Enterprise and Entrepreneurship Education: Exploring a new Dynamic Model to Integrate Sustainability within Curricula

Abstract

This paper recognises sustainability’s role as a core competence of all entrepreneurs and reviews and discusses the drivers for and challenges of integrating ‘Education for Sustainable Development’ (ESD) within entrepreneurship curricula. The authors have contributed to this literature and have discussed at length the development of the field from both academic and practitioner perspectives. The paper includes reference to policy initiatives promoting the integration of ESD within Higher Education, and the competencies that all graduates are expected to achieve, and discusses the challenges faced by HE providers and Enterprise Educators in particular. Building on the contributions of Moon (2022) and Moon et al. (2022) the authors posit that a new dynamic model based on Passion for the subject, Pride in the university, Personal contribution, and Performance impact, is a novel approach for recognising some of the challenges faced but also the cross-cutting and transdisciplinary benefits of a renewed focus on Impact – using the UN Sustainable Development Goals as a framework – and building on identity as a foundation.

Sustainable Entrepreneurship Education: a Systematic Bibliometric Literature Review

“…Third, it is paramount to understand the purpose of the innovation with respect to business, in terms of circular economy, along with incentives that could comprise for example monetary rewards linked to sustainable outcome measures, in order to encourage sustainable behavior [58]. Some even suggest a research agenda to identify the incentives for a circular economy in terms of better educated and employed people in a more decentralized production system, able to optimize the full potential of a circular economy [61][62][63].…”