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Purpose-This article accounts for, and conceptualizes, the internal and external forces that influence higher education business schools as they strive to integrate sustainability issues into their curricula in the effort to achieve a more sustainable (yet capitalist) world. Design/methodology/approach-A case study approach is used for the research, which is grounded in the relevant literature, to investigate sustainable development issues in the context of a Swedish business school (university level). The empirical data consists of a review of internal documents plus E-mail surveys and interviews and discussion seminars with university teachers/researchers and key administrators. Findings-Two models are presented that map the various internal and external forces behind business schools' curriculum change. One important finding describes how supply and demand influences business schools and recruiters of business students. Limitations-Because this research is based on a single case study, the analysis and the mapping in the article are somewhat limited in their general applicability. However, the research context of the business school permits drawing conclusions that may apply to a broad class of colleges or departments in higher education. In addition, because the research is supported by significant ideas from the literature, general inferences may be drawn about business school curricula. Originality/value-The two tentative models provide a holistic framework that adds to our understanding of the composition and interrelationship of influential forces on business schools when major changes in curricula and their management are contemplated.

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