initiative Beatriz Acevedo, Sarah Johnson, Anglia Ruskin University

Chapter 9 Two birds with one stone: enhancing education for sustainable development and employability Nikolas Thomopoulos, John Embery, Leeds Metropolitan University

Chapter 10 Contributing to a more sustainable world? Business product innovation and the development of an industrial ecology Colin Beard, Sheffield Hallam University; Mark Goode, Cardiff Metropolitan University

Chapter 11 Integrating the ‘VERB’ model into an undergraduate tourism management degree programme Andrew Clegg, Jorge Gutic, University of Chichester

Chapter 12 Sustainable marketing: embedding sustainability at the heart of Business education Barry Emery, Birmingham City University

Chapter 13 Promoting life-wide learning for sustainable development in the hospitality industry Valerie Mannix, LorainWalsh, Waterford Institute of Technology

Chapter 14 Stepping outside a comfort zone: transdisciplinary innovation in sustainability education Darien Simon, Annette Lundebye, Regent’s College; Evelyn Ang, University of Winsconsin

Chapter 15 Teaching social legacy management through a ‘stepped case study’ approach Debbie Sadd, Bournemouth University

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