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當你被問起聯(lián)合國的可持續(xù)發(fā)展目標（SDGs）時，你首先想到哪些目標？可能只有少部分人能夠立刻做出準確的描述。學(xué)生們對可持續(xù)發(fā)展究竟了解多少？學(xué)生們希望從一門ESG和可持續(xù)發(fā)展的課程中獲得什么？這門課如何教學(xué)才能真正幫到他們，讓他們實際運用到自己的工作中？BI挪威商學(xué)院的教授Caroline Ditlev-Simonsen和顧問Anna Czerwinska，為我們揭秘課程背后的故事。

Caroline

Ditlev-Simonsen

Professor

BI Norwegian Business School

Anna Czerwinska

Adviser

BI Norwegian Business School

We asked students how they view topics such as sustainability and social responsibility—and their responses have changed the way we teach.

學(xué)生們改變了我們對于可持續(xù)發(fā)展等話題的教學(xué)方式。

Business schools are integrating more sustainability content into their curricula, but often, they are doing so based on assumptions about students’ knowledge and attitudes toward the topic.

商學(xué)院正在將更多的可持續(xù)性內(nèi)容融入課程中。

When faculty at BI Norwegian Business School recently surveyed their students, they were surprised to discover that less than one quarter of the students could describe a single United Nations Sustainable Development Goal in specific terms.

BI挪威商學(xué)院的教師們對學(xué)生進行了一項調(diào)查，他們驚訝地發(fā)現(xiàn)，只有不到四分之一的學(xué)生能夠具體說出聯(lián)合國可持續(xù)發(fā)展目標中的其中一個。

In response to student feedback, BI has revised its curriculum in ways that will require students to engage more frequently with the SDGs and apply sustainable principles in multiple business contexts.

針對學(xué)生的反饋，BI已經(jīng)對其課程進行了修訂，要求學(xué)生們在商業(yè)環(huán)境中更多地呼應(yīng)可持續(xù)發(fā)展目標（SDGs）。

Most business students today care about sustainability, believe in the importance of adopting responsible business practices, and want tosee more sustainability contentin their courses. But as business schools integrate sustainability into their courses and programs, what assumptions are faculty making about what students know and believe about sustainability and social responsibility in practice?

如今，大多數(shù)商學(xué)院的學(xué)生們都非常重視負責任的商業(yè)行為，并希望在他們接受的課程中看到更多關(guān)于可持續(xù)發(fā)展的內(nèi)容。但是，當商學(xué)院將可持續(xù)發(fā)展融入課程時，學(xué)生們在這一話題上的認知，教授們了解多少？

At BI Norwegian Business School in Oslo, we wanted to discover our own assumptions. Earlier this year, we surveyed 112 students enrolled in Ethics and Sustainability in Organizations, a mandatory six-week MSc course held in the second half of the spring semester. Their responses offered us a clearer understanding of their perspectives, which we are using to tailor our teaching to how students actually view this important topic.

在BI挪威商學(xué)院，我們對112名參加“組織倫理與可持續(xù)發(fā)展”課程的學(xué)生進行了調(diào)查。這是一項為期六周的碩士必修課。他們的回應(yīng)為我們提供了更清晰的視角。我們正在利用這些視角來調(diào)整我們的教學(xué)，使之更貼合學(xué)生的實際需要。

How Do Students Define Sustainability?

學(xué)生們?nèi)绾味x“可持續(xù)發(fā)展”？

In our survey, we asked students questions such as the following to gain a more complete picture of their attitudes:

在調(diào)查中，我們向?qū)W生們提出了以下問題：

How would you define the term “sustainable development” in three words?Here, about one-third of students offered future-oriented responses that aligned with the1987 reportfrom the United Nations’ Brundtland Commission. The report defines sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” The remaining two-thirds of students placed less emphasis on social conditions and more on the environment; renewable energy; and environmental, social, and governance (ESG) policies.

你會用哪三個詞來定義“可持續(xù)發(fā)展”？大約三分之一的學(xué)生給出了以“未來”為導(dǎo)向的回答，這與1987年聯(lián)合國布倫特蘭委員會的《我們共同的未來》報告相一致，將“可持續(xù)發(fā)展”定義為“既能滿足我們現(xiàn)今的需求，同時又不損及后代子孫滿足他們的需求”。剩下三分之二的學(xué)生則更多地關(guān)注環(huán)境、可再生能源，以及環(huán)境、社會和治理（ESG）政策。

When you think about the U.N.’s Sustainable Development Goals (SDGs), which goals do you think of first?At BI, we display a large poster featuring the U.N.’s 17 SDGs in public and private spaces throughout our building. Even so, we found that only about half of the students surveyed could refer to terms related to the goals, and less than one quarter could name one specific goal or describe it in exact terms. The majority of those who could name specific SDGs referred to SDG 4 (quality education) and SDG 5 (gender equality).

當你想到聯(lián)合國的可持續(xù)發(fā)展目標（SDGs）時，你首先想到哪些目標？在BI，我們在大樓的公共和私人空間展示了一幅展示聯(lián)合國17個可持續(xù)發(fā)展目標的大型海報。即便如此，我們發(fā)現(xiàn)只有大約一半的受訪學(xué)生能夠提到與目標相關(guān)的術(shù)語，不到四分之一的學(xué)生能夠準確命名并描述其中一個具體目標，其中的大多數(shù)人提到了SDG 4（優(yōu)質(zhì)教育）和SDG 5（性別平等）。

What do you think is the world’s biggest sustainability challenge?Students’ top answer to this question was climate change, followed by war and waste. In addition, we asked students to rank six sustainability challenges in order of greatest priority. Once again, they ranked climate change first, followed by pollution, food insecurity, resource depletion, loss of biodiversity, and social inequality.

你認為可持續(xù)發(fā)展的最大挑戰(zhàn)是什么？學(xué)生們的首要回答是氣候變化，其次是戰(zhàn)爭和資源浪費。此外，我們還要求學(xué)生將六個可持續(xù)發(fā)展的挑戰(zhàn)按優(yōu)先級排序。他們將氣候變化排在第一位，其次是污染、糧食不安全、資源枯竭、生物多樣性喪失和社會不平等。

Are you pessimistic or optimistic about the future of sustainable development?Students were evenly split on this question—a finding that is especially important to us as teachers. If half of our students are lacking hope for the future, how can we deliver content in ways that inspire students to imagine positive solutions? We did not ask students why they were optimistic or pessimistic, but we plan to add that question to the survey we conduct next semester.

你對未來可持續(xù)發(fā)展抱有悲觀還是樂觀的態(tài)度？學(xué)生們在這個問題上的答案幾乎相當——這個發(fā)現(xiàn)對我們教師來說尤為重要。如果我們有一半的學(xué)生對未來缺乏希望，我們在教學(xué)中應(yīng)該如何激發(fā)學(xué)生去想象積極的解決方案？我們沒有詢問學(xué)生們?yōu)楹胃械綐酚^或悲觀，但我們計劃在之后進行的調(diào)查中加入這個問題。

How well do you think BI integrates sustainability into its curriculum?In 2022 and 2023, BI worked to better integrate the topic into our courses, and we wanted to learn whether students thought we had succeeded. We found that 80 percent of first-year students either strongly agreed, agreed, or somewhat agreed that sustainability was a part of BI’s courses. Now, however, we must continuously update our curriculum to reflect the rapidly changing world.

你認為BI的課程與可持續(xù)發(fā)展這一主題整合得好嗎？在2022年和2023年，BI努力將這一主題融入我們的課程中。我們發(fā)現(xiàn)80%的一年級學(xué)生認同可持續(xù)發(fā)展是BI課程的一部分。然而，現(xiàn)在我們必須不斷更新我們的課程，以應(yīng)對這個迅速變化的世界。

If half of our students are lacking hope for the future, how can we deliver content in ways that inspire students to imagine positive solutions?

如果有一半的學(xué)生對未來缺乏希望，我們該如何通過教學(xué)激勵他們？

How can we do a better job at integrating sustainability at BI?We received a range of answers to this question. Students recommended that we put “more focus on coming up with actual sustainable solutions for real companies,” offer a “view of both sides, both negative and positive,” and provide “more concrete examples.”

我們?nèi)绾胃玫卦谡n程中融入可持續(xù)發(fā)展呢？我們收到了學(xué)生的各式建議，包括“更多地為真實企業(yè)提供實際的可持續(xù)發(fā)展解決方案”，提供“正反兩面的觀點”，并給出“更多的具體案例”。

Their most common request was that we integrate more examples of successful sustainability practices into the curriculum. With their feedback in mind, this upcoming semester we are including more relevant examples in our courses. On top of that, we will use more mini case studies,particularly from IMD, which students will then discuss in groups.

他們最普遍的要求是，在課程中融入更多成功的可持續(xù)發(fā)展實踐案例。于是，我們將在接下來的學(xué)期中加入更多相關(guān)案例。除此之外，我們會使用更多的迷你案例研究，供學(xué)生們分組討論。

For example, two semesters back, a debate was underway in Norway about whether to open the continental shelf to deep sea mining. On the final exam, we asked students to pick a country and write an argument about whether its government should ban or allow deep sea mining, discussing the tradeoffs involved. After the course, many students told us how much they liked the final exam question. They noted that it helped them understand the public debate in a completely new light.

例如，兩個學(xué)期前，學(xué)生們在挪威就是否開放大陸架進行深海采礦的問題，進行了一場辯論。在期末考試中，我們要求學(xué)生選擇一個國家的視角，寫一篇關(guān)于其政府應(yīng)該禁止還是允許深海采礦的論述文章。課程結(jié)束后，許多學(xué)生表示，他們非常喜歡這個期末考試題目，這幫助他們從全新的角度理解了公共辯論。

It was students’ positive feedback on this teaching experiment that shaped the way we designed exam questions going forward. Their feedback also prompted us to encourage and require students to read and reference more primary sources. Before, for instance, we would ask students simply to read about theParis Agreement. Now, we ask them to read the Paris Agreement, think about its benefits and shortcomings, and develop and argue for solutions they believe in. Knowing the value of this approach has been especially useful for faculty who teach courses that focus on sustainability.

正是學(xué)生們對這一教學(xué)實驗的積極反饋，幫助我們在未來更好的去設(shè)計考題。根據(jù)他們的反饋，我們還鼓勵并要求學(xué)生閱讀和引用更多的原始資料。比如，以前我們可能只要求學(xué)生閱讀關(guān)于《巴黎協(xié)定》的資料?，F(xiàn)在，我們還要求學(xué)生去思考其中的優(yōu)點和不足，并對他們認為正確的解決方案提出論證。這些對于教授在可持續(xù)發(fā)展課程的教學(xué)上尤其有用。

Reflecting on the Results

結(jié)果反思

Every semester, the faculty involved in teaching the sustainability component of the Ethics and Sustainability in Organizations course meet to discuss what worked, what did not work, and what we should consider adjusting for the next semester. These discussions cover not only how we might improve course content, but also how we can continuously improve course delivery by experimenting with different teaching and assessment approaches.

每個學(xué)期，參與教授“組織倫理與可持續(xù)發(fā)展”課程中可持續(xù)發(fā)展部分的教師們會聚在一起，討論好與不好的做法，以及之后應(yīng)該如何調(diào)整。這些討論不僅涉及我們?nèi)绾胃倪M課程內(nèi)容，還涉及我們?nèi)绾瓮ㄟ^嘗試不同的教學(xué)和評估方法，持續(xù)改進課程的教學(xué)方式。

Our survey, along with other student feedback, has been instrumental in helping us question our assumptions and has inspired us to make some substantive changes for the upcoming fall semester. For example, we took note of the fact that students ranked climate change as the biggest sustainability challenge both globally and locally. Is this why students feel pessimistic about the future of sustainable development? Do they view the challenge as too big for a solution? This reflection led to new questions about how we can overcome students’ pessimism and help them see sustainability in context beyond climate-focused issues.

這些問卷調(diào)查和學(xué)生的反饋，對我們起到了關(guān)鍵作用，并激勵我們?yōu)樾聦W(xué)期的教學(xué)做出一些實質(zhì)性改變。例如，我們注意到，學(xué)生們將氣候變化視為最大的可持續(xù)發(fā)展的挑戰(zhàn)。這就是學(xué)生們對可持續(xù)發(fā)展的未來感到悲觀的原因嗎？他們是否認為挑戰(zhàn)太大，無法找到解決方案？這種反思引發(fā)了新的問題，即我們?nèi)绾慰朔W(xué)生的悲觀情緒，幫助他們從氣候問題之外，在更寬泛的背景中看待可持續(xù)發(fā)展問題。

For example, even though BI’s faculty align sustainability content with the SDGs, few faculty connect the topics explicitly to the SDGs in course descriptions or in the classroom. In an internal mapping of our curriculum, we found that more than 50 percent of our courses integrate SDG topics, but only 6 percent explicitly mention the SDGs. How can we ensure that students apply sustainability concepts to all that they learn, even if not explicitly instructed to do so?

例如，很少有教師在課程描述或課堂上明確地將主題與SDGs聯(lián)系起來。但實則上，有超過50%的課程融合了SDG主題，其中6%的內(nèi)容是明確提到了SDGs。我們?nèi)绾未_保學(xué)生將可持續(xù)發(fā)展的概念應(yīng)用于他們所學(xué)的一切，即使沒有明確表示兩者之間的關(guān)聯(lián)？

In other words, how do we teach them to recognize sustainability content in their other classes even if we do not tag that content directly to terms such as sustainability, green business, and ESG issues in the syllabus? If faculty teaching a strategy course use a case study on an African agritech startup without calling it an ESG case, will students still connect it to the relevant SDGs?

換句話說，我們?nèi)绾谓虝麄冊跊]有直接用可持續(xù)性、綠色商業(yè)和ESG問題等術(shù)語標記的情況下，也能在其他課程中識別出可持續(xù)發(fā)展的內(nèi)容？如果戰(zhàn)略課程的教師在課上用了一個關(guān)于非洲農(nóng)業(yè)科技創(chuàng)業(yè)公司的案例研究，而沒有稱之為ESG案例，學(xué)生們是否仍然能夠?qū)⑵渑c相關(guān)SDGs聯(lián)系起來？

We must train students to think in terms of sustainability, responsibility, and societal impact even when these terms are not directly mentioned in course content.

我們必須培養(yǎng)學(xué)生從可持續(xù)性、責任和對社會影響的角度思考問題，即使這些詞匯并未直接出現(xiàn)在課程內(nèi)容中。

Our survey question on the SDGs offered us some initial insights. Yes, BI students are familiar with the SDGs, but if less than a quarter of the students can describe the specific focus of a single SDG number (for example, that SDG 13 relates to climate change), it signals to us that these goals are not in their working memory. It tells us that students have not deeply engaged with the framework. Have we been incorrectly assuming that students are taking the opportunities available to apply the SDGs in business contexts? We will find out in the upcoming semester, when we will spend more time in class having students actively engage with the SDGs.

我們的可持續(xù)發(fā)展目標（SDGs）調(diào)查問題為我們提供了一些初步的洞察。BI的學(xué)生即使對SDGs有所了解，但這些目標并未成為他們工作記憶的一部分，證明學(xué)生們還沒有深入?yún)⑴c到這個框架中去。我們是否錯誤地假設(shè)學(xué)生們正在抓住機會將SDGs應(yīng)用于商業(yè)環(huán)境中？我們將在接下來的學(xué)期中找出答案，屆時我們將在課堂上花更多時間，讓學(xué)生積極地與參與SDGs互動討論。

We spent the early part of this summer evaluating different SDG tools and projects, determining which would best allow students to work hands-on with and actively apply the SDGs in a business case. Our hypothesis is that this deeper engagement will help students not only see how the SDGs apply to real-world business contexts, but also recognize sustainability content in their subsequent courses—and, eventually, in the workplace.

我們評估了不同的SDG工具和項目，以確定哪些最適合讓學(xué)生在商業(yè)案例中應(yīng)用。我們的假設(shè)是，這種更深入的參與不僅能幫助學(xué)生看到SDGs如何應(yīng)用于現(xiàn)實世界的商業(yè)環(huán)境，還能在課程中認識到可持續(xù)發(fā)展的內(nèi)容——最終，在工作場所中也是如此。

Creating a Ripple Effect

制造連鎖反應(yīng)

We realize that current trends of unsustainable development led businesses to focus on economic growth over societal welfare and to measure their success in terms of their gross national product rather than sustainable progress. If we want to reverse that trend, we must diverge from “business education as usual” and prepare students for a future that is yet unknown to us.

我們意識到，當前一些非可持續(xù)發(fā)展的現(xiàn)象，導(dǎo)致企業(yè)將經(jīng)濟增長置于社會福利之上，并以國內(nèi)生產(chǎn)總值而非可持續(xù)發(fā)展來衡量成功。如果我們想要逆轉(zhuǎn)這種趨勢，我們必須擺脫“常規(guī)的商業(yè)教育”，讓學(xué)生為尚不知曉的未來做好準備。

For this to happen, we must do more than include words such as “environment” and “sustainability” in our course descriptions. We must train students to think in terms of sustainability, responsibility, and societal impact even when these terms are not directly mentioned in course content.

為此，我們不僅要在課程描述中包含“環(huán)境”和“可持續(xù)性”等詞匯。我們必須培養(yǎng)學(xué)生即使在課程內(nèi)容中沒有直接提及這些術(shù)語時，也要從可持續(xù)、責任和社會影響的角度進行思考。

We realize that what students say they want is not necessarily what will help them learn the most—or what they most need to learn. That said, our survey’s results provide a valuable window into students’ understanding of and attitudes about sustainable development.

我們意識到，學(xué)生想要學(xué)習(xí)的可能并不一定是他們最需要學(xué)習(xí)的東西。我們的調(diào)查結(jié)果為了解學(xué)生對可持續(xù)發(fā)展的理解和態(tài)度提供了打開了窗口。

Over the next semester, we are interested to see if the minor changes we have made in Ethics and Sustainability will have a ripple effect throughout students’ studies. In the future, we plan to conduct a slightly revised survey, so that we can gain insights into each incoming class. We also plan to design a short exit survey to see whether we are achieving our intended objectives.

接下來，一起來看看我們在組織倫理和可持續(xù)發(fā)展課程所做的微小改變，是否會在整個學(xué)習(xí)過程中產(chǎn)生連鎖反應(yīng)。將來，我們將改進這份調(diào)查并設(shè)計新的調(diào)查，以便我們能夠洞察每屆新生的情況，查看我們是否實現(xiàn)了預(yù)期的目標。

As sustainability becomes even more important to business, we offer the following suggestions to other business schools and faculty: Question your assumptions, experiment with your teaching, measure the effects of each approach, and adjust as necessary. Finally, maintain strong connections with practitioners so that you not only know what is happening in the real world today, but also can anticipate what competencies students will need in the future.

隨著可持續(xù)發(fā)展對商業(yè)的重要性日益增加，我們向其他商學(xué)院和教師提出以下建議——質(zhì)疑你們的假設(shè)，嘗試不同的教學(xué)方式，衡量每種方法的效果，并根據(jù)需要進行調(diào)整。最后，保持與實踐者的緊密聯(lián)系，這樣你們不僅能夠了解當今現(xiàn)實世界正在發(fā)生的事情，還可以預(yù)測學(xué)生未來需要具備的能力。

As educators, we must all be critical and teach our students to be critical. We need to ask students tough questions, have them struggle to understand the big picture, and let them reach their own conclusions. Through this process, they will develop systems thinking, a skill they will need as they tackle the world’s biggest problems.

作為教育工作者，我們都必須具有批判性思維，并培養(yǎng)我們學(xué)生的批判性思維。我們需要向?qū)W生提出難題，讓他們理解全局，自己得出結(jié)論。通過這一過程，他們將發(fā)展系統(tǒng)思維，這是他們解決世界難題時所需要掌握的技能。

Most importantly, we need to foster students’ ability to cultivate informed opinions, understand opposing perspectives, and remain optimistic about future possibilities. Students need to discuss sustainability challenges in different fora—not just in dedicated sustainability courses or modules. They must be ready to confront sustainability issues in every relevant business context.

最重要的是，我們還需要培養(yǎng)學(xué)生形成明達的思維，善于理解對立觀點，并對未來的可能性保持樂觀。學(xué)生需要在不同的場合討論可持續(xù)發(fā)展的挑戰(zhàn)，而不僅是在專門的可持續(xù)發(fā)展課程中。他們必須準備好在每一個相關(guān)的商業(yè)背景中面對可持續(xù)發(fā)展的問題。

Authors |

Caroline Ditlev-Simonsen（Professor, BI Norwegian Business School）

Anna Czerwinska（Adviser, BI Norwegian Business School）

Link |

https://www.aacsb.edu/insights/articles/2024/08/what-do-students-really-know-about-sustainability

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