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Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects.

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We thank current and former colleagues at UTS Business School who have contributed ideas and their experience to the evolving pedagogical model of the course. We also acknowledge the contribution of our students who have provided ongoing feedback, suggestions and reinforcement for our course and learning design. In addition, we would like to thank the Associate Editor, Dr. Patricia (Trish) Corner, and the anonymous reviewers for challenging us to better articulate our conceptual framework and pedagogical model. Their constructive feedback and suggestions greatly helped us strengthen the paper 2

In this paper we examine the increasing global attention being given to the German organizational form of the Mittelstand over the past decade. We do so, especially, in consideration of the construction of Australian analogues to the Mittelstand. Such translations have been posited as a solution to the current crisis facing Australian manufacturing. Translation out of context always poses problems: Can a specifically national form of organization, such as the German Mittelstand, be something that can, potentially, be translated to other nations and industrial contexts? The Australian case offers an empirical setting in which to explore understandings of transnational translation of management innovations. Our findings demonstrate how globally theorized models subject to translation align abstract value orientations with local templates. Our discussion focuses on the translation of a Bavarian model of organization into very different locations, such as Geelong, Australia.