The UN Sustainable Development Goals to 2030 call for action by the globe to tackle some of the most pressing problems facing humanity. There is a key role for business in helping to meet the goals, and in particular, small- to medium-sized enterprises (SMEs), which account for over 90% of global businesses. Many organisations that were already engaged in addressing sustainability prior to the release of the SDGs will need to shift their approach to accommodate the new framework, including SMEs like Sydney Theatre Company (STC). This paper explores the use of the SDG Compass as a tool for making that shift by revisiting a previous case study on STC's sustainability journey since 2008 to assess the efficacy of the SDG Compass as a guide to addressing the SDGs. It finds that the SDG Compass is prohibitively complex for SMEs which could impede engagement with the SDGs by SMEs.

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The relationship between virtue ethics and leadership is profound and has been the subject of sustained examination (see, for example, Fontrodona et al., 2012). The core of these debates has centred on the way in which a life of the good, conceived as a process of self-awareness built through experience and reflection, has the capacity to comprise the people who inhabit, lead, and constitute organizations. Prima facie management education ought to entail the explicit development of the virtuous self, rather than this being a residual element to overall education. This requires a more reflective approach to management teaching practice. We are challenged in this endeavour by our status as providers of online education. Our central concern in this paper is to provide an account of a Leadership Development ePortfolio, particularly its development to a program of online leadership skill development. This includes, among other skills, the development of reflective practice skills, development of self-awareness, self-mastery (Senge, 1990), and a consideration of how to apply those skills to others (e.g.: mentoring) and with others (e.g., team learning, service learning). We argue that introducing these elements to a program fosters the development of ethically virtuous management graduates.