Inclusive professional education for sustainability: the Cranfield MSc Sustainability

Abstract

There is increasing pressure on business to contribute to solving global social and environmental challenges. Diversity can help companies better represent their stakeholders and find creative solutions to systemic challenges in partnership with others. Business schools play a key role in equipping leaders with key competencies for sustainability including systems thinking, collaboration and integrated problem solving. To do this effectively, business schools themselves need to be inclusive, not only to reduce inequalities, but to facilitate learning environments conducive to developing these competencies, and to bring together diverse talents with the shared purpose of creating value for society. We reflect on how to deliver interdisciplinary and inclusive professional education for sustainability, informed by our experience of designing and running Cranfield’s part-time MSc Sustainability. Iterating between our reflections, which draw on evidence from learners, faculty, staff and employers, and the prior literature, we develop a multi-level framework setting out how inclusive learning and teaching can be embedded at individual, course, institutional and societal level. Focusing on the needs of professionals helps attract learners who are representative of society, and who can create immediate positive impact through their organisations. Institutional enablers are critical to enhancing diversity through interdisciplinarity. Considering the societal level prompts educators to think about the societal context for, and impact of, their programmes. We highlight key lessons and best practice for future development of inclusive professional learning experiences at Cranfield and beyond.