Scenario 2
Consider the following scenario:
Lee Anthony teaches Business Finance and has basic knowledge of sustainability, specifically the environmental impacts. He does not feel that teaching sustainability concepts is relevant to Business Finance but has been asked to incorporate it into the curriculum. Img Cite: UfaBizPhoto / Shutterstock
Scenario 2: Reflection
If you were Lee Anthony, who is concerned about the relevancy of sustainability...
What should you do?
- Use the Sustainability tool kit for extra resources, consider development and joining a faculty sustainability support group
- Continue teaching as you always have
- Consider the SDGs as a starting point for conversation
Scenario 2: Reflection - Continued
If you chose C, you are on the right path to where you can start a conversation. SDG8 – decent work and economic growth promotes “sustained inclusive sustainable economic growth, full and productive employment and decent work for all” (sdgs.un.org/goals, n.d.). If you chose A you are also on the right path towards gaining further knowledge, resources and support to teach sustainable concepts.
In addition, Humber’s definition of sustainability indicates that it encompasses 3 dimensions – environmental, social and economic which is known as the triple bottom line. Let us review The Triple Bottom Line.
Scenario 1: Reflection - Continued
What about SDGs? Which SDGs do you feel Guy Hemmes can refer to in order to begin a conversation and bring awareness? Here is a recap of his sector – printing and marketing:
“Printing and marketing uses a lot of paper, chemicals in ink colours, energy/electricity, production and employees work long overtime hours, in addition to purchasing and sourcing products and inks overseas”.