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Intro -- Acknowledgments -- Contents -- Notes on contributors -- List of Figures -- List of Tables -- 1 Introduction: Social Sustainability in Business Education -- 1.1 The Concept of Social Sustainability and Its Importance for Business and Society -- 1.2 The Aims of the Book: Building Business Education That Nurtures Social Sustainability -- 1.3 The Design and Contributions of This Book -- 1.4 Ideas on How to Use the Handbook -- References -- Part I Incorporating Emerging Topics on Social Sustainability in Business Education -- 2 The Circular Economy's Social Dimensions: Implications for Global Strategic Management Teaching and Practices -- 2.1 Introduction -- 2.2 Motives Behind Embedding the CE and Its Social Dimensions in the Business Curriculum -- 2.3 A Roadmap to Teaching Global Strategic Management with CE Principles -- Stage 1: Environmental Analysis-Raising CE Corporate Awareness Under a Social Lens -- Stage 2: Development of a Strategic Vision-Defining Circular Vision and Goals -- Stage 3: Making Strategic Choices: Integrating CE Principles into MNCs' Business Models -- Stage 4: Strategy Implementation and Evaluation-Nurturing Strategic Innovations for the CE -- 2.4 Conclusions -- Suggested Further Resources on the Topic -- Strategies, Platforms, and Initiatives -- CE Organizations and Think Tanks -- Management Consulting Perspectives -- Teaching Insights and Examples -- References -- 3 Human Factors and Ergonomics in Business Education -- 3.1 Introduction -- 3.2 Multifaceted Benefits of HF/E in Business -- 3.3 Preparing HF/E Specialists and HF/E-Savvy Business Managers Through Formal Education -- 3.4 Methods of the Literature on HF/E in Business Analysis -- 3.5 Silo-Based and Narrow View on HF/E in Business Management -- 3.6 Expanding the Horizon: The Framework for Including HF/E When Teaching Business.
3.7 Mini-Cases for Incorporating HF/E into Business Studies -- 3.8 Conclusions -- Suggested Further Resources on the Topic -- References -- 4 Social Sustainability and Advanced Technology Applications in Business: Discussing AI and Blockchain Innovations Within Business Education -- 4.1 Introduction -- 4.2 Social Sustainability and AI Applications and Innovations in Business -- Positive Social Impact of AI Applications and Innovations in Business -- Complexities Involved in Benefiting from, and Negative Social Impacts of, AI Applications and Innovations in Business -- 4.3 Social Sustainability and Blockchain Applications and Innovations in Business -- Positive Social Impact of Blockchain Applications and Innovations in Business -- Complexities Involved in Benefiting from, and Negative Social Impact of, Blockchain Applications and Innovations in Business -- 4.4 Discussing Technology Applications in Business with Learners Through the Lens of Social Sustainability -- Discussion Setting for Addressing Social Sustainability Challenges Embodied in AI Applications in Business -- Discussing Social Sustainability in Blockchain-Based Business Models -- 4.5 Conclusions -- Suggested Further Resources on the Topic -- References -- Part II Teaching Perspectives and Strategies for Social Sustainability in Business -- 5 Teaching Social Impact Measurement to Enable Socially Savvy Decisions in Business -- 5.1 Introduction -- 5.2 Current State of Social Impact Measurement -- Social Impact Measurement Methods -- 5.3 Challenges in Current Social Impact Measurement -- 5.4 An Example of Teaching Social Impact Measurement -- Intended Learning Outcomes vs. Sustainable Development Goals -- Theoretical Background for Teaching SIM: Stakeholder Theory -- Contents of Teaching Social Impact Measurement -- Analysis Framework: Social Life Cycle Assessment.
Quantitative Analytical Tool: Cost-Benefit Analysis -- 5.5 Integrating Theory and Practice of SIM in a Course: An Applied-Learning Approach -- Details of the Teaching SIM Implementation -- Step 1. Identify Stakeholders -- Step 2: Determine Social Aspects and Subcategories -- Step 3: Determine KPIs and Data Sources -- Step 4: Incorporate CBA to Evaluate Social Impact -- 5.6 Conclusions -- Suggested Further Resources on the Topic -- References -- 6 Teaching Evaluating and Developing Nonmarket Strategies to Address Social, Political, and Legal Issues in Business -- 6.1 Introduction: Nonmarket Strategy and Its Importance for Business Learners -- 6.2 The Link Between Nonmarket Strategies and SDGs -- 6.3 Teaching About Nonmarket Strategies -- 6.4 Theoretical Foundations for Teaching Nonmarket Strategies -- Dimensions of Nonmarket Strategies -- Types of Nonmarket Strategies and Tactics -- 6.5 Learning to Create a Nonmarket Strategy -- Teaching Philosophy -- Course Design -- 6.6 Conclusions -- Suggested Further Resources on This Topic -- References -- 7 Teaching Social Sustainability Through Antenarrative Imaginaries of Energy Cultures -- 7.1 Introduction -- 7.2 Importance of Learning About Energy Cultures -- 7.3 Antenarratives for Learning About Energy Culture -- The Circular Economy-A Rich Source of Antenarratives for Imagining Future Energy Cultures -- 7.4 Adopting Antenarratives on CE to Teach Social Sustainability -- Antenarratives to Teach Socially Sustainable Entrepreneurship -- Antenarratives for Teaching Design Thinking -- Teaching Social Sustainability Through Imaginaries for Energy Cultures -- 7.5 Conclusion -- Suggested Further Resources on the Topic -- References -- 8 Fostering Awareness of Social Sustainability in Digital Business -- 8.1 Introduction.
8.2 Digital Business and Social Sustainability: Issues to be Considered in Business Education -- 8.3 Experiential Learning for Teaching Social Sustainability in Digital Businesses -- 8.4 Exercises for Experiential Engagement with Social Sustainability in Digital Business -- Harnessing AI to Reflect on Social Sustainability (SDG 9) When Designing a Brand for a Digital Business -- Personalization of Digital Business Offerings: Digital Assistants and Their Alignment with SDGs 10 and 12 -- Risks and Opportunities of Blockchain-Based Business (SDGs 10 and 16) -- 8.5 Conclusions -- Suggested Further Resources on the Topic -- References -- 9 Designing a Course for Developing Sustainability Competencies -- 9.1 Introduction -- 9.2 Conceptual Background on Competency-Oriented Education for Sustainability -- Sustainability Competencies -- Pedagogical Approaches for Cultivating Sustainability Competencies -- 9.3 Potential Pathway for Designing a Course for Developing Sustainability Competencies -- Learning Objectives and Activities that Support the Development of the Sustainability Competencies -- Activity 1: Concept Mapping -- Activity 2: Collaborative Learning in a World Café -- Assessment Methods for Sustainability Competencies -- Tips on the Overall Course Design and Implementation -- 9.4 Conclusion -- Suggested Further Resources on the Topic -- Appendix -- Course Overview -- Session Overview -- Guiding Questions for the World Café, Adapted from Wiek (2015) -- References -- Part III Teaching Cases on Social Sustainability in Firms' Vision, Mission, and Business Model -- 10 Geely: Achieving Social Sustainability Goals Through Stakeholder Participation -- 10.1 Introduction -- 10.2 The Changing Automotive Industry -- 10.3 Geely: A China-Rooted Multinational Corporation (MNC) in the Automotive Industry.
Geely's History, Evolution, and Position Within the Industry -- The Importance of Managing Stakeholders in 'Responsible Production' and Geely's Current Efforts -- Cultural Differences and Trade-off Dilemmas in the Context of Geely's Global Structure -- 10.4 Bringing Social Sustainability into the Global Strategy of an Automobile Manufacturer -- Teaching Note -- Synopsis -- Learning Objectives -- Suggested Courses -- Relevant Readings -- Assignment Questions -- Teaching Plan -- Case Analysis -- What Were the Automotive Industry and Company Factors That Shaped Geely's Approach to Sustainability, Particularly Social Sustainability? -- What Role Did Sustainability, Particularly Social Sustainability, Occupy in Geely's Strategy? What Social Sustainability-Related Opportunities and Challenges did Geely Have to Consider in Its Strategy? -- What Does Social Sustainability Mean in the Context of the Automotive Industry? How Could Geely Address Social Sustainability in Its Sustainability Strategy? -- References -- 11 Democratization of Energy in Africa: Social Entrepreneurship for Socio-Economic Sustainability -- 11.1 "Accessing Energy Is a Critical Enabler" -- 11.2 The Role of Social Enterprise in Africa -- 11.3 The Solution with a Local Touch -- 11.4 Challenges of Financing a Social Enterprise: Open Energy Labs and its Business Models -- 11.5 Being the Pot and the Spoon of the Energy World -- Teaching Note -- Synopsis -- Target Learning Group -- Learning Objectives and Key Issues -- Relevant Readings -- Assignment Questions -- Teaching Plan with the Question Analysis -- Potential Answers for the Discussion Questions -- Main Takeaways from the Case -- References -- Part IV Teaching Solving Grand Sustainable Development Challenges -- 12 Driving Social Sustainability Through Storytelling -- 12.1 Introduction.
12.2 The Wicked Problem of Social Sustainability Issues.
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Expatriates in context : expanding perspectives on the expatriate situation / / Fabian J. Froese and Soo Min Toh, guest editors
