Lecturers' attitudes and perceptions on

change
Incorporation of sustainability to the discipline of Business
Administration

Author: Annette Persson

Supervisor: Karl Johan Bonnedahl

Student
Umeå School of Business and Economics
Spring semester 2014
Degree project, 30 hp
Acknowledgement
I would like to express my gratitude and appreciation to the following people for your
assistance in my completion of this degree project:

Dr Karl Johan Bonnedahl, Umeå School of Business and Economics, for his
supervision and guidance.

Participating lecturers for contributing to the project by taking part in the interviews.

Ms Sahar Bokharaei for good team work.

Ms Ann Liljas for proof reading and support.

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ii
Abstract
Background
Sustainability involves progressing economic, social and environmental goals together
in an attempt to meet current needs without compromising with the needs of future
generations. Universities can play an important role in educating young people in
sustainability. Many future managers study at business schools which makes this
discipline particularly interesting in terms of creating sustainability across society.
Swedish universities are by law encouraged to embed sustainability which requires
significant changes at all levels including the work of lecturers.
Aim
The purpose of this study is to examine lecturers’ attitudes and perceptions on making
changes to embed sustainability into the courses they teach.
Methods
A qualitative research method with semi-structured interviews was applied. An interview
guideline was developed and eight lecturers from basic and intermediate education
programmes at Umeå Business School and Economics (UBSE) were recruited. Data was
transcribed and analysed in relation to the theoretical framework of change models.
Findings
Eight lecturers were interviewed and overall they reported positive attitudes towards
making changes to incorporate sustainability into their courses but many of them found
it difficult to do so in practice. Obstacles to make such changes included being limited
in the decision-making of changes to the syllabus, limited knowledge, time constraints
and motivation. Findings show that management plays an essential role in making
changes and that a number of key persons (change agents) who want to implement more
sustainability to the courses already exist in the organisation.
Conclusions
Lecturers are important to fulfil changes to their existing courses to incorporate
sustainability but in need of more time and training in this subject. A sustainable
approach at UBSE positively affects lecturers’ attitudes to incorporate sustainability to
their teaching.

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Key definitions

Change agent Initiators for a change who strives towards a goal with a clear
vision. A change agent does not have to be in authority.

Higher Education Universities or other schools with academic education

Lecturers University academics

Sustainability Refers to sustainable development, defined as

“…[development] that meets the needs of the present without
compromising the ability of future generations to meet their
own needs” (World Commission on Environment and
Development [WCED], 1987, p. 41)

Undergraduate Courses on basic and intermediate level at higher educations

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Table of contents
1. Change towards sustainability in schools .................................................................. 1
1.1 The ideas of change management ........................................................................ 1
1.2 Changes at universities ........................................................................................ 1
1.3 The ideas of sustainability ................................................................................... 1
1.4 The environmental agenda globally and nationally ............................................. 2
1.5 National agenda for sustainability in the educational system.............................. 2
1.6 Education and sustainability ................................................................................ 3
1.7 The study’s research focus .................................................................................. 4
1.8 Research question ................................................................................................ 4
1.9 The study’s purpose ............................................................................................. 4
1.10 Limitations ......................................................................................................... 4
2. Theoretical methodology ........................................................................................... 5
2.1 Research philosophy and approach ..................................................................... 5
2.2 Research perspective ........................................................................................... 6
2.3 What prerequisites and pre-understanding does the author have? ...................... 6
2.4 Search for relevant literature ............................................................................... 7
2.5 Criticism of sources ............................................................................................. 7
2.6 Justification of choice of study topic ................................................................... 7
3. Theoretical framework .............................................................................................. 9
3.1 Organisational systems ........................................................................................ 9
3.2 Different types of change .................................................................................. 10
3.3 The Choice Management-Change Management model .................................... 10
3.4 Willingness of change ....................................................................................... 12
3.4.1 The message .................................................................................................. 13
3.4.2 The structural components............................................................................. 14
3.4.3 The role of the change agent.......................................................................... 14
3.5 How teachers change settings ............................................................................ 16
3.6 A matrix to integrate sustainability ................................................................... 19
3.7 Previous studies of lecturers on change and sustainability ............................... 20
4. Practical method ...................................................................................................... 23
4.1 Choice of Method .............................................................................................. 23
4.2 Sample Selection ............................................................................................... 23
4.2.1 Choice of organisation ................................................................................... 23
4.2.2. Choice of data collection method ................................................................. 25
4.2.3 Respondents ................................................................................................... 25

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 4.2.4 Interview questions ........................................................................................ 26
4.2.5 Interviews ...................................................................................................... 26
4.2.6 Data analysis .................................................................................................. 27
4.3 Ethical considerations ........................................................................................ 27
4.4 Criticism ............................................................................................................ 27
5. Empirical findings ................................................................................................... 29
5.1 Respondents’ thoughts on sustainability ........................................................... 29
5.2 Lecturers’ involvement in syllabuses ................................................................ 30
5.2.1 Change possibilities ....................................................................................... 31
5.2.2 Create change in syllabuses ........................................................................... 34
5.3 Knowledge of sustainability .............................................................................. 35
5.4 Information from the management .................................................................... 36
5.5 Motivation ......................................................................................................... 36
6. Analysis ................................................................................................................... 38
6.1 Work of syllabuses and change possibilities ..................................................... 38
6.2 Create change in syllabuses ............................................................................... 39
6.3 Knowledge in sustainability .............................................................................. 40
6.4 Information and communication ....................................................................... 41
6.5 Interest, motivation and believing in change ..................................................... 42
6.6 Errors or resistance to a change ......................................................................... 43
6.7 Reflections ......................................................................................................... 44
7. Conclusions and recommendations ......................................................................... 45
7.1 Conclusions ....................................................................................................... 45
7.2 Recommendations ............................................................................................. 46
7.3 Theoretical and practical implications ............................................................... 46
7.4 Further research ................................................................................................. 47
7.5 What has happened at USBE since the data were collected? ............................ 47
8. Truth criteria ............................................................................................................ 48
8.1 Trustworthiness ................................................................................................. 48
8.2 Authenticity ....................................................................................................... 48
Reference list .................................................................................................................. 50

Appendix I. Interview guide ...............................................................................................

Appendix II. Declarations...................................................................................................
Sustainability at Universities in the World .....................................................................
Talloires Declaration ......................................................................................................
Halifax Declaration.........................................................................................................

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Swansea Declaration.......................................................................................................
The University charter of Sustainable development ......................................................
The Lüneburg Declaration ..............................................................................................
Declaration of the decade for ESD .................................................................................
Bonn Declaration ............................................................................................................
Differences, similarities and the essential parts..............................................................

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List of tables and figures

Table I. Keywords in searches .......................................................................................... 7

Table II. The respondents ............................................................................................... 26

Figure 1. How subsystem are connected and affect each other ........................................ 9
Figure 2. The Choice Management-Change Management model .................................. 11
Figure 4. Phases in the Stage of Concern ....................................................................... 15
Figure 5. Patterns in the Level of Use ............................................................................ 16
Figure 6. Integrating sustainability (Rusinko, 2010) ...................................................... 20

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1. Change towards sustainability in schools
In this chapter, a short background to change management is followed by an
introduction of such change at universities. This is followed by a brief introduction to
sustainability and then the study’s research area in relation to the global political
environmental agenda is presented to provide an understanding of what actions have
already taken. The reader will also be introduced to previous studies of change
management and change processes at universities aiming to integrate sustainability in
the education. At the end of this chapter the purpose of the study and limitations of the
research are presented.

1.1 The ideas of change management

Generally, change management is an organisational approach aimed at supporting a
shift from a current state to a desired future state (Hayes, 2002, p. 11). The definition of
change management can be tracked backed to the 1960s when the new technologies
which followed the industrial revolution demanded a change in the organisations
(Burnes, 1996, p. 136). The goal of change management is to maximize benefits and
minimize any negative impacts of the change (Kotter, 1995). Based on being as efficient
in transitions as possible, change management has developed into a worldwide approach
applied to all kinds of organisations part of their development strategy.

1.2 Changes at universities

Universities can be both small and large organisations that aim to educate and the
history of universities, at least in Europe, goes back to 12th century (NE, 2013). External
forces such as political and economic forces, create a management-demanding
continuous change for universities (Hall, 1987, p. 29; Sims, 2004, p. 187). In addition to
such external forces requiring schools to make changes, there are day-to-day issues that
need to be dealt with too called operational factors. Daily issues may include budget
restrictions, students’ results, dropout rates, meeting the expectations of the government
and the professionals, school facility, education system, students’ attention span and
teaching methodology (Sims, 2004, p. 5). The education sector also faces fundamental
changes such as learning methods, technology or increased requirements of graduation,
major change processes that occur more rarely (Sims, 2004, p. 6).
Sims (2004, p. 2) has pointed out that education is a key sector in society that prepares
people for the future. At universities people work with people and the social being is at
focus at all times (Davies, Ellison, & Bowring-Carr, 2005, p. 93). This very much
includes teachers who should experience that they are of importance in a change process
as they are effected by and part of changes, and senior managers need to communicate
to the teachers why a change is of importance to avoid confrontation by teachers (Sims,
2004, p. 36).

1.3 The ideas of sustainability

Sustainable development, in this study simply called sustainability, is about progressing
economic, social and environmental goals together in an attempt to meet current needs
without compromising with the needs of future generations (HEPS, 2004, p. 6).
Sustainability should not be regarded as a political trend but driven by evidence
showing that environmental damage is increasing and poverty and inequality across the

1
world persist. This can only be changed if people make practical changes and such
changes depend on adequate resources and human competence (HEPS, 2004, p. 6). To
achieve this, young people have to leave school and university with skills on how to
create sustainability (HEPS, 2004, p. 7).

1.4 The environmental agenda globally and nationally

The start of today’s global political environmental agenda took place at the United
Nation’s conference about the human environment first held in 1972 in Stockholm. The
conference created a statement of 19 principles and later on more principles have been
added (United Nations, 2013). Among these principles, awareness surrounding
sustainability and how to develop knowledge are mentioned. One of the principles
reads; ”Scientific research and development in the context of environmental problems,
both national and multinational, must be promoted in all countries […]” (United
Nations, 2013). The principle shows how nations should promote and steer the scholars’
perspective to teach environmental issues to inform society about everyone’s
responsibility to protect the environment.
The environmental agenda is affected by economic growth; Western societies such as
North America, Western Europe, Japan, Australia and New Zeeland have successfully
promoted economic growth to achieve better quality of life. Recently upcoming
economies such as Brazil, Russia, India and China have tried to embrace the successful
way to a better quality of life (United Nations, 2013). But the way Western societies
have developed is not sustainable and will not necessarily lead to a better quality of life
in the future as better quality of life will not arise from economic growth alone
(Cavagnaro & Curiel, 2012, p. 3). In the future, sustainable development needs to be
part of each nation’s policies. Consequently, economic alternatives need to be
environmentally friendly and sustainable, rather than environmental measures to be
economically efficient (Bonnedahl, 2012, p.301). The United Nation has stressed the
environmental agenda since 1972 and the footprints nations are leaving are clear, we are
polluting too much and emptying the natural capital, which turns us to the proactive
measures that needs to be made. For decades it has been questioned whether economic
growth is compatible with a sustainable environmental approach. Yet Earth’s natural
resources are limited and any economic growth that depends on them will affect the
future. A greater understanding of the interrelationship between the economy and the
sustainability of society and environment has supported the idea of seeking alternatives
to economic growth and replace profit by quality of life (Higgins, 2013).

1.5 National agenda for sustainability in the educational system

The Swedish government has tried to regulate the universities by changing the law to
create sustainability within the educational sector. In 2005 sustainability was included
in the Higher Education Act, declared in chapter one, section five;

“In the course of their operations, higher education institutions shall

promote sustainable development to assure for present and future
generations a sound and healthy environment, economic and social
welfare, and justice.”

--The Swedish Higher Education Act (SFS 1992:1434)

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According to this law, all higher education institutions in Sweden shall promote
sustainable development in all of their operations, including education. One example of
such implementation is University of Gothenburg, GU, where sustainability has been
implemented into some of their existing courses and also specified in their new courses
(Göteborgs Universitet, 2013).

1.6 Education and sustainability

The United Nations Educational for Scientific and Cultural Organisation, UNESCO,
Teaching and Learning for a Sustainable Future produces material for teachers to
develop their knowledge and bring teaching methods to enhance students’ knowledge
(UNESCO, 2010). According to Koïchiro Matsuura, Former Director-General of the
UNESCO Teaching and Learning for a Sustainable Future, teachers are vital actors
since they are a part of the powerful instrument to brining the change required
(UNESCO, 2010).
“Education – in all its forms and at all levels – is seen not only as an end in itself but
also as one of the most powerful instruments for bringing about the changes required to
achieve sustainable development. Teachers, of course, are vital actors in this process
and consequently have been given special attention.” Koïchiro Matsuura, Former
Director-General, UNESCO (Teaching and Learning for a Sustainable Future, TLSF,
UNESCO, 2010).
The present world is asking for proactive measurements to be set and undertaken
(Aronson et al., 2010; Riksdagen, 2013; United Nations, 2013), indicating that
sustainability should be integrated into education. A search of “sustainable
development” in the online research database EBSCO generates 153,955 search results
and if combined with “university” it results in 61,007 findings [2014-04-26]. Although
sustainability might refer to other it indicates that there is extensive information on
sustainability available from publications, books, journals and articles. Education for
Sustainable Development, ESD, is a well-established worldwide initiative within
educational science dedicated to sustainable development (Barth & Michelsen, 2013).
ESD was derived from the conference Agenda 21 in 1992 and evolves in lifelong
learning about sustainability, the knowledge surrounding sustainability should start in
preschool and follow through all the years in education (GMV, 2009, p. 26). ESD is an
attempt to increase the awareness and to share latest research-based knowledge by
integrating methods and contents of sustainable development in new and existing
educations of different forms (UNESCO, 2014). In practice this involves encouraging
skills of visualisation of future scenarios, critical thinking and collaborative decision-
making for sustainable development. The area of ESD has created a great amount of
declarations for schools to use, in explaining the ESD, measures that should be made
and specifications of implementation, see appendix II.
A recent study from a union for Swedish business leaders has measured their members’
interest in sustainability issues related to their companies. The vast majority of 1,000
Swedish business leaders, who were asked, expressed an understanding of the
importance of sustainability and a desire of more knowledgeable co-workers with skills
in environmental friendly approaches (Ledarna, 2012). The importance of integrating
sustainability in higher education has been stressed in the 21th century (Benn & Dunphy,

3
2009; Khan, 2013; Porter & Córdoba, 2009; Rusinko, 2010). So far a profit-driven view
of the world has dominated business schools (Mitroff, 2004). Recent studies have
showed that there is a lack of education to promote sustainability in business schools,
for example, only 12 percent of business schools in Western Europe (Matten & Moon
2004) and as few as 6 percent (36 out of 575) of all the business schools accredited by
the Association to Advance Collegiate Schools of Business (AACSB) have courses in
sustainability (Wu, Huang, Kuo, & Wu, 2010). Giacalone and Thompson (2006) have
criticised business schools for encouraging students to believe that self-interest and
materialism is principal putting sustainability in conflict with the dominant economic
world view and therefore not of importance. Debates of the role of business schools in
preparing future managers has challenged management educators and academics to
reflect upon their responsibilities in teaching sustainability (Giacalone, 2007). Such
approach would affect students’ learning of subjects that do not primarily relate to profit
maximisation (Lourenço, 2013).

1.7 The study’s research focus

Above, the need of change towards sustainability has been outlined stating that the
educational sector can play a crucial role. Thus, the fact that higher education prepares
students for the labour market shows the importance of educating sustainability
(Johnston, 2011, p. 3). Johnston (2011, p. 3) argues that increased awareness is needed
to achieve sustainable development and gained through education and investigate their
perceptions and attitudes towards teaching sustainability. Whether lecturers teach
sustainability or not can therefore result in long-term consequences on the environment.
Hence it is of interest to focus on lecturers and investigate what they think about
teaching sustainability.

1.8 Research question

This thesis seeks to answer the following question:

What are the attitudes among lecturers towards making changes to their existing
courses to incorporate sustainability?

1.9 The study’s purpose

The purpose of this thesis is to examine lecturers’ attitudes and perceptions on making
changes to embed sustainability into the courses they teach. This will provide a greater
understanding of lecturers’ view of the transformation towards integration of
sustainability highlighted in the Higher Education Act. The thesis also demonstrates
how change processes can be implemented at business schools.

1.10 Limitations
Since the study will investigate lecturers’ perceptions, other employees within the
educational sector have been excluded. This study is further limited to lecturers’
attitudes and perceptions on making changes to their existing courses. Future studies are
encouraged to take students’ views into account.

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2. Theoretical methodology
This chapter mainly aims to clarify and justify the choices of methodology. First, the
research philosophy and approach of the study has been outlined followed by the
research perspective. The chapter will continue with the author’s pre-understanding,
search for literature and reflections of source criticism. This chapter will end with an
overview of the justifications of choice of the study’s topic.

2.1 Research philosophy and approach

Because of the nature of the study, it was decided to apply a deductive approach to the
study. A deductive approach involves identifying theories that will be applied to the
data collected (Saunders, 2009, p. 61). Hence, first the theoretical framework was
developed and then the data was collected and interpreted in relation to the existing
theories. A deductive approach allows for hypotheses to be tested, however, this has not
been done part of this study. From epistemological and ontological stances, a
quantitative research strategy has been associated to the deductive approach (Bryman,
2011, p. 27, 40). However, it does not refute a qualitative research to use an deductive
approach (Bryman, 2011, p. 41; Snape & Spencer, 2003, p. 14). A search for relevant
literature to form the theoretical framework is described below and the process of the
data collection and analysis is outlined in more detail in chapter four.
Since this study wants to provide an understanding of lecturers’ attitudes on making
changes to the courses they teach, it was decided that a qualitative research strategy
would be the most suitable research approach. A qualitative strategy involves data
collection and analysis that focuses on the view of the world enabling for an
interpretative approach (Bryman, 2011, p. 40, 361) of how the individual reflects upon
the social world.
The interpretative approach highlights that the researcher and the social world affect
each other (Snape & Spencer, 2003, p. 17). When applying an interpretative approach,
the perspective and the values of the researcher will take him/her forward making the
researcher exploring the field of study (Snape & Spencer, 2003, p. 17). In this study, the
first interviews provided an understanding of the lecturers’ situation which was widened
and became more in-depth in the following interviews. With a qualitative research
strategy, a subjective understanding of participants’ experience is obtained and analysed
(Snape & Spencer, 2003, p. 17). Because the lecturers’ own interest in sustainability is
likely to affect to what extent they incorporate it into their courses, it is of interest to
understand their attitudes towards making changes to include it.
According to Bryman, (2011, p. 368) a limitation to a qualitative research strategy is the
difficulty to replicate and generalise the results. However, qualitative studies do not
necessarily aim to generalise the results but to provide a better understanding of the
social world (Bryman, 2012, p. 380). This study focuses on providing an understanding
of lecturers’ attitudes and to contribute to a successful implementation of a change
process to incorporate sustainability into courses at business schools.
Lack of transparency should be clarified when undertaking qualitative research and
includes information on how the sample selection has been done, how analyses have
been performed and conclusions have been taken to clarify the researcher’s values and

5
how these may have affected the study (Snape & Spencer 2003, p. 17). This has been
discussed in chapter four. Some would also argue that a qualitative research strategy is
too subjective, and point out that the researcher’s relation to respondents together with
personal values might affect the outcomes (Bryman, 2011, p. 368). Since I have studied
at USBE, my subjectivity should be taken into consideration. As previously discussed,
this is not necessarily a disadvantage since preconceptions might contribute to a better
interpretation and analysis of the data (Johansson-Lindfors, 1993, p. 80). Nevertheless, I
will consistently reflect of my preconceptions and pre-understanding and how it may
affect the result. Although a shift of lecturers has occurred since my studies on basic and
intermediate level in 2009 and 2010, I have taken my relation to the lecturers at USBE
who were teaching during my studies at USBE into consideration. For example, all
interviews followed the same structure and I have not valued any lecturers’ answers as
more important than another based on my previous experience of contact, relation and
grades.

2.2 Research perspective

In order to answer the research question, this study is conducted through interviews of
individuals. Data is obtained through these individuals, defined as social actors, who
share their interpretation of their environment (Saunders, 2009, p. 111). In this study the
social actors are the lecturers. It was decided to ask them about their perceptions as they
play an essential role throughout any such change processes as are in focus in this study
and ensure they are completed by making actual changes in their teaching. Previous
research shows that environmental policy changes in higher education are often set up
by senior management (Nicolaides, 2006, p. 419). Managers have the power to
implement change processes and need to understand the various phases part of change
processes. The management also need to understand and to some extent meet the
lecturers’ requirements to make it possible to change their courses in order to embed
sustainability. Yet little is known about the role of the lecturers operating in the middle.
Several previous studies have investigated this topic based either on senior managers’ or
students’ perspective (Nicolaides, 2006, p.419) and therefore it is of great interest to
gain an understanding of the lecturers.

2.3 What prerequisites and pre-understanding does the author have?

The reader should be aware that the my experience of being a student at Umeå
University in general and at Umeå School of Business and Economics (USBE) might
have affected the level of objectivity. For example, as a student at USBE I have
attended a number of lectures where I have noticed that the lecturers, the curriculum and
the syllabus affect what is taught in the various courses. I have also come along to and
actively contributed at course committees, which has given me insight how the
university works in terms of educational changes. However, when analysing the data
collected part of this study I have worked hard to not make assumptions but link the
results to the theoretical framework to avoid and misinterpretations of the results.
Preconceptions of own experience perceived prior undertaking a research study may
contribute to a better interpretation and analysis of data (Johansson Lindfors 1993, p.
80).

6
2.4 Search for relevant literature
In order to study attitudes among lecturers to make changes to their existing courses to
incorporate sustainability, a theoretical framework of previous research and theories has
been developed. This aims to provide fundamental knowledge of the subject and a
foundation for the research. First, the library search engine was used to find books on
change and sustainability to gain a basic understanding of the subject. Second, the
USBE website and other university websites were looked into to find out more about
change and sustainability in the educational sector. Third, relevant national and
international policy documents, laws and other information on available online were
read. Finally, business journals and previous research including studies on sustainable
development in higher education were looked into. A critical approach has been applied
to all sources that have been reviewed, both sources in English and Swedish.
The international article database Academic Search Elite and ERIC hosted by EBSCO,
and Google Scholar as a complement to EBSCO, all available through Umeå University
library, were used in the search for relevant literature such as business journals,
previous studies and books. The table below shows the different keywords that have
been used, either alone or in different combinations. Additionally, a few scientific
articles were found through references in other articles.
Keywords in searches
Sustainability Change Management Education
Green economic Openness for change University
Sustainability in education Willingness Business
Higher education Attitudes Educational change
Change Management Syllabus
Lecturers Resistance Concerns
School change Behaviour Change process
Economic growth Sustainable development Implement
Development
Table I. Keywords in searches

2.5 Criticism of sources

To increase the credibility of the scientific articles, efforts to find articles in EBSCO’s
database that are peer review were made to ensure that the articles have been audited by
experts.
Year of publication of books and scientific articles referred to in this study have been
considered. Several of the original sources in change processes were published in the
1980s and 1990s when the subject change management was developed. These sources
are used in this study because several publications from the 2000s have referred to them
indicating that these sources are of relevance still. Armenakis’ model from 1993 shows
the process of a change in an organisation however an updated version was presented by
Harris and Armenakis in 2002 and this one is used in this study as it better reflects
today’s organisations and is commonly used in recently published articles too.

2.6 Justification of choice of study topic

Universities are often large organisations with complexities, such as governmental
regulations, that can be learned from. These lessons can further somewhat be applied to
7
the context of large corporations. Sweden is an interesting country to focus on in terms
of sustainability. In line with other Nordic countries it is a developed Western society
with high impact on the planet, yet commits to policies against pollution and has an on-
going discussion of the issues of sustainability. Working towards a carbon neutral
society, companies have to make changes to become more environmental friendly
including developing and integrating policies on sustainable development. As the
government encourages universities to take action towards a more sustainable approach,
it is of interest to investigate how such changes would affect individuals at various
levels in higher educations.
If the students of higher education collectively possess knowledge in sustainability, it is
more likely to affect Swedish businesses making them take action moving towards
sustainability. However this requires knowledge and skills in sustainability, driven by
lecturers within the higher educations. Therefore I find it particularly interesting to
focus on lecturers’ attitudes making changes towards embedding sustainability into the
courses they teach.
At a personal level, this degree project has given me the opportunity to develop my own
knowledge and skills in this subject and will most likely have an impact on my future
actions and choices.

8
3. Theoretical framework
This chapter starts with a broad viewpoint by looking at organisational systems
followed by factors and errors that can occur during organisational change. Then a
more narrow perspective has been applied looking at studies of teachers’ attitudes on
change and integrated sustainability. Finally, studies how to integrate sustainability in
the discipline of management and business educations at higher education institutes will
be presented.

3.1 Organisational systems

Organisations act as systems and an organisation is regarded as an open system with
subsystems affecting each other (Buckley, 1968 p. 84; Stacey, 2000 pp. 197-198).
Important organisational subsystems that are helpful to decide what tools to be used and
implement to make improvements within an organisation, are presented in figure 1
(Kotter, 1980 pp. 279-280). The subsystems are built upon other systems, for example,
the external structure subsystem can include political, economic and governmental
structures. The subsystem of dominant coalitions, defined as the top management team,
creates strategies, goals and policies for the organisation. The subsystem of internal
social system is the cultural and social system, whereas the technologies subsystem
consists of the technology associated with the organisation’s main product. The
subsystem of tangibles known as the overall resources of the organisation and the last
subsystem, the formal organisation arrangements subsystem, FOA, which includes
regulations that controls the organisation’s employees. All of these need to be aligned,
to create an efficient organisation (Kotter, 1980, p. 287). A change in one subsystem,
results in changes in the other subsystems too. Hence, the subsystems in organisations
are related and affect each other. Figure 1 illustrates how the subsystems affect each
other.

Internal
social
system

Dominant Technolo-
coalitions gies

External Tangibles
structures

FOA

Figure 1. How subsystem are connected and affect each other

9
3.2 Different types of change
Changes in the subsystems, discussed on previous page, occur independently in the
form of episodic and continuous changes (Weick & Quinn, 1999). Episodic change is
when the organisation strives for short-term adaptation and continuous change is a long-
term adaptation (Weick & Quinn, 1999, pp. 369, 377). The episodic change is sporadic,
discontinuous and planned, whereas the continuous change is constant, and develops
and surpasses over time (Weick & Quinn, 1999, p. 377). In terms of changes in the
educational sector, Sims (2004, p. 6) argues that the entire school sector, from
kindergarten to higher education, portrays the state of continuous change.
According to Weick & Quinn (1999) changes, in general, aim to reach equilibrium as
this is regarded as the perfect state and no more change needs to occur. In an episodic
change there is a clear divergence from equilibrium. When change happens through the
continuous approach, the organisation tries to tune in to equilibrium, making such
changes less dramatic (Weick & Quinn, 1999, p. 366). These two classifications of
change should be approached in different ways. The episodic change has been
developed by Lewin and Cartwright (1952) and is called the Three Stage Model and
includes the following stages; unfreezing, change to new level and freeze at the new
level. In contrast, the continuous change goes from freeze to change of level, and then to
unfreeze (Lewin & Cartwright, 1952, pp. 231-232; Weick & Quinn, 1999, p. 366).
Burnes (1996, p. 108) discusses the approach to change as the classical and the human
relations approaches. The classical approach identifies a needed change and the change
is implemented simply because it needs to be done. The human relations approach
indicates that any change needs to be motivated and lead by good leadership (Burnes,
1996, p. 108). The classical approach does not emphasise the social actors to the same
extension as the human relations approach does. The classical and human relations
approaches are not necessarily contrasts to the episodic and continuous change but are
used depending on the level of focus applied.

3.3 The Choice Management-Change Management model

In the 1960s, discussions on organisational change resulted in the development of the
contingency theory (Burnes, 1996, pp. 46, 58). According to that theory, the internal
and the external environment created the central factor that shows how an organisation
should be structured using an open systems perspective (Burnes, 1996, pp. 59, 136).
The contingency theory ranges from focusing on achieving major internal changes in
order to support an organisation with its external constraints, to influencing or changing
external constraints to avoid internal disorder by linking managerial choice to the
change management (Burnes, 1996, p. 322). Based on this, Burnes (1996, pp. 322-323)
has developed a holistic process, the Choice Management-Change Management model,
which consists of three independent processes of parameters and processes to be
accounted for during an organisational change, see figure 2. The first part of the process
is the choice process. The choice process justifies choices that are influenced by the
environment and made by the organisation when implementing a change (Burnes, 1996,
pp. 323, 325) previously presented as subsystems in figure 1. This process’ elements
are; context, focus and trajectory. In the choice process the basics of the organisation is
structured. This explains the nature of the organisation and implies the focus on the
10
choice, and further implies to the route, called trajectory, in which the organisation
should precede (Burnes, 1996, p. 324). The nature of an organisation is explained as
“national characteristics, industry/sector norms, the business environment, and
organisational characteristics such as structure, culture, politics and management
style” (Burnes, 1996, p. 324). The element part of the choice process called focus
derives from the context, for example, an organisation can decide that the focus should
be at one single division or at the entire organisation (Burnes, 1996, p. 325). This
indicates the trajectory, which is the last element of the choice process, and will be
explained in the next process, the trajectory process.

Context
Choice process Focus
Trajectory
Vision
Trajectory Process Strategy
Change
Objectives
Change Process Planning
People
Figure 2. The Choice Management-Change Management model

The second process, the trajectory process, involves the elements; vision, strategy and
change. The trajectory process is to create strategies and visions aligned to the choice
process (Burnes, 1996, pp. 326-328). The vision in trajectory process should be made
by the management and consist of: a mission, grasping the organisations purpose;
valued outcomes, that is measurable goals; valued conditions, which describes what is
needed to achieve the measurable goals; and mid-point goals, which is benchmarking
along the way to fully achieve the vision. Further, in the trajectory process, strategies
should be constructed to fulfil the vision. These strategies should be simple and detailed
for each division, and whereas the vision has a long time span the strategy should have a
shorter time span (Burnes, 1996, p. 328).
The importance of the vision is also stressed by Kotter (1995, pp. 62-65, 1998, pp. 16-
19) who argues that his common errors are to some extent made at all organisational
change transitions. The common errors were developed in the 1990s and occur to
prevent the opportunities of an eventual change. The errors are introduced in the table
on next page.

11
Kotter’s common errors made during change transition
An individual might get the task of facilitating a new
product. The individual might be work 24/7 creating new
strategies and plans, yet he/she needs to put as much into
Not establishing a great
the new strategies to motivate the rest of the team in the
enough sense of urgency
division, production or company. If there is a lack of
motivation, people are unlikely to help and the effort was
in vain (Kotter, 1995, p.60, 1998, p. 12).
The group leading the change needs to have formal and
informal power. Creating a group to lead a change without
Not creating a powerful
providing a titles or knowledge in the area will not result
enough coalition
in a trustful or powerful group (Kotter, 1995, p.61, 1998,
p. 14).
Undermining the importance of the vision. The vision is
key to direct, coordinate and inspire. The vision should
Lacking a vision
give those involved a hint where and what the organisation
ought to be (Kotter, 1995, p.62, 1998, p. 16).
The vision might be good, and at top management the
communication is clear, but the followers still have not
Under communicating the
understood neither the vision nor the change, indicating
vision
the vision has not reached all parties (Kotter, 1995, p.63,
1998, p. 17).
This is when nobody naturally takes the role to lead on the
Not removing the
new tasks that have been created part of a change. Not
obstacles to the new
actively tackling the obstacles might stop the change
vision
initiative (Kotter, 1995, p.63, 1998, p. 17).
Not systematically If the organisation only strives for long-term success, the
planning for and creating followers will not be motivated by the benchmarking
short-term wins (Kotter, 1995, p.65, 1998, p. 19).
If the organisation declares the victory before the change
Declaring victory too has settled in, opportunities for resistors to break the yet
soon unstable ground might develop and prevent the motivation
to streamline (Kotter, 1995, p.66, 1998, p. 21).
Not anchoring changes in All parties need to feel the change and act in the norms
the corporation’s culture that ought to be created (Kotter, 1995, p.67, 1998, p. 23).

The change process, the last process in Burnes’ (1996) Choice Management-Change
Management model focus on objectives, planning and people (Burnes, 1996, pp. 331-
337). The element objectives should consist of well constructed and achievable goals,
(Burnes, 1996, p. 331) and the element planning should be a detailed activity plan. This
activity plan should be described in such a way that issues, such as delays, have a policy
of how to encounter them (Burnes, 1996, p. 333). To complete a change transition a
willingness to change should be created through information, regular feedback and
show understanding of employees’ fears, which is showed in the element people in the
change process (Burnes, 1996, pp. 334-335).

3.4 Willingness of change

According to Burnes, (1996, p. 196) organisational change is best achieved through
small incremental changes, that overtime will lead to larger changes. It has been
12
emphasised that the social structure and appreciation of change initiative needs to be
anchored by the manager in the organisation’s culture. If an organisation has a culture
of change and therefore is in continuous change, the employees are likely to be positive
towards changes lead by the management, given that the employees identify themselves
to the organisation (Drzensky, Egold, & Van Dick, 2012, p. 106). Hence, there is a
correlation between organisation identity and readiness for change (Drzensky et al.,
2012). By focusing on the employees who will be effected by a change and makes the
adjustments required by the new circumstances to the change, so called adapters, a
system readiness can be reached and comprehended by the manager, change agent or
the change facilitator (Armenakis, Harris, & Mossholder, 1993). System readiness
means that the organisation is ready to implement a change in an successful way
(Armenakis et al., 1993). Figure 3, stated by Armenakis et al. (1993) and revisited in
Armenakis & Harris (2002), shows the process of a change in organisations, aiming to
reach system readiness. This shows how a change agent, manager or change facilitator
can create benefits to an organisation, and where the efforts need to be placed. The
model does not show how or when a change starts, it rather justifies what affects a
change and how to reach readiness (Armenakis et al., 1993, p. 700).

External Context

The Message: 5 Components System

Readiness

Change Agent Change Target

Active Persuasive Management of

Participation Communication Information

Assessment

Internal Context
Figure 3. Readiness for Change (Armenakis & Harris, 2002, p. 170)

3.4.1 The message

The central part of the Readiness for Change model, is the message that consists of five
components. When the message is successfully communicated to the employees, the
organisation has created readiness for change (Armenakis et al., 1993, p. 684). The first
component is discrepancy and describes the urgency of change and is ought to be
reached through clarifying for the followers how and why the organisation should
change (Armenakis & Harris, 2002, p. 170). The second component is efficacy, which

13
describes that the followers need to believe that change can succeed, an effective and
trustful team needs to be assembled (Armenakis & Harris, 2002, p. 170). The third
component, appropriateness, surrounds if the suggested change initiative is the right
way to reach the desired end-state. The employees must only feel discrepancy to the
change within itself, they also need to believe that the suggested way to change is the
“right-way” (Armenakis & Harris, 2002, p. 170).
The two remaining components of the message are principal support and personal
valence. Principal support shows that the resources and the commitment from
management needs to be demonstrated (Armenakis & Harris, 2002, p. 170). Whilst
personal valence reflects upon the need of individuals to fulfil their self-centred needs,
it is important to understand how this change will be profitable for each and every
individual (Armenakis & Harris, 2002, p. 171).

3.4.2 The structural components

The Readiness for Change model consists of structural components that deal with
internal and external context, see figure 3. Rafferty et al. (2013, p. 121) has specified the
structural components as external organisation pressures: such as industry changes,
technological changes and changes in government regulations, previously discussed in
figure 1 as subsystems; internal context enablers, which include participation in change,
communication processes and leadership; and personal and group characteristics, such
as the norms and characteristics of the individuals in the organisation.

3.4.3 The role of the change agent

To fulfil the five components of the message, the management or the one managing the
change, in this model called change agent, needs to communicate with the use of a
strategy in three parts (Armenakis et al., 1993, p. 686). These parts of the strategy are
active participation, persuasive communication and management of information,
(Armenakis et al., 1993, p. 688), see figure 3. Yet, Armenakis et al. (1993, p. 687) claim
that a manager cannot create the social acceptance alone to a change that needs to be
done. Key persons, i.e. individuals within the organisation who employees listen to,
should be convinced to stand behind the promotion of the change (Armenakis et al.,
1993, p. 687; Hall, 1987, p. 2). Hall (1987) describes a change agent through three
operational descriptions in the school system: initiators, managers and the responders.
The initiator is long-term seeking and strives to create long-term goals (Hall, 1987, p.
230). The initiator, because of high expectations and strive towards his or her goal to
support the students, push students, teachers and the principal towards the goals that is
created (Hall, 1987, p. 230). The manager tries to do everything themselves, rather than
delegating tasks. The manager identifies to the principal role assures to performed
within its role. The responder focuses on the relationship with teachers and is concerned
how any decisions affect employees (Hall, 1987, p. 232).
The different descriptions of change agents’ relationship with teachers should be
considerate when creating a trustful team, which is part of the five components, the
efficacy. First, management of information, one of the three strategy parts, either boosts
the need to change, or the perceived ability to change (Armenakis et al., 1993, p. 689).
For example, an organisation can use consultants to highlight the organisations change
possibilities. Second, active participation gives employees the possibility to be involved

14
in the change. Third, persuasive communication, which describes the direct
communication, face-to-face communications, involves efforts of great importance
(Armenakis et al., 1993, p. 689).
Miller, Johnson and Grau (1994) have illustrated lack in communication across an
organisation by NETMA, which stands for nobody ever tells me anything. The feeling
of nobody ever tells me anything should be eliminated to ensure that employees fully
receive all the information given (Miller et al., 1994, p. 72). Miller et al. (1994, p.72)
also stress that NETMA is a trade-off in large organisations due to the issue to
communicate the message to all. An organisation without a supportive management
that consists of agents who promote change, is likely to fail. (Kotter, 1995, p. 62). Such
support is important because individuals need to trust and listen to the management
(Armenakis et al., 1993, p. 688; Kotter, 1995, p. 62). The change agent’s attributes
should be consist of credibility, trustworthiness and sincerity (Armenakis et al., 1993, p.
690).
According to Hall (1987, p. 14) the change agent needs to understand the diagnostic
dimensions; Stages of Concern and Levels of Use. These diagnostic dimensions reflect
the adopters’ emotions around the transformation. Hall (1987, p. 17) suggest that the
measurements should to be made before, during and after the change, but is not a must
since the model is a process and the process could be measured at any time.
The Stages of Concern shows that if the employees feel that the change is inappropriate
allowing the change agent to alter the communication efforts to justify the urgency of
change (Hall, 1987, p. 79; Kotter, 1998). Anderson (1997, p. 305) argues that an
indication towards acceptability of the innovation can be seen through the Stages of
Concern. The change agent can understand the individual’s involvement and attitudes in
the change process by probing the Stages of Concern (Hall, 1987, p. 60), see figure 4. It
correlates to where in the change process the change is currently taking place. The
employees’ stages are dynamic and therefore it is important to remember that some
stages will be more appearing in the process (Hall, 1987, p.73-75). These different
stages of progression are in concern by the teacher. The Stages of Concern only
describes a possible progression of the teachers’ concern about change and the order of
the stages is not absolute (Anderson, 1997, p. 335).

Infor- Manage- Conse- Colla- Re-

Awareness Personal
mational ment quence boration focusing

Figure 4. Phases in the Stage of Concern

Although the State of Concern allows for some flexibility, most changes would start in
the first phase called awareness (Hall, 1987, p. 60). Whilst employees feel neither
concern nor involved in the change at this stage, once in the informational phase the
employees want to find out more and are not worried about the change and how it will
affect them. Hence, in the personal phase the individual is uncertain how change will
personally affect him or her. They ask themselves if it will affect the status of the
person, and if there are any shortages with the individual. The fourth phase,
management, appears when the employees understand that the issues related to where
efficiency and managing the change is of importance and the later on how will the
15
individual cope with the change, what will the outcomes be and how will the teacher
teach the students now, which is the consequence stage (Hall, 1987, p. 60).
The two last phases, collaboration and refocusing, take place when the individual gets
involved in the change process (Hall, 1987, p. 60). In the collaboration phase,
individuals seek coordination and cooperation with others to cope with the change. In
the refocusing phase, the individual is curious and excited about the change, and
provides with ideas.
The other diagnostic dimension called Level of Use that looks at the adopters’ emotions
around the transformation, focuses on different behaviour patterns found among
teachers (Hall, 1987, p. 84), see figure 5. Hall (1987, pp. 84-96) has demonstrated that
teachers often start at the bottom of the pyramid and climb up to the Routine level. At
the three top remaining levels the teachers need to be engaged in making the effort
needed for the students. A qualitative approach is needed to measure employees’
behaviours. It is also interesting to do the assessment of Level of Use in a study over
time to see the teachers adapting to the innovation (Hall, 1987, p. 96).

Renewal:
Revaluates and
attempts to
develop the
innovation and
create goals
Integration: Mutual attempts
with colleagues combine
efforts to create a collective
impact, where they can.

Refinement: Increase the impact on

the intended clientele, where he or she
can; in both a long-term and short-
term way.
Routine: The innovation is stable, it is
implemented and working as expected. The
employees are implementing the innovation
without great amount of thought.
Mechanical Use: The focus is at the day to day use for
the employee, there is little time for reflection. The
users usually hold tight to the user’s guide.

Preparation: Preparation for the first use for the employee;

for example, when the teacher creates new slides for a class
and studying for the subject.
Orientation: When the information of implementation is recently
released and the employee tries to see ways to implement the
innovation in their work, exploration from the teacher.
Nonuse: Knows nothing, does nothing and changes nothing to implement
the change.
Figure 5. Patterns in the Level of Use

3.5 How teachers change settings

Rafferty et al. (2013, p. 113-114) claims that the construction of Armenakis’ model
Readiness of Change, see figure 3, does not defined the individual’s “beliefs, attitudes,

16
and intentions regarding the extent to which changes are needed and the organisation’s
capacity to successfully undertake those changes”, and that these are not parameters in
the model. In more detail, Rafferty et al. (2013, p. 116) highlight that the Readiness of
Change model does not consider the emotional perspective, but focuses on beliefs and
behaviour intentions, as component of change readiness. Rafferty et al. (2013, p. 116)
suggest affective change, as a positive impact of an individual’s emotions regarding
change, to be a part of readiness change (Rafferty et al., 2013, p. 114). The personal
valence, part of the five components in the message of the Readiness for Change model,
describes how the individual will gain from the change (Armenakis & Harris, 2002, p.
171). According to Greenberg and Baron (2003), employees with a high loyalty to the
organisation show willingness to make the effort needed for the organisation to
successfully change. Thus, an organisational change is perceived as a possible task by
employees if they can identify themselves with the organisation (Drzensky et al., 2012).
Compatibility provides information for the change agent on how the organisation should
prepare the intended adopters for the gaps in the knowledge area (Rogers, 2003, p. 224).
Ely (1990) has developed the following indicators, in educational contexts, to be
assessed by the manager to find out how teachers change settings, known as change
intentions:
Dissatisfaction with the Status Quo
The surrounding situation has changed and the institution is not aligned with the
environment, thus not in equilibrium. The dissatisfaction is most usually risen by
people who want a change, but do not know how to change (Ely, 1990).
Knowledge and Skills Exist
The knowledge required for the change needs to be sufficient for the change to
be able to be implemented (Ely, 1990).
Resources are Available
Resources in this criteria is defined as “tools and other relevant materials that
are accessible to assist learners to acquire learning objectives” (Ely, 1990).
Thus, it surrounds more to support materials.
Time is Available
Time for the teachers to learn and adapt to the change is needed (Ely, 1990). The
time is seen as an economic resource, therefore the teachers need to, during their
working hours, have time set to adapt to the change.
Rewards or Incentives Exist for Participants
Humans are afraid of change since it open risks to fail, if this is an issue, the
manager needs to create incentives for the employees to take the leap towards a
change (Ely, 1990). One example is placing rewards as a motivational factor.

17
 Participation is Expected and Encouraged
Ely (1990) claims that in education, decisions are usually made by others and
handed down for others to implement, therefore it is crucial with the
communication process. But it is as important to stress the shared decision
making so the teachers feel that they are members of the change, since this will
directly affect their work.
Commitment by Those Who are Involved
The change needs to be supported by the key persons in the organisation (Ely,
1990). It should also exist an opportunity for the adapters to consider the change
and provide with input so that the change can be supported by all.
Leadership is evident
The employees will most often act alone or with a few colleagues. To find help
in hard times the leader need to be inspiring and have continued support (Ely,
1990). The leader needs to have both formal and informal power in its leading
role.
By using Ely’s indicators the manager can identify and create a base for the necessaries
when the teachers are transitioning into a change. Sims (2004, pp. 187, 189-190) has
showed that, if there is a lack of compatibility to teachers’ needs and aspirations, an
anticipation how the change will affect them, and their objections are not heard or the
change is inevitable they are likely to initially resist the change. This could be because
the necessaries have not been fulfilled and should be dealt with in the Readiness for
Change model, see figure 3. If teachers understand that a change is in their best interest,
they will be willing to change (Sims, 2004, p. 190). According to Bloisi et al. (2006, p.
847) individuals will be resistance for a change when lack of knowledge occur, whereas
they feel openness for a change when they know the benefits of the change. It is
however hard to change an individual’s habits, since they are comfortable and it is easy
to follow a routine (Sims, 2004, p. 192). A study of academics by Nordin (2012, pp.
241-242) has demonstrated a relationship between leadership behaviour and
organisational commitment on readiness for change in an organisation. Nordin’s (2012,
p. 244) results confirm that employees’ attitudes, intentions and beliefs on the
possibility of change can be influenced by leadership behaviour.
Further, Sims (2004, p. 198 - 200) has identified various “methods” of how individual
will show resistance to change. The first one is Absenteeism, which is when an
individual will escape the change since they do not want to face the change. The
individual can decrease their productive to blame the change for their decreased
productivity, which is called decreased productivity. Another “method” is regression,
which highlights any individual who has not adapted to the change and asks the
supervisor for extensive guidelines with the aim that the supervisor will do the job
themselves. Another such “method” is when the individual simply leaves their job to
not have to cope with the change, called resignation. There are also “methods” that
describe transfer and sabotage. Transfer, is when the individual is not willing to accept
the change and so he or she will ask for a transfer to another school. Sabotage is
regarded as the severest form of resistance, and can also be the most harmful one since
18
it can damage the entire organisation. These “methods” of resistance shown by teachers
are important for the change agent to identify and manage.
Fransson and Gärling (1999, p. 379) have shown that the relationship between how an
individual act to a change and their attitude towards a change is imperfect. Based on
several other research studies, they concluded that appeal, incentive, information and
feedback are strategies that increased expected behaviour (Fransson & Gärling, 1999, p.
379). Moreover, a higher level of education has shown to be associated with a higher
probability of expressing concern about climate change (Tjernstrom & Tietenberg,
2008, p. 320). This is described as their life long knowledge of what they can and
cannot change. Older adults seems to be less concerned about the climate change than
younger, which could be related to the fact that they might are not live long enough to
experience consequences of today’s climate issues (Tjernstrom & Tietenberg, 2008, p.
323). Tobler et al. (2012) have examined personal behaviours in relation to making
climate friendly choices, their results show that overall, people do not prioritise climate
issues.

3.6 A matrix to integrate sustainability

Rusinko (2010) has studied how to integrate sustainability in the discipline of
management and business educations at higher education institutes. Rusinko’s (2010, p.
507) findings from a study at a school in the United States have been transferred into a
matrix, illustrated in figure 6 on next page. Although the matrix has not been
extensively tested yet (Rusinko, 2010, p. 514), the results are of interest indicating how
a higher education institution can integrate sustainability into management and business
educations.
Rusinko’s matrix has a flexible approach, allowing the user - the faculty, staff and
administrators - to move between the multiple options (Rusinko, 2010, pp. 507, 518).
The user can choose how and where to integrate sustainability (environmental, social
and economic) into existing courses and in the creation of new courses. This is
determined by the engagement of the university (Rusinko, 2010, p. 507). Low
engagement shows the use of quadrant I, and high engagement shows the use of
quadrant IV (Rusinko, 2010, pp. 507, 510-511). The narrow curricular is useful when
applying the model to a course, subject or discipline. Co-curricular options are a
complement to the subject, albeit outside of the curriculum or syllabus (Rusinko, 2010,
pp. 508, 510). Furthermore, the broad curricular can act within an entire programme at
the educational institute (Rusinko, 2010, p. 509). For example, a narrow curricular
implementation can exist within a management discipline, whereas the co-curricular can
become competitions aligned with the discipline but not a part of the curriculum.

19
 Focus Delivery
Existing structure New structure
I. Integrate into existing II. Create new discipline
Narrow (Discipline course(s) specific sustainability course(s)
specific) Curricular

Co-Curricular
Service learning, competitions, common experiences, clubs,
Options
activities, committees

Broad (Cross III. Integrate into common IV. Create new, cross
Disciplinary) core requirements disciplinary sustainability
Curricular course(s), minor(s), major(s),
program(s)
Figure 6. Integrating sustainability (Rusinko, 2010)

Prior using the matrix part of the implementation of sustainability within a discipline,
the school should consider whether sustainability can be integrated into the existing
courses and structure or a new structure is needed (Rusinko, 2010, p. 517). Holt (2003,
p. 342) has recommend business schools to integrate sustainability into the core
business programmes and give the opportunity to the students to take sustainability
focused courses. Nevertheless, Beringer et al. (2008, p. 60) show that stand-alone
courses including sustainability are more common than incorporating sustainability into
core modules.

3.7 Previous studies of lecturers on change and sustainability

In addition to the theories presented above, previous research on lecturers’ change and
work on teaching sustainability will be presented in the following paragraphs.
To successfully implement sustainability within university curriculum, it is essential to
find out whether those responsible for teaching about sustainability – especially in areas
that do not traditionally focus on sustainability – actually understand what sustainability
is about (Reid & Petocz, 2006). According to researchers Reid and Petocz (2006),
moving the focus from environmental educators to a more central position in university
studies has been a long journey that is still on-going.
Reid and Petocz (2006) have carried out 14 in-depth interviews with university
academics from different subject areas at Macquarie University in Australia who are
involved in teaching postgraduate students and asked them questions about
sustainability and their teaching. Their results show that there is an assumption, both
academically and amongst the general community, that education for sustainable
development is part of life sciences rather than across all educational and disciplinary
domains (Reid & Petocz, 2006, p. 108). Reid and Petocz (2006, p. 113) have been able
to demonstrate that teaching often focuses on the content of the course and
sustainability is regarded as an on-going process allowing lecturers to avoid engaging
with it. Their findings also show that lecturers think sustainability overlaps the content
of the course and could be incorporated in their teaching and that sustainability can be
integrated by encouraging the students to make sustainability part of the course content

20
(Reid & Petocz, 2006, pp. 114-115). For instance, one of the respondents who
encourage creativity believes that students learn how to analyse the problem rather than
just understanding the problem, which results in skills useful for the rest of their career
(Reid & Petocz, 2006, p. 115).
Prior the development of a national teaching in higher education training programme in
Ireland, Donnelly (2008) studied 25 lecturers’ self-perceptions of change on teaching
approaches. The findings show that developing skills and knowledge to deliver and
organise better lectures results in increased awareness and greater reflection on current
teaching approaches and that change itself is learning. Some form of conflict was
reported as necessary to any successful change effort. Furthermore, lecturers develop
their own personal philosophy of teaching and change takes place when one lecturer
collaborates with another, external partners or in teams by enlarging their horizons.
When many lecturers act this way, the whole system starts to change (Donnelly, 2008,
p. 217). Similarly, a study by Rowland (2001, p. 164) shows that lecturers learn much
from one another and that mixed grouping allows for practices and assumptions to be
challenged by others from different backgrounds.
Pickering (2006) has found that lecturers’ core beliefs on pedagogic perspectives do not
easily shift which is important to consider when thinking of making organisational
changes. However, aspects of day-to-day experience can disturb these beliefs,
producing uncertainties and provide opportunities for change. The study shows that
change is something that can happen when someone’s beliefs are disturbed by external
influences (Pickering, 2006, p. 325). Furthermore, working in teams was highlighted as
very helpful and high levels of support from colleagues who encourage risk-taking and
the opportunity within teams to support each other seemed to build confidence
(Pickering, 2006, p. 328).
Cotton, Bailey, Warren, & Bissell (2009) have undertaken a study on lecturers’ beliefs
about, and understandings of, sustainable development, and their views on incorporating
it into the curriculum at the University of Plymouth in England. Lecturers from a range
of disciplines were asked to complete a questionnaire and 14 of them were later on
followed up through interviews (Cotton et al., 2009, p. 722). The results show that
almost all lecturers felt that sustainable development was not essential in the sense of
not being a specified learning outcome. Many lecturers could identify various subjects
in which it could play some part and the researchers did not notice a difference in their
beliefs about the relevance of sustainable development based on the lecturers’
disciplines (Cotton et al., 2009, p. 724). Moreover, flexibility in curriculum content
allows lecturers to include as well as avoid teaching sustainable development. Whilst
some lecturers decide to avoid it, others make an attempt to incorporate it, a decision
that to a great extent seems to be based on their own beliefs (Cotton et al., 2009, p. 725).
Some lecturers reported that stronger support, from for example senior managers, for
sustainability in university policies and practice would certainly influence their
capability to include it in teaching as many of them thought it should not be their
responsibility to decide whether to incorporate this subject (Cotton et al., 2009, p. 726).
In terms of incorporating sustainability into the curriculum content, Cotton et al. (2009)
found that several lecturers would use more interactive and student-centred pedagogies

21
for teaching about sustainability (Cotton et al., 2009, p. 727). Lecturers would also
benefit from advice and support on how this topic can be added into current models
through small alternations to the curriculum (Cotton et al., 2009, p. 729). Overall,
structural barriers were commonly reported also by lecturers who believe in and attempt
to include sustainability (Cotton et al., 2009, p. 730).

22
4. Practical method
In this chapter the choice of method of data collection and analysis will be explained.
The sample selection and interview construction will be described. Further, choice of
organisation and the case study will be presented. Finally, the ethical considerations
and criticism of the study will be clarified.

4.1 Choice of Method

To find out about and gain an understanding of lecturers’ attitudes and perceptions on
change, a qualitative approach was applied. Qualitative method consists of either
naturally occurring data or generated data (Ritchie, 2003, p. 34). In this study data has
naturally occurred, which happens when researchers study a phenomena occurring in its
natural setting (Ritchie, 2003, p. 34). Whilst biographical methods consist of
understanding life experience (Roberts, 2002, p. 5), a study of phenomenon is more
relevant for subconscious or instinctive actions (Ritchie, 2003, pp. 34-35).

4.2 Sample Selection

This section outlines how the study setting was selected and the recruitment process of
the respondents.

4.2.1 Choice of organisation

Purposive sampling was used when choosing the organisation, which means that the
setting selected has a direct relation to the research question, and usually implies
selections on more than one level (Bryman, 2011, p. 350). As previously mentioned
Sweden is an interesting country to focus on in terms of sustainability since it is a
developed Western society with high impact on the planet, yet commits to policies
against pollution and has an on-going discussion of the issues of sustainability. In
combination with my residence, it was decided to do the study at any higher education
in Sweden.
Annually, Swedish Higher Education Authority, SHEA, (2012) carries out a quality
check of the nation’s higher educations. In 2012, twelve schools failed due to lack in the
quality of the education (SHEA, 2012). To limit the study sample it was decided that
being able to meet the quality check should be a criterion to potentially be part of this
study. The second criterion is related to the criticism of the conflicting relationship
between business schools and sustainable economic growth. Thus a dominant common
belief in business schools is that organisations aim to make profit and such economic
growth benefits employees, the organisation and the whole nation.
This conflict makes this Business Administration discipline particularly interesting.
Therefore, it was decided to focus on business schools because business schools often
have been criticised for making students believe economic growth and sustainability are
in conflict and therefore of no importance (Giacalone & Thompson, 2006) yet play an
important role preparing future managers (Giacalone, 2007) who will operate
companies that play an essential role in making a change towards sustainability (HEPS,
2004). This has created a demand of people educated in sustainability in the business
sector (HEPS, 2004). Therefore, the third criterion eliminated schools without the

23
following three degrees in business; Bachelor in Business and Economics, Degree of
Master of Science in Business and Economics and Masters of Business and Economics.
By limiting the choice of organisation to the ones that had passed the quality check and
provide three degrees in business and economics, the number of potential schools for
the study was down to five; Jönköping International Business School, Linköping
University, Stockholm University, Umeå School of Business and Economics and
Örebro University. Siggelkow (2007, p. 20) argues that an organisation is not
necessarily randomly selected if there is an interesting case taking place. Out of these
five Umeå School of Business and Economics was chosen based on convenience
together with an interesting on-going process implementing of ISO 14001.
Umeå School of Business and Economics, USBE, is a department of the Faculty of
Social Science at Umeå University located in Umeå, northern Sweden (Umeå
University, 2012). USBE differs from a traditional department as it withholds three sub
departments: business administration, economics and statistics. The School offers seven
master programmes, four graduate programmes, two undergraduate programmes and
several courses (USBE, 2008c). One of the undergraduate programmes are within
statistics, all other programmes cover different levels of Business Administration or
Economics (USBE, 2013a). USBE has two programme committees, one covering the
undergraduate programmes and one for the Master’s programmes (USBE, 2014). The
programmes committees, the institution and the faculty have the commission to
establish programmes and courses, and to suggest revision of the syllabuses (Umeå
University, 2013b). The faculty has to make decisions about any revision and
establishment of courses one year in advanced, whereas the Rector makes decisions of
new programmes, (Umeå University, 2013b).
Each year there are about 2,000 students who register at the programmes and courses
(USBE, 2008a). USBE has approximately 170 employees of which approximately 100
employees work at the department of Business Administration and majority of these are
lecturers or professors in various levels (USBE, 2008b).
A new Rector was appointed in 2012, Professor Lars Hassel. The role of the Rector is to
implement the strategies, and the Rector is also responsible for the development of the
business school and the partnership with the stakeholders. Professor Hassel has
explained (2013-02-19) that USBE’s vision is to become ISO 14001 certified in 2014,
indicating that a more sustainable approach will be taken. In December 2013 USBE
signed up for PRME, Principles for Responsible Management Education, to become
ISO 14001 certified working towards improving sustainability and CSR across
programmes and courses. The implementation will be completed by September 2014
(PRME, 2014).
A Research Institute for Sustainability and Ethics in Business was set up at USBE in
2011 (Affärstidningen Näringsliv, 2013). The purpose was to, for example, publish
research in the key area of the institute, conducted by the institute and provide higher
education in development of sustainability and corporate ethics (RiseB, 2013b). Today,
USBE (RiseB, 2012) offers one course with significant elements of sustainability and
ethics in business, which is given on bachelor level.

24
4.2.2. Choice of data collection method
Qualitative data was needed to address the aim of the study. In qualitative studies, data
can be collected through four methods: (1) biographical methods, (2) focus groups, (3)
paired interviews and (4) individual interviews (Ritchie, 2003, p. 36). Focus groups
consist of four to ten respondents discussing a topic that opens up for reflections
between the respondents (Ritchie, 2003, p. 37). Paired interviews are, in contrast to
focus groups, in-depth interviews of two or three respondents and the dialogue between
the respondents is important for the study (Ritchie, 2003, p. 37). It was decided that
individual interviews would be the most appropriate method to gain in-depth
understanding of lecturers’ attitudes and to reflect the research question.

4.2.3 Respondents
The sample of respondents consisted of lecturers at USBE who taught at basic and
intermediate levels of Business Administration in spring 2013. The basic and
intermediate courses include the majority of the students at USBE which means that
more students can be reached through these lecturers than through lecturers who deliver
other courses. This is of interest because the greater number of respondents reporting
teaching sustainability or willing to make a change towards doing so, the greater
number of students being reached. All 33 lecturers across the basic and intermediate
courses became the sample group. The entire sample group received an email and were
asked whether they would like to participate in this study; “…Your time and
commitment to this is extremely valuable for USBE and us. Take the opportunity to
participate in the survey, part of USBEs future…” The email also outlined time needed
and that participation was voluntary. A brief introduction to the study subject and its
aim was provided too; “to obtain new knowledge in sustainability and to measure the
willingness for change in the business department of Umeå School of Business”.
The invitation was written in Swedish and sent out to all 33 lecturers. Initially, six
lecturers accepted to participate and two declined. Therefore, a reminder was sent to the
remaining lecturers by the Rector of USBE, in both English and Swedish. This
generated in two more respondents, providing a total sample of eight lecturers. Reasons
for not volunteering to take part have not been investigated but could potentially be lack
of time, lack of interest in sustainability and not wanting to take part because they know
the author since before and therefore do not find it anonymous enough.
Four of the respondents were women, four were men. All of them were employed by
USBE and worked in a range of disciplines including marketing, accounting/finance,
management and entrepreneurship. One respondent preferred not to say in which
discipline they work. Table II provides a summary of the respondents according to
discipline, date, length of interview and place where the interview was held. All
respondents have been given a fictive name, independent of gender, to ensure their
anonymity.

25
 Respondent Interview
Name Discipline Date Place
number time
Respondent 1 Janet Marketing 2013-04-08 60 min Neutral room
Respondent 2 Harry Accounting/finance 2013-04-09 45 min Neutral room
Respondent 3 Sarah Management 2013-04-12 45 min Neutral room
Respondent 4 Sammy Entrepreneurship 2013-04-15 55 min Neutral room
Respondent 5 Mark Anonymous 2013-04-15 50 min In office
Respondent 6 Leslie Management 2013-04-16 35 min In office
Respondent 7 Rose Accounting/finance 2013-04-18 50 min Neutral room
Respondent 8 Charles Management 2013-04-19 40 min In office
Table II. The respondents

4.2.4 Interview questions

To give the lecturers flexibility in expressing their thoughts, but still keep a structure of
the interviews to enable comparison of the gathered information, semi-structured
interviews were conducted. A guideline that consisted of key questions which do not
have to be asked in a certain order (Bryman, 2011, p. 415; Saunders, 2009, p. 320) was
developed. A semi-structured interview guideline gives the respondent the opportunity
to reflect upon the question before answering it, and the interviewer to follow-up the
answer by asking further questions (Bryman, 2011, p. 415). The interview guideline
was based on information gained from previous research and theories presented in the
theoretical section of this thesis. Potential questions were written down and then
grouped into five key topics, see appendix I. The questions were rewritten into open
questions to allow for wide answers, yet making the interview focused on the subject
(Bryman, 2011, p. 419). The total number of 19 questions were grouped into five topics
in order to keep the guideline short enabling for more in-depth data (Arthur & Nazroo,
2003, p. 122). Each topic consisted of a few core questions to which relevant follow-up
questions were developed to gain in-depth knowledge (Kvale, 2009, pp. 150-153). All
respondents were asked to “… describe your work with the syllabus of your course” as
the first question. Other key topics covered respondents’ perceive of change agents in
the organisation; what sustainability means for the respondent; incorporation of
sustainability to the education; knowledge in sustainability and how business students
affect sustainability in the future. Because of the flexibility allowed, the questions were
not asked in exactly the same order every time. Several times some questions were
automatically answered when the respondent gave a comprehensive answer to another
question. Any question already answered where not repeated by the interviewer.

4.2.5 Interviews
When arranging for the interviews, it was suggested that they should take place in a
room nearby the respondent’s office to make it as convenient for them to get there as
well as quiet. Five out of eight interviews were conducted in a quiet room nearby the
respondent’s office. Another three respondents requested to be interviewed in their
office, a request that were accepted because a comfortable situation is important to get
reliable and relevant answers from the respondents (Saunders, 2009, p. 329). Data can
be influenced by the location, since the location influences the respondents and their
answers (Saunders, 2009, p. 329). Saunders (2009, p. 329) therefore recommends an
undisturbed location that is comfortable for the respondents.
Respondents can also be influenced by the interviewer’s body language and tone of

26
voice (Legard et al. 2003, p. 157). In this study all interviews were conducted face-to-
face and the interviewer aimed to keep body language to a minimum and tried to have a
neutral tone of voice. Initially, this study was developed by two authors however one of
the authors, who carried out one of the eight interviews, withdrawn from the project in
summer 2013. All data related to the project was handed over at the same time.
The length of each interview was set to a maximum of one hour, which the respondents
were informed of in advance. This allowed the respondents to dedicate enough time for
the interview, and focus with full attention throughout the interview. All interviews
were undertaken individually between 8 April to 19 April 2013 and last between 35 to
60 minutes. Before the interview started, the respondent was asked for their consent to
record the interview, which all of them agreed upon. Legard et al. (2003, pp.166-167)
recommend researchers to record their interviews, allowing the them to pay full
attention to the respondent and to take a few, or none, notes. For this project, notes were
taken during all interviews and added as comments to the transcriptions. Following the
interviews, the recorded material was transcribed using Inqscribe, a transcription
programme. The transcriptions were used when analysing the data.

4.2.6 Data analysis

Post interviews, the transcriptions were read and analysed individually and together.
The five core topics outlined in the interview guide facilitated for associations in the
form of similarities as well as differences between the lecturers’ answers, previous
studies and the theoretical framework. By colour coding the respondents’ answers it was
also possible to ensure that all views were represented.

4.3 Ethical considerations

To not force the lecturers to take part of the study, only one reminder was sent. The
participation was voluntary, and all participants were offered to become anonymous.
Unsurprisingly, considering this thesis is a public document, the majority of the
respondents wanted to be anonymous in the study. It was therefore decided that all
participants should remain anonymous by not publish their names, age and sex. They
were also asked if the discipline could be specified in this study, which was accepted by
all but one respondent.
To not infer on the respondents’ personal life or be affected by any pre-understandings
of the organisation, the guideline and its questions were well thought through carefully.
When analysing the data, the transcriptions were divided into each question and
compared and analyse of differences and similarities to each other. Further, the divided
data were analysed with the theoretical framework to see if any theory or previous
research confirmed or opposed the collected data. This process were done to ensure both
methodological and morally viable (Saunders, 2009, p. 184).

4.4 Criticism
Majority of the sample group did not reply to the interview request, which may be
related to lack of time or interest. Another reason might be the formulation in the
emails. To be transparent to the respondents, the amount of information in the first
email was limited to approximately 200 words giving the reader a brief introduction to
the study. In the reminder, the Rector encouraged the receivers to take part by
27
expressing a personal interest in the study: “… I would appreciate a positive response
from you…” that may be related to the amount of participants since the words “positive
response” can be interpreted as the Rector wants lecturers to participate but is also
asking them to be positive towards a sustainability approach at USBE.
The study was limited to lecturers of basic and intermediate level, working during
spring term 2013. The limitation of the sample selection to one part of the organisation,
and one term of a year, increases the risk to eliminate data. But the choice of basic and
intermediate level courses was based on that the majority of programme students enter
these courses. Such sample may result in an unequal division between more experienced
and inexperienced lecturers, with more inexperienced lecturers teaching basic and
intermediate courses. However it is uncertain whether level of teaching experience has
an impact on incorporating sustainability. Future studies are encouraged to examine any
such differences.
Eight interviews of university academics were undertaken, which is fewer respondents
than previous interview-based studies targeting this group of professionals (Cotton et
al., 2009; Reid & Petocz, 2006). Reid and Petocz (2006) and Cotton (2009) carried out
each 14 in-depth interviews with university academics in their studies. Because of the
small sample this study can only be regarded as a pilot study.
The amount of responses to each question varied between the participants. Although all
relevant data is presented in the section on empirical findings and the quality of the
information is of interest, some participants are more likely to be more frequently
quoted than others depending on the amount of data available. This has been considered
over and over again in the analysis and when drawing conclusions. To get as truthful
answers as possible from the respondents, the aim of the research was clearly described
at the beginning of each interview to make the respondent comfortable with the
interview. During one of the interviews the respondent asked for the aim of the study to
be repeated more than ones. The respondent, ones again, got a clear explanation of the
aim with the interview. Even if the respondent was asked, three times, if the interview
was desirable to be interrupted, the respondent wanted to continue the interview. The
answers deemed credibility to be analysed and included in the study. All respondents
have confirmed the data that is presented in this study to increase the reliability of the
analysis.
Finally, it should be mentioned that during the interviews, Charles’s telephone rang
once in the middle of the interview. This did not affect the interview as he did not
answer but turned it off.

28
5. Empirical findings
In this chapter the data collected from the interviews is presented. The chapter will give
an understanding of the lectures view of sustainability, change possibilities and if
sustainability could be integrated in the syllabuses. All respondents’ statement will be
presented together for each section.

5.1 Respondents’ thoughts on sustainability

“Sustainability means something like taking care, that is managing you life at this
moment and at the same time as you think about the future. So the system you introduce
today should not only be beneficial for this generation but also for future generations”,
Sarah says. As an example she mentions integration as she thinks this makes people
cleverer over time, something she refers to it as social sustainability. Harry believes that
people think that sustainability is the opposite of Business Administration, which is the
core of all economies, and emphasizes that Business Administration and sustainability
is not that different to each other and says “what is uneconomical is not sustainable”.
Sammy, who teaches entrepreneurship, thinks that sustainability partly goes against the
subject and thinks it might be hard to integrate sustainability across the subject.
According to Charles, sustainability is more than the environmental part and discusses
out of an organisations perspective that sustainable leadership is important and to act
fairly to your associates; “it is hard to believe that sustainability is not important”.
Harry stresses that some issues become a trend, but having an interest in sustainability is
also related to people’s age and younger people care more about the environment.
Sammy and Charles do not regard the sustainability issue as a trend of our time. Sammy
says “it depends on media, something happens and it gets a lot of attention for a short
while, but the problems remain even if they are not in the newspaper”.
”Sustainability is to conserve limited resources, Business Administration is also
about conserving limited resources”
--Harry, respondent 2
Harry does not think that there is much sustainability integrated in the basic levels. Rose
says that it is important to cover sustainability but it needs to be incorporated making it
a natural part of the course. “When we incorporate themes we usually use guest
lecturers, especially in areas that the students ask for”, Sammy says. Not all
respondents have integrated sustainability into their subjects, Leslie says that “nothing I
can think of right away, but it is a part of the courses I have been involved in” and
added that “we have a general positive mind-set to sustainability at USBE”. However,
Harry described that sustainability has become more important in the subject where he
lectures. Sustainability is not a consumer product, Sarah says and means that the
students need skills of thinking, and by that the society gets competent people who will
contribute to a sustainable future. Further, Sarah says that they discuss issues with
different perspectives of what happens in the world and how they will handle it in her
courses. She means that the students provide useful tools to think with a sustainable
approach.
Rose explains sustainability as a large and complex area within itself that is not
concretely connected to the subject of her lectures, and says “there are other important

29
parts that should be covered, such as ethics and gender”. Further, Janet says that it
could be hard to incorporate sustainability, since the literature for the course not
necessary cover this topic, but have cases or dilemmas in any of its chapters that
mention the environmental perspective of the subject. She discusses sustainability out of
an economic, environmental and social perspective, but finds it hard to discuss it more
deep during an introduction course. Also lectures and workshops discuss the issue, but
Janet means that it also about the students’ own interest.
Incorporating sustainability in existing courses would also be hard, since the students
have to understand the basics of the subjects, discussed by Rose, who says; “how that
would be done smoothly is something I do not know”. Charles does not lecture about
sustainability at the moment, but thinks that lecturers should do so. Charles further
discussed such limitation in the course literature in how much sustainability they teach,
but “…if we systematically can change how we think, and change our directives, the
courses would advance to incorporate sustainability”.
Janet says though that the lecturers in her subject have decided that an element of
sustainability should, and is implemented. Therefore, “on the exam there is always a
question where sustainability is connected to the key concept”, says Janet and means
that she tries “to plant the idea here”. However, Rose thinks that sustainability would
be more appropriate in a course at a higher level, and in a separate course or module, to
be thoroughly discussed. But added that the only way to assure that all programme
students gets the knowledge is by introducing it at basic or intermediate level. Sammy
discussed that there might not be a large amount of interest from the lecturers to
incorporate sustainability in the basic and intermediate levels. Charles, however, does
not believe that anyone deliberately dislikes sustainability, “the problem is to change
how we think”.

5.2 Lecturers’ involvement in syllabuses

Courses at basic level are offered with the same outline several times a year. This allows
for many lecturers to be involved in the work of the syllabus of these courses, according
to Janet. But Sammy describes the decision-making of the syllabus as something that is
not his task as the syllabuses are decided upon twice a year [by the board]. However,
Janet says that changes to the syllabus occur every year and explained that “the syllabus
is written so that it will not hamper with what I need to cover”. She says that about three
or four years ago the feeling among the employees was “what is a syllabus and why do
we spend so much time on it?”, and reflects upon the changes made part of the Bologna
process. Leslie explains that “the syllabus has a broad spectra, it does not go into
details”.
Sarah’s explanation of the difference between syllabus and curriculum is that the
curriculum describes how to do things and the syllabus clarifies what needs to be done.
Sarah and Janet explain that the sub departments formulate the syllabus based on the
curriculum, and that it is an on-going change with the contents of the courses out of
feedback from students. Mark says that the evaluation process of a course is important
both to “finish the task” but also to understand if the outcome was “good or bad”. Both
Janet and Harry talks about a major revision of the curriculums out of, for example,

30
feedback from students and literature that was done couple of years ago. Since then, the
new approach has kept going with fewer changes.
“What you must know is that there are many chiefs and few tribesmen in this
business, which means that you run your own race”
--Charles
Rose, Sammy and Janet stress that they experience a time constraint at work, that affects
their work of changes in courses and syllabuses. Sammy describes it as there is “inertia”
for change in the organisation because every individual works under great pressure. Yet,
Rose says that her experience is that educating students is secondary and research is the
main part of the job role. Sammy also describes that the primary work is to conduct
research and that educating “steals” time from undertaking research: “I have four hours
of preparation for each hour I teach, but now I spend considerable more time to it”.
Janet expresses a dislike of the demand towards scholars to educate, this to be able to
conduct research at a university. Mark stresses that the higher education’s foundation
needs to be science-based. Janet thinks the management of the organisation has to make
clear to the employees that they believe that teaching is very important and make it
possible to qualify to university by being a talent teacher. “…not like today when you
are rewarded for the amount of scientific articles you publish… [I think] the attitudes
towards being involved in, for example, debates about society, need to be changed,
Janet says.
Sammy says that it is very time-consuming to create a change to the syllabus and that if
incorporation would be made, resources in time would be needed, to create a good
course. Further Sammy describes an interest to incorporate sustainability in his course.
He means that the part of the job that consist of educating students is a bad deal,
“…where you will spend more time than you will get paid for”. Sammy puts a large
effort to changing books and improving the descriptions for exanimating elements.
Rose says that time is an issue, “…if I only put in the effort that I am paid for, it [the
course] would somehow be bad”, she says. Rose also says that the changes that you
make, if minor, does not have to be time demanding. Janet feels an obligation to do her
best in delivering the course. Consequently, Harry warns that one should not always
follow every new topic, since it might be a temporary trend. Yet, USBE is constantly
competing with other universities, therefore USBE should cope with such changes,
according to Harry.
The situation for teachers has changed, according to Harry, who thinks it consist of
administrative work to a greater extent of pedagogy and course content.

5.2.1 Change possibilities

When a lecturer suggests a change to the syllabus, valid arguments are needed, Sammy
says. “Even if we make a change, we will have to submit the proposal to the board,
where the change needs to be aligned with the board’s strategies”, Janet says. She,
Harry and Charles describe that the possibility to impact exists, and that the lecturers are
affecting changes. If a large change should be made the lecturers will need extra

31
resources, Sammy considers, and Sarah explains that if the top-managers want to do a
change they should open up for discussions with the employees.
The same course can be entirely different if it is given by different teachers, according
to Harry. Further Harry described a somewhat degree of freedom to incorporate what
the lecturer thinks is of interest. Rose says that if a course is given together with
colleagues, who have given the course before, a good support exists and that “you
easily follow the colleagues lead”.
Sarah stresses that it is not the individual lecturer who makes the decisions, but the sub
department members together. Mark explains that changes of larger extent in the
syllabus are made ones a year, but that there is a freedom of choice within the frame of
the syllabus by the lecture during the year. For example select of examples and cases
used during the course. Where the knowledge of the lecturer has an effect of what is
chosen according to Mark. Mark further describes that discussion, among the lecturers,
about what themes to incorporate in the course occur in the preparation for a course.
This is also confirmed by Sarah who contribute to the course, that it is possible to add
something, come up with new articles, updated media- and scientific reports, but that is
not possible to change the basic while during the course.
Sarah explains that an on-going change is necessary to keep the textbooks up-to-date
and relevant, and says that she always thinks of how to improve her work. Harry
described that changes tend to “be up-to-date, use relevant theories; it is how I make
changes to the course”, since the course has already got a lot of information making it
difficult to add anything new. When changing for example the course literature, it is
important to consider the consequences for those who chose the previous literature,
according to Sammy. Janet says that “the syllabuses are created to be aligned with the
literature for the course”. According to Harry, it is important to separate what is
important and what is interesting, “when covering a topic all important parts should be
there”. In a basic level course, it is important to cover the core concepts of the subject,
according to Janet and further says that the subject accounting and finance might not be
ready for a change towards sustainability yet, and does not continuously discuss the
issue even if “green accounting” slowly becomes establish.

“It is easy to think of making a change, but you can become passive when the change
will be done”, Rose says. Janet says that she would not initiate a change, but not stand
against it and states that if a change is a good she will agree, but if she feels that the
change is bad she will simply disagree, without slow down any change as a principle.
Harry says that he “at least think that I am trying to be positive for any change or any
change proposal”.
Sammy describes that it is necessary to set up standardised courses to simplify the
transitions between lecturers within the same course, but he means that it also avoids
change possibilities. The course taught by Janet, the syllabus says “… critically reflect
other perspectives of the subject”, she says that if other perspectives would be specified,
all parts has to be described. “For me, it is not bad nor good, but generally, I do not nit-
pick what people do in these courses here”, Sammy says. Janet says that “the education
is not dissatisfactory but there is a need to integrate sustainability in all the levels”.

32
Sammy says that it is a must for the organisation to be dynamic since it operates in an
academic atmosphere. Leslie describes change as a balance between giving and taking,
making it possible to influence.
Janet states that even if it does not clearly says in the syllabus that it should contain
sustainability, it says that the students will critical reflect upon the subject with different
perspectives. She means that it includes sustainability, Corporate Social Responsibility
(CSR), ethics and morality. If all parts had to be written in the syllabus they would need
to be discussed in the course, currently the lecturer decides what perspective to be
considered and reflected.
“The organisation does not work against it [changes in syllabuses], rather for it, but
then you have to dismiss something else”.

--Harry

Mark thinks that the department has to apply the resources needed when making
changes. He also believes that changes are a part of system, usually seen as a project
that runs for several years. If the lecturers are not aware of how the system works a
change can be hard to suggest or argue for, according to Mark. Harry discussed the
same issue and means that a newly employed might have it more difficult to make a
change since a newly employed might not know the routine in the organisation.
Janet explains that it is on the agenda to set up an introduction course in business ethics,
which comes from the research department of sustainability and business ethics. Janet
support it and wants a mandatory course in the programme. Similarly to Janet, Mark is
interested in implementing sustainability in the programmes given by USBE. He thinks
it should be specific and mandatory, but stresses that this needs to be embedded in the
various courses too. However, the advantage running it as a separate course would be to
give the students basic knowledge of sustainability, Mark thinks.
The majority of the respondents say that there are one or several persons happy to make
changes, so called change agents, within the organisation. For instance, the respondents
regard the Rector and “individuals who are more connected to sustainable issues” as
change agents at USBE. Harry explains that the one he seen as change agent wants to
implement more sustainability into the courses. But even though Janet feels that the
organisation has change agents, she regards USBE as an “Atlantic liner” during change
processes, in contrast to medium sized organisation, which she describes as “dinghies”.
This because of the statutory framework, which includes several steps, first from us to
the organisations management, the board but may also have to pass the faculty
management, or other added special groups, and then the management of the university
or even higher decision makers as Swedish Higher Education Authority. This means it
takes long time to implement changes that have been proposed by the employees within
the organisation, which Janet has experienced as an inertial.
Both Leslie and Charles think that persons that have more interest for sustainability also
discuss that issue in their courses, and Charles adds that lectures in general push their
own research area. Sammy and Rose say that some of the colleagues that they think are
key persons might not remain over time. Sammy also says that it is good with a

33
dynamic organisation, where everyone promotes different issues, but reasons that more
change agents would be helpful.
Sarah states that there are always informal change agents in organisations. She means
that they work very smoothly by trying to connect with other employees.

5.2.2 Create change in syllabuses

Sammy says that possibilities to make change within syllabuses are “… possible, within
certain parameters” as long as the expected learning outcomes of the syllabus are met.
Charles says, “You have to show how the outcomes will be assessed and your examples
are free of choice. Then it is up to each person to see if connections to other areas can
be made within the direction of the syllabus”.
“I can suggest changes but they have to be discussed in my sub department” is what
Sammy says about affecting changes in syllabuses. He also thinks that the amount of
influence you create in the board meetings, will be critical when trying to promote
changes. Further, Janet describes that the management does not have direct contact with
each sub department and does not fuss about small changes. When asked why, Janet
described that; it is because the lecturers of the courses have a holistic picture. Harry
expresses that he is very impressed by the work his colleagues do to make changes, but
also that it can be hard to be grateful for implementing or managing a large change.
Janet describes it as “I benefit from the possibility to change and the participation
offered, but I dislike that I do not receive any compensation”. The courses are
developed by the lecturers, according to Charles, “so if someone has asked for a
change, this should be the directives”. Yet, he adds that he appreciates the importance
of a range of required to structure appropriate changes, Charles says.
Leslie says that when small changes in courses will be done “you often follow and build
upon previous courses and if the course had a positive outcome you only do minor
changes”, since “… otherwise you will not know the outcomes”. Janet says that support
from the management when proposing a change exists and the management has
confidence in the lecturers’ choice. Harry thinks that new employees might find it
harder to create change, than an individual that has been employed for a longer time. “It
is important to teach facts and not untested experience” he says. ”If a change is urged
by the students, the university quickly adapts to the change, or we get stuck because of
the structural regulations” Janet says and adds that a change needs to be established
amongst the students and that the change should not be rushed. Leslie describes USBE
as “highly controlled” but that the students have a say. Janet experiences that a way to
get changes done is when a complaint or change request is required by the students,
then the organisation quickly change. Sarah invites students to have their say, but
stresses that the basic and intermediate courses are very much standardised with limited
flexibility.
Harry says that there is a possibility to change the syllabus but they cannot change the
subject. Harry also wants to stress that it is previously taught best practice that should
be taught to the students.

34
 “At the end of the day it depends on how much you raise your voice and push the
change you wish to do”
--Rose
Mark describes that a change to a module can be complicated since it might have an
important element, not only in the course but in the programme that could affect the
overall of the education. The important element might be perceived as “only an
assignment” in a module, but can have a different purpose which would have to be met
somewhere else part of the programme. Before Mark suggests a change, he investigates
how the change structurally would be implemented and if there is a possibility to
actually implement such change.

5.3 Knowledge of sustainability

In order to find out how confident the respondents would be teaching sustainability,
they were asked about their own knowledge in this field. Janet describes her knowledge
in sustainability as “broad but thin”. Similarly Mark says, “I know a little about much”,
who has both taught and undertaken research within his subjects. Janet elaborates her
knowledge as “more advanced than when this topic is debated in the news”, knowledge
she has acquired by reading articles and books in the subject but also CSR, Corporate
Social Responsibility. Leslie says that her knowledge does not exceed “normal citizens’
knowledge” in sustainability and stresses that she is not an “expert”. Further, Janet says
that recycling waste, having vegetarian meals and minimise the consumption of clothes
and other items are examples of changes that are related to higher education in the
subject. Janet also says that she organised for three hours lessons with focus on
sustainability that was possible thanks to her colleagues who shared their knowledge in
sustainability.
Harry stresses that more knowledge in sustainability is needed to be able to educate
students, and Rose says, “… research has to reach a higher level within my subject”.
Harry and Rose work within the same discipline and Harry ask; “How do you create an
exam about sustainability in my subject?” When Rose was asked if a discussion on
sustainability within their discipline has taken place the answer is “I can’t remember
having had a discussion about it”. Mark describes that the challenge within the area of
sustainability and Business Administration needs to be taken, and its focus to be
expanded beyond the one resource that neither can nor may run out of economic
efficiency. Mark hopes that the environmental focus will be central. When asking
Charles if it is the universities’ responsibility to educate in sustainability, Charles says
“absolutely, it is our responsibility of society, I must say”. Rose says the same but also
that the universities first have to understand and act sustainably themselves.
When discussing students’ knowledge of sustainability, Janet says that the education the
students gets today will affect their career but also described that it is a question of
attitude. Mark and Leslie believe that many of the students are striving towards high job
positions being able to make an impact on sustainability issues in the future. Harry says
that the students at USBE are in a great position to concretize issues and tasks, because
of their high level of education. The reason Sarah contributes teaching and preparing the

35
students for the future is because she believes that the students have the opportunity to
affect the future during their career.
Sammy says that the universities’ purpose is to channel students into their future job,
“but we cannot give student everything in a perfect package”. Leslie considers the
students’ knowledge in sustainability not necessarily as a consequence of university
studies but from trends part of the epoch which we live. Thus, even if Janet perceive the
education as good, sustainability issues still need to be implemented into education,
whether as part of basic, intermediate, bachelor and master levels where the knowledge
increase within sustainability in level of education or as an introduction and
independent course in the beginning of the education. Further, Charles thinks the USBE
provides the info and skills needed, but concludes that the students could benefit from
more knowledge in sustainability.

5.4 Information from the management

Janet says that information provided from top management is transparent because it has
been entered into the system and is treated as a public document, “but I have to search
the intranet to find the information I need”. “You drown in the amount of information”
which makes it hard for Sammy to find what is important. Mark describes that the
information might be presented but that there is so much information to keep track of,
“you can’t keep track of it all and therefor have to find different ways to grasp the
information”. “The information that comes from the management is extensive and is not
often directed to you”, Janet says.
Several of the respondents shared the same experience of lack of information in other
subjects, “for example in the basic level of Business Administration, which is 30 points
and has four modules, I have no clue to what the lecturers at the other modules do”,
Janet says. “I should probably know more than I do”, Sammy says when discussing the
information flow within the modules and adds that even more information could have
been provided. Leslie says that she “… has some understanding of what they do part of
the other courses”,
According to Rose, the knowledge about other modules is “quite limited”, and that the
knowledge of the module is not enough to do major changes. Sammy explains that
within the organisation they work individually and that the places to meet are at
different committees. Sammy is not conscious they do not meet outside their
committees, “I do not think it is problematic”. However, both Janet and Harry say that
there is a transparency of the information flow, but add that all employees would not
agree. They also say that it might be related to a good relationship with more informed
individuals in the organisation.

5.5 Motivation
“The work itself always demands to develop your competence, which motivates me”,
Sarah says. She explains that she relates to competence for teaching, research and
understanding, both internally within teams and externally. She adds; “… it is part of
my interest to improve things, and that is how you should be as a teacher”.

36
Janet likes her job and says that is important to cope with “the loneliness that the job as
a scholar involves”. She explains that everyone matures into the organisation over time,
and to her, colleagues play a significant role making work enjoyable. It is not the
payment that is of weight for her and Harry, he says that it is the students’ appreciation
that motivates him, and adds; “the ultimate prize of a course is positive feedback from
the students”. To meet the students are both fun and valuable for Janet and Rose, and
Janet adds that it is important to be a suitable and engaged teacher. Sarah says that
“…you need to be motivated yourself to be able to motivate the students”. Janet argues
that more time should be dedicated to implement any change, and says “what is
rewarded today is how many publications you produce” and hopes that lecturers will in
the future be rewarded for their combined work.

37
6. Analysis
In this chapter the findings from the interviews will be discussed in relation to the
theoretical framework to develop an understanding of lecturers’ attitudes towards
making changes to their existing courses to incorporate sustainability.

6.1 Work of syllabuses and change possibilities

Kotter (1995, p.67, 1998, p. 23) means that changes in organisations have to be
anchored in the corporation’s culture, if not the change may not be successful. This can
be related to the lecturers’ view that sustainability should be implemented at USBE and
the university first. For example, respondent Charles believes a change in the
organisation’s culture has to come from the core of the organisation. According to
studies by Greenberg et al. (2003) and Drzensky et al. (2012) successful change can
take place thanks to loyal employees and at workplaces where the employees identify
themselves with the organisation. In this study, a combination of loyal lecturers and
their awareness of the importance of sustainability can contribute to a change in the
syllabuses towards successful incorporation of sustainability. As illustrated in the quote
above, lecturers at USBE seem to be willing to make the effort needed to succeed with
an implementation, if requirements are received, which are consistent with Greenberg et
al.’s (2003) research.
The empirical findings say that the majority of the respondents could identify a change
agent and/or key persons that promote change related to the issue. For example did
Harry explain that the one he sees as change agent wants to implement more
sustainability into the courses. Armenakis et al. (1993, p. 687) argue that a manager
cannot create the social acceptance alone to the change required and key persons need to
support the promotion of the change. Sammy and Rose feel that colleagues who they
think are key persons might not play such role yet support the change agent and
promote the change.
Kotter (1995, p.61, 1998, p. 14) argues that the ones who lead a change need to have
formal and informal power through knowledge within the area to create an enough trust
or power to success with a change. Sarah means that all organisations have informal
change agents, including USBE. But some of the respondents say they may not believe
that change agents and key persons remain over time. They also believe that such key
persons and are likely to have a greater interest in sustainability and therefore bring it up
in their courses. According to Ely, a change agent need key persons in the organisation
to provide adapters possibility to input and support the change. Armenakis (1993, p.
687) and Hall (1987, p. 2) argue that a manager cannot create social acceptance to the
change that needs to be done alone and key persons should be convinced to stand
behind the promotion of the change. From Armenakis and Hall’s viewpoint, more key
persons are needed to succeed with a change at USBE since Sammy thinks that more
change agents [key persons] would be helpful. USBE were explained as an “Atlantic
liner” during change processes by Janet because of the statutory framework, and
provided example of several steps decisions may pass; USBE’s management, the board,
the faculty management, the management of the university and the Swedish Higher
Education Authority. This example shows how changes done at different areas known
as subsystems affect USBE as well as how the subsystems’ external structures and

38
technologies as described by Kotter (1980 pp. 280, 287) affect USBE. Cotton (2009, p.
730) confirms that structural barriers were commonly reported when trying to include
sustainability to existing courses.
Minor changes to the courses by USBE are made out of feedback from students and
several respondents said that students have a say, for example did Harry say “if a
change is urged by the students, the university quickly adapts to the change....” Several
respondents expressed a strong interest of supporting the students and making their
situation as good as possible. Themselves or other lecturers at USBE, including people
who might be change agents or key person, are described by Hall (1987, p. 230) as
initiators who strives towards his or her goal to support the students.
A study by Pickering (2006) showed that lecturers who worked in teams support each
other during the change process. According to Rowland (2001, p. 164) lecturers learn
from each other and working in mixed groups with people with different backgrounds
allows for new practices. It is likely that lecturers from the various sub departments at
USBE have different backgrounds of Business Administration since they do research
and teach in different subject, and based on Pickering’s findings, they might have a lot
to learn from each other. The interviews of the lecturers indicated that knowledge is
shared between the sub departments but this could be developed further, for example
did Janet organise a lesson with focus on sustainability that was possible thanks to her
colleagues who shared their knowledge in sustainability. This study has not taken other
institutions into consideration and so it is unknown whether attitudes towards
sustainability vary from one institution to another, a question for future investigation.

6.2 Create change in syllabuses

Rusinko’s (2010) matrix is useful when choosing how and where integration of
sustainability will take place (environmental, social and economic) into existing courses
or in the creation of new courses. When lecturing, Janet brings in sustainability at
economic, environmental and social levels, but found it hard to do so at a more in-depth
level at basic and intermediate courses. She means that the literatures usually have cases
or dilemmas that mention the environmental perspective of the subject, and also
workshops with the students raise the issue. But Janet also means that it is about the
students’ own interest too. This is consistent with Reid et al.’s (2006, pp. 114-115)
findings about encouraging students to make sustainability part of the course content
and thereby integrated sustainability into the course. However, Charles has another view
of limitation in the course literature in how much sustainability they teach.
Ely (1990) argues that decisions made part of change processes in the education sector
are usually made by top management and handed down to teachers, which is found as
critical with the communication process. Several of the respondents say that they feel
involved in changes of the syllabuses, and that changes occur at their level. Only one
respondent, Sammy, said that the decision of the syllabus is not his task, since it decides
upon twice a year by the board. Janet says, “The syllabus is written so that it will not
hamper with what I need to cover”, and also Leslie explains that “… the syllabus has a
broad spectra, it does not go into details”. Since the majority of the lecturers find the
syllabus “broad” and “not hamper” they probably do not feel any failures in the
communication with the top management related to change process in syllabuses. Ely

39
(1990) stresses that teachers would feel they are part of a change if decisions likely to
affect their work are shared with them. Such argument is in line with the findings of this
study showing that a majority of the respondents want to be involved in change
processes.
Although lecturers’ role might differ between countries limiting comparisons, findings
from Cotton et al.’s (2009, p. 726) study on lecturers at the University of Plymouth in
England showed that the majority of the participants did not regard it as their decision
whether sustainable development should be incorporated into teaching or not. It
contradicts all the respondents’ view at USBE except Sammy, who thinks that the
decision of the syllabus, and therefore its context, should be decided by the board.
However, the rest of the respondents have another view thinking that the lecturers at
each sub department together are involved in the biannual changes of the syllabus and
that the syllabus is written in a way that allows incorporation of sustainable
perspectives. Several lecturers at USBE have already incorporated sustainability to their
teaching, yet a few lecturers find it hard bringing in sustainability across the content of
their subject. Findings by Reid et al. (2006, pp. 114-115) say that lecturers from
different departments at Macquarie University in Australia think sustainability could be
incorporated in their courses as sustainability overlaps the content of the courses. The
findings from their study and this research are not in line, yet indicate a move in the
same direction where sustainability becomes more integrated to the teaching in different
subjects. Findings from Reid et al. (2006) research and this study say that students learn
how to think and analyse a problem, with a sustainable approach, rather than just
understand the problem.
Sarah says that in her team they discuss sustainability-related questions on a global level
and how to apply this in her courses. Findings in this study is consistent with previous
studies of Cotton (2009, p. 723) where the respondents saw connections between
sustainable development, moral and ethical issues even though sustainable development
is “not integral in the sense of not being a specified learning outcome”. Respondents
see connections and integrate perspective of sustainability into their courses even
though it is not specified in the syllabus. But not all respondents did integrate
sustainability, for example, Harry did not think that there is much sustainability
integrated in the basic levels.

6.3 Knowledge in sustainability

To be able to educate students in sustainability one respondent stressed that more
knowledge in the area is needed. This is confirmed by Reid & Petocz (2006), who argue
that it is essential to find out whether those responsible for teaching about sustainability
actually understand what sustainability is about to succeed with an implementation of
sustainability within curriculums. The respondents estimate their knowledge of
sustainability as “broad but thin”; “I know a little about much”; “more advanced than
when this topic is debated in the news” and “normal citizens’ knowledge”. However,
several of the respondents expressed a personal interest in sustainability. According to
Reid and Petocz’s study, sustainability is regarded as something on-going allowing
lecturers to avoid engaging with it since they seem to focuses on the content of the
course. Even though none of the respondents have given this excuse for not bringing

40
sustainability into their course, it may be an explanation to why some of the respondents
apply a sustainable perspective and some do not. For example, one of the respondents
offers the students lessons with a focus on sustainability.
To be able to implement a change, Ely (1990) argues that knowledge has to be sufficient
for the change to be required. It indicates that not all lecturers may be ready for this
change since some of the respondents mean that their subject first has to reach a higher
level of research within sustainability, for example did Rose say that research has to
reach a higher level within her subject. Even though sustainability is not a defined
learning outcome, some lecturers arrange for guest speakers on this particular topic, for
example did Sammy say “When we incorporate themes we usually use guest lecturers,
especially in areas that the students ask for”. This has not necessarily been the case for
sustainability and few respondents mean that sustainability is limited in the course
literature, and therefore find it hard to integrate sustainability into their courses. If more
material is provided allowing for increased knowledge and if time is set aside, the
majority of the lecturers seem to be open for a change to incorporate sustainability to
the programmes at USBE. This is consistent to Bloisi et al. (2006, p. 847) who argue
that resistance for a change occur if there is a lack of knowledge in the change process.
Two participants expressed an interest of a mandatory course in sustainability across the
programmes at USBE, without excluding sustainability in other courses too. This to
provide the students with knowledge of sustainability and put the issue into the context
of the course. This is consistent with Holt’s (2003, p. 342) recommendation to integrate
sustainability into the core business programme. One of the respondents thinks that a
stand-alone course would be an advantage to give the student knowledge of
sustainability. Such strategy is more common than to incorporate sustainability into core
modules, according to Beringer et al. (2008, p. 60). Janet said that USBE has on the
agenda to set up an introduction course in business ethics that includes sustainability.

6.4 Information and communication

The majority of the respondents perceive the information from the top management as
transparent, but Harry and Janet do not think that all their colleagues necessarily would
agree. Miller et al.’s (1994) illustration of lack in communication across organisations
where a feeling of nobody ever tells me anything does not seem to occur between the
top management and the lecturers at USBE. But between the departments of different
subjects a lack of communication and knowledge of other modules occur, where a
feeling of nobody ever tells me anything may take place.
According to Kotter’s theory of the “error” under communicating the vision, can occur
during changes when employees understand neither the vision nor the change even
though the communication has been clear. USBE will be ISO 14001 certified by
September 2014 (PRME, 2014), which will indicate that a more sustainable approach
will be taken. It is clear among the respondents that this vision is communicated, and
one of the respondents says; “we have a general positive mind-set to sustainability at
USBE”. Another respondent does not believe that anyone deliberately dislikes
sustainability, yet says that; “the problem is to change how we think”. According to
Kotter (1995, p.62, 1998, p. 16) the vision has to be clear since it is the key to
coordinate and inspire where the organisation ought to be, if not it occurs to be an error

41
during change transition. The communication of the organisation’s vision is not
necessarily a problem at USBE, but one of the respondents says that there might not be
a large amount of interest from the lecturers to incorporate sustainability in the basic
and intermediate levels. However, several respondents show an extensive knowledge of
the importance of sustainability in education. Charles said; “it is hard to believe that
sustainability is not important”, and Harry said; “what is uneconomical is not
sustainable” which is in line with researchers in the field claiming that sustainability is
important in business schools and that skills taught at such institutions do not primarily
have to relate to profit maximisation (Lourenço, 2013). But not all respondents agree,
one of the respondent means that the topic goes against the subject entrepreneurship and
find it hard to integrate across the subject. Also another respondent said that it could be
hard to incorporate sustainability since the literature for the course not necessary cover
this topic, and that the students need to understand the basics of the subjects before
sustainability can be integrated. There are various opinions between the respondents if
sustainability is easy to incorporate or not into Business Administration, and one
respondent means that it has to be a natural part of the course if incorporated whereas
others said that it already was a part of their course.
According to Burnes’ (1996) holistic process and its focus part, the organisation has to
decide if the change will focus on the entire organisation or at one single division.
Though, as mentioned above, USBE’s vision is to be ISO 14001 certified, one could
argue that there seems to be a focus on the entire organisation involving students and
lectures. Burnes’ (1996) holistic process also include the trajectory process that
involves the vision and strategy, and as discussed the vision is clear among the
participants but a strategy in each subject is not clear in this study. The importance of
clarifying why and how the organisation will change is a component of the message in
the Readiness for Change model by Armenakis et al. (2002, p. 170). When all
components of the message has successfully been communicated the organisation has
reached the level of readiness for change (Armenakis et al., 1993, p. 684).

6.5 Interest, motivation and believing in change

Even though education of sustainability is not specified in the syllabuses several of the
respondents confirm that it is incorporated to their subject. But not all respondents nor
all courses incorporate sustainability to their subject today [May 2013]. This is in
accordance with Burnes, (1996, p. 196) where changes are best achieved through small
changes and change initiatives are anchored in the organisation’s culture. USBE seems
to have started embedding sustainability into different subjects, which is in accordance
with Drzensky et al. (2012, p. 100) who mean that continues changes in an
organisation’s culture makes employees more positive towards a change. Employees
need to believe in the change to make it successful, one of the elements of Armenakis’
(1993, p. 700) process of a change. A belief, an interest and a positive attitude towards
sustainability exist among the interviewed lecturers at USBE, which indicates that a
change to incorporate sustainability in syllabuses is acceptable. This is also in line with
Cotton et al.’s (2009, p. 730) research where decision whether sustainability
incorporated to a course or not correlated to lecturers’ own beliefs since the curriculums
were flexible to the topic.

42
Kotter (1995, p.60, 1998, p. 12) means that an effort does not become practice without
motivation, a phenomenon that can be explained as an error that occur when a change
fail (Cotton et al., 2009). A change will be approached though what Burnes (1996, p.
108) classifies as the human relations approach where the change is implemented
though motivation and lead by good leadership. Findings show that the lecturers at
USBE are rewarded for their publications but not for the combined work of research and
teaching that needs to be rewarded too to motivate lecturers implementing changes in
their teaching part. Moreover, previous research by Tjernström et al. (2008, p. 323)
show that an interest of sustainability and climate issues are related to age, which were
mentioned by one participant. If so, a low interest of sustainability may not motivate the
lectureres to incorporate sustinabality to their courses and other motiavtion factors
would need to be found.
One respondent says that proven experience should be taught to the students and means
that changes to the course are not made very often. According to Sims (2004, p. 192) it
is easy to follow a routine and therefore hard to change habits. Pickering (2006) means
that it is hard to change the pedagogic perspective of lecturers. It may be a correlation
between the respondent’s comfortable habits and the view of not making a change in the
course too often. Ely (1990) argue that participants of a change are afraid of the risk to
fail in a change, which reflects Harry’s fear of failing previously taught best practice.
Ely (1990) means that the manager needs to give rewards or create incentives for the
employees to avoid fear. A willingness to change occurs when teachers have understood
that a change is in their best interest, according to Sims (2004, p. 190).

6.6 Errors or resistance to a change

Several of the respondents stress that there is a time constraint at USBE, and few of
them related time consuming to the fact that teaching is secondary and research is the
main part of their job. They mean that teaching quite often takes time from the research
tasks. One of Ely’s (1990) indicators, of educational context, is to find out about
teachers change settings in relation to time. She argues that time has to be set to adapt to
a change since time is an economic resource. This is interesting since educating always
is part of change processes, for example by new literature, new cases or well
exanimating elements, and very time-consuming to create changes to the syllabus. If
none or less time is set to adapt to a change, even small changes can be disliked by the
teachers. There is a risk that teachers put a lot of effort to their teaching and improving
the descriptions for exanimation elements may not continue doing that, and in the long
run if not more time are set to make changes in their courses and syllabuses, which
would decrees the quality of the education. This is confirmed by Rose who said: “…if I
only put in the effort that I am paid for, it [the course] would somehow be bad”. Another
respondent thinks that the management of the organisation has to make clear to the
employees that they believe that teaching is very important and make it possible to
qualify to university by being a talent teacher. It confirms the importance of Ely’s
indicator that time is an economic resource, a low quality education will give less
students and less economic income, and one of the respondent confirms that a
constantly competing with other universities exist at USBE.

43
Ely (1990) argues that time needs to be available for teachers to learn and adapt to a
change. If the lecturers will do changes of their courses they need time, but one of the
respondents confirm that time for preparations are given. However, to embed
sustainability to existing courses, more time outside the time set aside today for
preparations seem to be needed, since one respondent said that creating changes to a
syllabus is very time-consuming. Ely (1990) means that time is seen as an economic
resource. It may derive from the fact that research is the main part of the lecturers’ job
and education a second part, as evidences by one respondent. The management of
USBE may see time as an economic resource since some lecturers experience a reward
of the amount of scientific articles that are published and not of their educating part.
Non of the participants have indicated that any of Sims (2004, p. 198-200) ideas of
resistance to implementation of sustainability in existing course at USBE. However, not
all lecturers at the discipline are interviewed and non-participants may show resistance
to that change out of Sims identified “methods”.

6.7 Reflections
Since there was no change process to incorporate sustainability in the programme at
USBE during this study, the lecturers cannot be found in Hall’s State of Concern nor
identified in the Level of Use. However, the phases of State of Concern and Level of Use
are important to follow if USBE or other departments would like to adapt to a change.
Changes to USBE’s syllabuses have been found to be on-going, which would be
categorised by Weick et al. (1999, p. 377) as continues change that is constant and
develops and surpasses over time. According to Weick et al. (1999) an organisation
reaches equilibrium when no further changes are needed. Reaching equilibrium should
be regarded as a vision USBE seem to be moving in such direction as it continues
changing towards further implementation of sustainability.
Finally, the findings can provide guidance in the work of implementation of
sustainability at USBE but because of the small sample of respondents, all from the
same business school, the findings shall be applied to other institutions of higher
educations with caution.

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7. Conclusions and recommendations
In this chapter the answer of the research question is presented. The conclusions are
taken from the discussion above. Further, recommendations to USBE, the study’s
implications and suggests for further research is presented.

7.1 Conclusions
This study has revealed that lecturers at USBE have positive attitudes towards
sustainability and to embed sustainability to USBE’s courses. Resources in the form of
more time is required to make changes to the syllabuses, and time to acquire knowledge
and research of sustainability related to their subject. This study also concludes that
lecturers need to be rewarded of their teaching to get positive attitudes of making
changes to the syllabuses. Lecturers that have embedded sustainability to their existing
courses at the basic and intermediate lever also have an own interest in the issue.
Though, the fact that the lecturers at USBE have an interest in sustainability does not
mean that they will include sustainability to their courses. Thus, the conclusion made is
that positive thoughts towards sustainability do not necessary result in lecturers
embedding sustainability into their existing courses.
This study conclude that the management needs to understand that the issue, when alter
curriculums and syllabuses towards integrate sustainability, is that the lecturers demand
more knowledge of sustainability related to their subject. Time is therefore an issue that
is needed to be addressed in order to make required changes in their courses and
syllabuses to incorporate sustainability to their subject. If these issues are handled, the
lecturers are willing to make the effort needed to succeed with an implementation of
sustainability.
Another issue that the management of USBE should be aware of is that there is a lack of
communication between the different modules in the basic and intermediate courses.
The lecturers do not have knowledge of what perspectives, for example sustainability, is
discussed in the different modules of a course. If alter the curriculums and syllabuses
towards integrate sustainability, knowledge of what the students have discussed in
previous modules is necessary to ensure that sustainability will be discussed in different
perspectives. If USBE would make a clear approach of sustainability, for example by
ISO 14001, it would indicate to the lecturers that they also need to teach and reflect
their subject with the students out of a sustainable perspective.
Theoretical contributions developed from the findings are stated below and should be
taken into consideration when implementing sustainability at institutions of higher
educations:
Lecturers need specific and in-depth knowledge in sustainability. They also need
dedicated time and appreciation for their effort incorporating it to their teaching.
Key persons (change agents) are essential to make staff aware of changes across
the organisation. They need strong support and to be replaced when one of them
leaves.
A holistic cross-sectional communication model acting top-down/bottom-up and
across departments is essential to ensure everyone in the organisation feels
included, updated and part of the change process.

45
 Lecturers are more likely to incorporate sustainability into their sessions if
students express an interest in this topic. To make a change towards
sustainability, institutions of higher educations should therefore promote
sustainability at all levels including students, who can encourage such change
too. This is of importance as lecturers believe that suggestions made by students
are often given priority.

7.2 Recommendations
Following this study, institutions of higher educations are recommended to:
Key persons keen on promoting and implementing changes (change agents)
need support in order to fulfil their job as change agents. Ideally on-going
recruitment should be in places so that anyone who leaves can be replaced
immediately.
Provide specific training on sustainability to lecturers. Such training should be
delivered by experts within the sustainability field and clearly demonstrate the
role and importance to teach students about this topic. Ensure the training is
linked to practical training and that experience is shared between lecturers. This
should address the problem of embedding sustainability across the modules,
reported by a few respondents.
Actively encourage lecturers to contribute to the development of the change
process of the incorporation of sustainability by inviting them to all relevant
meetings and keep the updated after and between meetings. Sustainability
should also be promoted and discussed within and between departments and
across departmental meetings which could contribute to an overall improvement
in communication between departments.
Ask lecturers to set up individual goals and allow time to become familiar to
sustainability and to embed it into their teaching. These goals should be
developed and followed-up regularly by their line-manager to ensure they have
enough time and receive the training needed, which is a problem according to
the findings of this study. Lecturers should be rewarded when individual goals
as well as relevant goals for the business school have been met.

7.3 Theoretical and practical implications

The theories presented on change management, willingness of change among
employees and phases that occur during organisational change processes indicate the
importance of understanding the different phases of change processes, and the
importance of providing resources needed to avoid resistance to the change. Although
willingness to change exists, the result of this study reveals that the lecturers generally
are positive towards such change, they need more resources of knowledge, time and
appreciation. The findings also provide insight of the importance of cross-sectional
communication and the use of change agents.
Rosinko’s matrix, figure 6, of how higher educations can integrate sustainability to their
education has multiple options depending of the university’s engagement and how
sustainability will be integrated to, new or existing, courses/programmes. The result of
this study shows that a discipline can appear in more than one option (quadrant) at the

46
same time, hence a Research Institute for Sustainability and Ethics in Business were
created in parallel with integration of sustainability in existing courses to same extent.
This indicates that the theoretical view on integration of sustainability to higher
educations is possible in multiple ways at the same time.
The practical implications of this study provide tools for other stakeholder as boards,
top management and principals to make incorporation of sustainability to existing
courses possible. Hence they know the lecturers’ attitudes and thoughts of embed
sustainability to existing courses. Sustainability issues influence the whole society
where more knowledge of the issue with a business perspective will help the society to
be more sustainable. This study have provided lecturers’ thoughts of incorporate more
sustainability to their teaching that may provide a positive effect in the society through
more knowledge in sustainability issue among further economists.

7.4 Further research

Based on the findings in this study, a framework of best practice is needed and more
studies in the subject is needed for such framework to be developed. In 2014, the
UNESCO World Decade of Education for Sustainable Development comes to an end
and naturally it would be of interest to see how this initiative has affected universities
and individual lecturers, nationally and internationally, in their work making a change
towards sustainability. A study comparing universities across Sweden to see whether
the attitudes among lecturers vary and to look into potential reasons for any such
varieties would also be interesting and a natural next step in line with this thesis.

7.5 What has happened at USBE since the data were collected?
This thesis was undertaken in spring 2013, and the data were collected during April
2013. USBE has taken several actions towards sustainability since then. In September
2013 USBE got financial support to enhance sustainability into the basic and
intermediate courses at USBE (RiseB, 2013a), which are the same courses as where this
study’s respondents taught during spring 2013. USBE released a new magazine in June
2013, called Altitude (Umeå University, 2013a) in which Johan Jansson, responsible for
the institute Research Institute for Sustainability and Ethics in Business at USBE, said
that ”students are showing considerable interest in the subject”, Johan also states that
“the issues are now being widely discussed, which is good, but very little of a practical
nature is coming out of that” (Umeå University, 2013a).

47
8. Truth criteria
The last chapter will discuss the study’s trustworthiness and authenticity that is
recommended when assessing quality of a qualitative research, according to Guba
(1981). A quality evaluation of the study will be clarified to give the reader an accurate
view.

8.1 Trustworthiness
There are four sublevels that need to be discussed to reach trustworthiness (Guba, 1981,
p. 83). The first one is credibility, which gives the respondents the opportunity to check
and confirm the outcomes of the participation (Guba, 1981, p. 84). Repetitions of what
the respondent said during the interviews were done to ensure the understanding of the
respondents were correct. All respondents were also given the opportunity to take part
of the transcribed data and quotes to be used in this study before published. The second
sublevel is transferability. It describes the context in depth, which gives understanding
of the amount of transferability in other environments (Guba, 1981, p. 86). The results
of this study should be applied to other disciplines of higher education with caution, but
possible to apply to other levels of the entire school with high caution due to the study
of lecturers in higher educations. However, teachers, independently of education level,
may have similar attitudes towards making changes to their teaching to incorporate
sustainability that make it possible to apply the conclusions, with caution, to other levels
of education.
Dependability, is the third sublevel and is achieved through methodically descriptions
of different phases of the study (Guba, 1981, p. 86) allowing others to establish to what
extent proper procedures have been followed (Bryman, 2012, p. 392). The work of the
study has been explained in detail above and records of for example interview
transcriptions have been kept allowing anyone to review all phases of the research
process.
The last sublevel is conformability, which involves the ability to obtain a good faith and
attempts to be objective in the interpretation of the data (Guba, 1981, p. 87). As
previously described, I have a subjective view, due to previous knowledge of USBE,
but the transcribed interviews have been analysed in a way to not be stained by previous
knowledge. However, my previous knowledge has given me a higher understanding of
the findings. During the interviews, the respondents were given the opportunity to
reflect upon each question and give their perspectives depending on the interpretation of
the questions. To avoid any misunderstandings, the respondents were asked to explain
certain terms to confirming, or disconfirming, that the same explanation of the concept
was discussed.

8.2 Authenticity
Authenticity refers to whether the research gives a fair view of all participants and if it
enables them to gain a better understanding of their social situation (Bryman, 2012, p.
392). All sub departments of USBE were represented in the sample group. Some of the
participants had more to say in different areas, which means that the distribution
between all respondents in the presentation of the empirical findings is not absolutely

48
equal, yet there has been an attempt to provide a fair idea of each of the participants’
views. Some participants reflected upon their own situation part of the interview but it is
hard to justify whether the interviews have given them a better understanding of their
social situation.
Previous research and theories have been either support of refute by the empirical
findings of this study, and been presented in the analyses and conclusions of this study.
The authenticity also aims to give the participants an understanding of the social
environment where they act all participants will get a copy of this study.

49
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Appendix I. Interview guide
Describe your view of the course work
o Do you get the information you consider relevant to your work?
o How involved are you in the work of the syllabus?
o Describe how much you modify your course work
o Describe how you work with changes in your course
o What choices do you have in the selection of content in your teaching?
o Describe your ability to influence changes
o What tools would you need to make changes in the syllabus?
o What motivates you to change the syllabus?
Do you feel that there are key persons and/or change agents within USBE?
What is sustainability to you?
o Do you believe that sustainability is important?
o Do you believe that sustainability is a trend?
o Do you believe that it is the University’s responsibility to teach about
sustainability?
Do you discuss sustainability during your courses?
o Do you consider that sustainability should be implemented into existing
courses?
o What resources do you need to implement sustainability in your course?
How much knowledge do you believe the students at Umeå School of Business and
Economics have about sustainability?
o What opportunities do today's Business and Administration students
have to influence the future?
Appendix II. Declarations
The declarations are not expressed for a single country neither a single subject. On the
contrary ESD aims to be integrated in all schools around the world.

Sustainability at Universities in the World

Different types of organisations have through the years wanted to spread the word about
incorporating sustainability in higher education institutes, hence the start with
educations for sustainable development, ESD. Declarations and plans have been created
through various conferences that have been held in the name of sustainability. Some of
the different declarations, charters and plans are described below for further
understanding. All of them ask for a change in universities to create and spread more
knowledge about sustainable development due to the injustices in the world but also due
to the way that we are using our resources today. All of them also ask for awareness and
action, they are created due to real problems and a worry from the people that has
attended to these conferences. It is important to show that sustainable development
within higher education is not a new phenomenon, it has been called upon since 1972,
the United Nation’s conference about the Human Environment. I want to describe these
declarations since they have been presented in both articles that I have used and through
websites connected to sustainability in education. Therefore, there is a value of
understanding and presenting what the declarations, chapters and plans describe.
1972
• UNnited
Nation
confere
nce 2003
about 1991 1994 • Declarat
Human • Halifax • Universi ion of
environ Declarat ty the
ment ion Charter Decade

1990 1993 2001 2009

• Tallorie • Swanse • Lünebur • Bonn
s a g Declarat
Declarat Declarat Declarat ion
ion ion ion

Declaration, plans and conferences timeline

Talloires Declaration
The Talloires declaration is derived from: deeply concerned about the unprecedented
scale and speed of environmental pollution and degradation, and the depletion of
natural resources, in 1990 (ULSF, 2013). Stated by presidents, rectors, and vice
chancellors from 14 different nations in the world. They stated the 10 points of action
are presented on the next page.
1. Increase Awareness of Environmentally Sustainable Development
2. Create an Institutional Culture of Sustainability
3. Educate for Environmentally Responsible Citizenship
4. Foster Environmental Literacy For All
5. Practice Institutional Ecology
6. Involve All Stakeholders
7. Collaborate for Interdisciplinary Approaches
8. Enhance Capacity of Primary and Secondary Schools
9. Broaden Service and Outreach Nationally and Internationally
10. Maintain the Movement
(ULSF, 2013)
The declaration is formed so that the University interested of signing conducts six steps,
which they call “steps of signing” and thereafter signs the document. When the
document is signed it is sent to the association of University Leaders for a Sustainable
Future. I could not find any information of what happens after the University has
signed, more than that the school is listed in the signatory list. The list is always up to
date and when I collected the information there where 440 signatory institutions (ULSF,
2013).

Halifax Declaration
The Halifax Declaration is stated in Canada, 1991. The declarations ground is stated:
“degradation of the Earth's environment, about the pervasive influence of poverty on
the process, and about the unsustainable environmental practices now so widespread”.
They have as the Talloires Declaration stated to what the declaration recommends to
follow.
1. To ensure that the voice of the university be clear and uncompromising in its
ongoing commitment to the principle and practice of sustainable development
within the university, and at the local, national and global levels.
2. To utilize the intellectual resources of the university to encourage a better
understanding on the part of society of the inter-related physical, biological and
social dangers facing the planet Earth.
3. To emphasize the ethical obligation of the present generation to overcome those
current malpractices of resource utilization and those widespread circumstances
of intolerable human disparity which lie at the root of environmental
unsustainability.
4. To enhance the capacity of the university to teach and practice sustainable
development principles, to increase environmental literacy, and to enhance the
understanding of environmental ethics among faculty, students, and the public at
large.
 5. To cooperate with one another and with all segments of society in the pursuit of
practical capacity-building and policy measures to achieve the effective revision
and reversal of those current practices which contribute to environmental
degradation, to South-North disparities and to inter-generational inequity.
6. To employ all channels open to the university to communicate these
undertakings to UNCED, to governments and to the public at large.
(IISD, 2013)
This declaration aims to be a way to implement sustainability within the institution.
Therefore it differs from Talloreis since the Universities and Higher Education
Institutions doe not sign or report anything to any organisation. The ones that stated
these points where presidents and senior representatives of 33 universities from 10
countries, and businessmen from the banking community, the government and from
non-governmental organisations (IISD, 2013).

Swansea Declaration
The Swansea Declaration was released at the conclusion of the Association of
Commonwealth Universities’ (ACU) Fifteenth Quinquennial Conference, August 1993,
in Swansea, Wales (IISD.b, 2013). Although the declaration was made at a conference
held by ACU, they do not have any information about the declaration and not much can
be found on the internet. But what they at that time decided upon was:

1. To urge universities of the ACU to seek, establish and disseminate a clearer

understanding of sustainable development - "development which meets the
needs of the present without compromising the needs of future generations" -
and encourage more appropriate sustainable development principles and
practices at the local, national and global levels, in ways consistent with their
missions.
2. To utilise resources of the university to encourage a better understanding on the
part of governments and the public at large of the inter-related physical,
biological and social dangers facing the planet Earth, and to recognize the
significant interdependence and international dimensions of sustainable
development.
3. To emphasize the ethical obligation of the present generation to overcome those
practices of resource utilization and those widespread circumstances of
intolerable human disparity which lie at the root of environmental
unsustainability.
4. To enhance the capacity of the university to teach and undertake research in
sustainable development principles, to increase environmental literacy, and to
enhance the understanding of environmental ethics within the university and
with the public at large.
5. To co-operate with one another and with all segments of society in the pursuit of
practical and policy measures to achieve sustainable development and thereby
safeguard the interests of future generations.
6. To encourage universities to review their own operations to reflect best
sustainable development practices.
 7. To request the ACU Council urgently to consider and implement the ways and
means to give life to this declaration in the mission of each of its members and
through the common enterprise of the ACU.

(IISD.b, 2013)

By reading points one to seven I believe that it should be seen as a policy for the
member organisations of the ACU, they should in short promote and opportunalize the
teaching of sustainability

The University charter of Sustainable development

This declaration, also called CRE Copernicus Charter, was stated by the Conference of
European Rectors in 1994, Geneva. The organisations behind this declaration do not
seem to exist anymore, and information about the charter was only possible to find at
International Institute for Sustainable Development, IISD. But the charter hade stated
principles of action (IISD.c, 2013), seen below.
Institutional commitment
Environmental ethics
Education of university employees
Programmes in environmental education
Interdisciplinary
Dissemination of knowledge
Networking
Partnerships
Continuing education programmes
Technology transfer

The charter had open ended principles for action so that every institution could adapt the
actions to their context.

The Lüneburg Declaration

In October 2001 the University of Lüneberg, Germany, held a conference named
“Higher Education For Sustainability: Towards the World Summit on Sustainable
Development 2002”. The Lüneburg Declaration is stated to enhance ESD. With other
words it is a declaration for Universities and it promotes education for sustainable
development (Lüneburg, 2001). The conference was organized by the University of
Lüneberg and the COPERNICUS programme of the European University Association,
EUA. Other actors involved were IAU, the International Association of Universities,
UNESCO and the organisation behind Tallories Declaration, ULSF.
In this declaration they decided to call upon organisations to follow action point. Seven
action point where presented. They decided for example that the Global Higher
Education for Sustainability Partnership, GHESP, and all its partner organisations
should follow the recommendation that had been stated in previous conferences, these
conferences are stated on the next page.
- UNCED: Chapter 36 of Agenda 21 (1992)
- The International Work Programme on Education, Public Awareness and Training for
Sustainability adopted by the United Nation Commission on Sustainable Development
(1996)
- International Conference on Environment and Society (Thessaloniki, 1997)
- World Conference on Higher Education (Paris, 1998)
- World Conference on Science (Budapest, 1999)
- World Education Forum (Education for All) (Dakar, 2002)

This was the first action point; the second was that they decided that the GHESP should
build upon the three academic associations who founded them. What I think, this
suggests is to follow the regulations of the associations and to work actively with their
stakeholders.

The third point was to call upon higher education institutions, non-governmental
organisations and other stakeholders to follow the points a – i stated below.

A. Ensure the continual review and updating of learning materials to reflect the
latest scientific understanding of sustainability;
B. Ensure that the reorientation of teacher education towards sustainable
development continue to be given priority as a key component of higher
education;
C. Provide continuing education to teachers, decision makers and the public at
large on sustainable development;
D. Encourage all educational institutions to include in their activities a strong
component of reflection on values and norms with respect to sustainable
development;
E. Raise awareness and increase understanding of the importance and relevance
of technology assessments and risk assessment;
F. Promote the creative development and implementation of comprehensive
sustainability projects in higher education, and all other levels and forms of
education;
G. Increase attention to the international dimension and provide more
opportunities for inter-cultural exchange in the learning environment;
H. Increase a focus on capacity development and intensified networking among
institutions of education;
I. and Promote stronger integration of training and research and closer
interaction with stakeholders in the development process.
(Lüneburg, 2001)

None of these are completely new all of them are interlinked to the previous mentioned
declarations. The difference is that they are more precise and simplified by concrete
statements.
The following action points, points four to seven, are other wishes toward other
organisations: Point four calls upon governments, point five calls upon the United
Nations, point six calls upon UNESCO and last but not least point seven is a five year
plan for EUA, IAU and ULSF.

Declaration of the decade for ESD

The United Nations General Assembly decided 21st of February 2003, a Decade of
Education for Sustainable Development who reached from 2005 until 2014 (UNOD,
2003). UNESCO was appointed to be the lead agency for promoting the decade (DESD,
2005, p. 4) and what should be promoted was:
A. Recalling chapter 36 of Agenda 21

B. Reaffirming the internationally agreed development goal of achieving universal

primary education

C. Appreciating the contribution made by the Commission on Sustainable

Development

D. Welcoming the fact that the…General Assembly consider adopting a decade of

education for sustainable development starting in 2005
(UNOD, 2003)

UNESCO should create an implementation scheme and see the Dakar Framework for
Action adopted at the World Education Forum. UNESCO should create implementation
plans for different educational strategies. The decade also asked for a dialog between
governments and educational institutes (UNOD, 2003). The decade will end in 2004 in
Japan where they will summarize the decade and the actions made. There has been two
reports presented since the decade was decided upon in 2003, the first was in 2009 and
the second was in 2012.

Bonn Declaration
The Bonn declaration is also about ESD, as the decade and the Lüneberg Declaration.
One of the most central organisations was UNESCO and the declaration stated what the
member nations of the United Nation should incorporate. The great difference to the
previously mentioned declarations it that the Bonn Declaration stated in words that the
declaration is for both developing and developed counties. The declaration has
described their demands in policy level and practice level where it ask both developing
and developed countries but also civil society and international organisations to enhance
the knowledge of ESD. The mission is to have an evenly distributed ESD in the world.
Policy level
1. Promote ESD’s contribution to all of education and to achieve quality education.
2. Increase public awareness and understanding about sustainable decelopment and
ESD.
3. Mobilize adequate resources and funding in favour of ESD
4. Re-orient education and training systems to address sustainability concerns
through coherent policies at national and local level.
 5. Develop and strengthen existing international, regional and national enabling
mechanisms and cooperation for ESD that respect cultural diversity

Practice level
A. Support the incorporation of sustainable development issues using an integrated
and systemic approach in formal education as well as in non-formal and
informal education at all levels
B. Reorient curriculum and teacher education programmes to integrate ESD into
both pre-service and in-service programmes
C. Promote evidence-informed policy dialogue on ESD, drawing upon relevant
research, monitoring and evaluation strategies, and the sharing and recognition
of good practices
D. Develop and extend ESD partnerships to integrate ESD into training, vocational
education and workplace learning
E. Involve youth in the design and implementation of ESD
F. Enhance the major contribution and key role of civil society in stimulating
debate
G. Value and give due recognition to the important contribution of traditional,
indigenous and local knowledge systems for ESD
H. ESD should actively promote gender equality
I. Develop knowledge through ESD networking
J. Encourage and enhance scientific excellence, research and new knowledge
development for ESD through the involvement of higher education institutions
and research networks in ESD.
K. Develop institutional mechanisms
L. Engage the expertise available within the United Nation system to strengthen
ESD
M. Intensify efforts in education and training systems to address critical and urgent
sustainability challenges
(ESD, 2009)
The declaration also has demands towards UNESCO as the lead agency to work harder
surrounding the awareness and implementation of ESD (ESD, 2009). The point B, re-
orienting curriculum is highly relevant to our study. It is yet one indication that this is
not a new phenomenon but also that United Nation and the others in this conference do
not feel that sustainability and sustainable development are implemented in the practical
level in higher education institutions.

Differences, similarities and the essential parts

Most of these build upon each other and even mention each other in the different
documents, but there are differences. For instance the declarations have become more
and more precise with examples for the implementations, and since Tallories there have
not been any signatory declarations. It is rather seen as must or a strong
recommendation where the lead agencies have to promote the wanted changes. I can
also see that there has been a greater weight towards ESD mentioned in the documents.
It is quite easy to realize that the concept of ESD came in the 90’s, during Agenda 21 in
1992, and was thoroughly discussed in between 1994 and 2001. The declaration of the
decade and the Bonn Declaration do not only imply for higher education institutions, it
implies to all education institutions, while the others all are specific for higher
educations. Even though these might not be in the specific context for higher education
institutes the Bonn Declaration is so detailed in the demands that is stays relevant, it is
also important to remember that Bonn is the newest.