Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future.

Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

Chapter 22 Green Steps for Business: Using Sustainability Skills to Enhance Industry Placements for Business Graduates Wayne Gumley Department of Business Law and Taxation, Monash University: Caulfield Campus 1. Introduction The purpose of this chapter is to describe a proposal for using sustainability education to enhance industry placement programmes (or internships) in tertiary business degrees. This proposal builds upon the need for better integration of sustainability skills in business education and the views expressed by (some) scholars that innovation not integration is the best approach to promoting sustainability in education (Tilbury, 2004; Sterling, 2004). It is well accepted that internships give students a valuable taste of workplace life and often assist students to find permanent employment. One weakness of the traditional internship model is that it primarily provides a one-way knowledge transfer from the host organisation to the student. An innovative internship programme developed at Monash University, known as Green Steps, enables a two-way knowledge transfer by providing students with additional training as sustainability change agents. This programme enables the intern to provide a host firm with specific sustainability services that can establish long term strategies for organisational change. Green Steps has been widely applauded by both interns and host organisations, and subsequently extended to several other universities around Australia. This chapter proposes an extension of the Green Steps internship model which will be linked more closely to traditional business skills, to enhance the ability of interns to promote organisational change. In support of this proposal the chapter first provides some perspectives on business education and the challenge of integrating sustainability skills into the business curriculum. It then describes the main features of the Green Steps programme as it currently operates. The chapter also describes a range of progressive regulatory strategies which provide guidance on the types of skills that the enhanced Green Steps for Business programme should provide. 2. Some perspectives on the role of sustainability in business education It is fair to say that students at Australian primary and secondary schools get a reasonably strong and consistent grounding in the importance of environmental protection. This is driven partly by the close connection between local communities and environmental problems, as well as some progressive curriculum development processes within the government sector, like the Sustainable Schools Initiative (Environment Australia, 2000). However, at the university level, a surprising lack of attention to the natural environment is apparent in most courses. This may be due to the strong focus upon vocational outcomes and the historical deconstruction of the syllabus into specific discipline areas (which gives rise to the notorious academic silos). Of course, there are specific courses in environment related areas like geography or biological science which provide high level environmental competence, but this group represents only about 10% of total tertiary enrolments, and these courses do not necessarily equip students with the skills to manage organisational
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change (Department of Science Education and Training, 2006). The challenge for universities is to continue the momentum of sustainability education provided at the primary and secondary school levels by integrating sustainability principles into the curriculum across all university disciplines. The business disciplines like commerce, economics, accounting, management, marketing need particular attention, not only due to their high proportion of enrolments but also the critical impact that business graduates will have in future as advisers and managers throughout all sectors of society. The need for widespread curriculum change in universities was recognised by the landmark Talloires Declaration in 1990, which emphasised that change was needed across all programmes, not just those dealing specifically with sustainability issues (University Leaders for a Sustainable Future, 1990). More recently, the United Nations emphasised the importance of the education sector by establishing the Decade of Education for Sustainable Development (United Nations, 2002). A number of studies have recognised a lack of sustainability skills in business graduates, including the recent review of sustainability education at Australian business schools for the Australian Research Institute in Education for Sustainability (ARIES), which found that sustainability has tended to be treated as additional content rather than an integral part of the business curriculum (Tilbury, Keogh, Leighton and Kent, 2005). This is not surprising as University lecturers have traditionally enjoyed great autonomy within their discipline areas. In this context, an add-on approach provides the path of least resistance, but it is likely to be implemented by a few committed devotees without engaging the whole Faculty. The essential dilemma is that sustainability cannot be simply integrated into a curriculum that implicitly promotes unsustainability, and thus education throughout schools and universities can be considered to be part of the problem, as well as part of the solution (Ibid: 15). The ARIES report suggested that innovation, not integration is the best approach, and more particularly, that education for sustainability is an innovative and interdisciplinary process requiring participative and holistic approaches to the curriculum. However this report also cautioned that a new set of new teaching and learning approaches directed to sustainability may only be successful if reinforced by a more profound process of institutional change (Ibid: 16). Thus the next challenge for business schools is to develop a set of innovative new teaching and learning approaches. Useful guidance on the nature of this type curriculum reform can be found in literature on organisational change. Some scholars have analysed the transition to sustainability as a series of waves (Dunphy, Griffiths and Benn, 2003). Under this model, the first wave refers to corporations which remain unresponsive, maintaining a business as usual approach. The second wave refers to corporations which have accepted the rhetoric on sustainability, and have appropriate policies in place but still fall short in practice. The final wave is the sustaining corporation, in which sustainability is fully internalised and actively promoted whilst still providing excellent returns to investors (Ibid: 19-21). Since the fully sustaining corporation is still mainly a dream rather than a reality, the essential task for business educators is the restructuring of first and second wave corporations. Progress on this transition can be assisted by a wide range of change agents but most importantly by leadership from within the corporation itself (Ibid: 281).
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Business schools are particularly important in this context, as they are primarily responsible for educating the next generation of business professionals who will confront this crucial challenge. Unfortunately the mainstream of business education is yet to catch up with the conceptual shift that is already taking place in the corporate sector. For instance, recent studies have found that MBA programmes do not meet the needs of sustainability but continue to produce functional specialists drilled in analytical decision-making rather than collaborative and reflective managers (Benn and Bubna-Litic, 2004). Meanwhile, many leading companies like Panasonic and Fuji Xerox have already embraced the business case for sustainability in their Australian operations (Department of Environment and Heritage, 2003; Benn, Dunphy and Griffiths, 2006). The reform of business school curriculum is an important long term challenge, but it is beyond the scope of this chapter. The more limited objective here is to propose a model for using the management strategies that are already accepted as best practice in sustainability management as a framework for an industry placement programme which can retro-fit these skills to students from traditional business degrees. 3. Teaching sustainability skills; the Green Steps model The range of generic skills that graduates need to address the challenges of sustainability are quite well recognised. According to Tilbury and Cooke (2001), these skills include: the ability to deal with complexity and uncertainty; critical, systematic and future oriented thinking; skills to motivate and manage change; stakeholder engagement and an appreciation of multi-cultural diversity; and practical problem solving and project management skills. It should be observed that these generic skills are not directed specifically to environmental objectives. They are in essence fundamental skills that business professionals need in an increasingly complex and rapidly changing business world. Many traditional areas of business curriculum are losing relevance as new communications and information technology have changed the way business is conducted. Globalisation and free trade have caused widespread restructuring and relocation of entire industries. The ARIES report has noted that the business sector is reacting to these challenges by making the shift from top-down hierarchical organisations to a more flexible mode of operation, which often requires engagement of a wide range of stakeholders, however they note that further and higher education has been slow to catch up with this evolution of organisational thinking (Tilbury, Crawley, and Berry, 2004: 26). The Monash Green Steps programme recognises these changes in organisational management and provides students with skills to assist organisational change through an industry placement programme. It is well recognised that industry placement programmes (or internships) have been a very successful strategy in business education. They typically provide valuable short-term industry experience that is linked to the learning outcomes of the course. More specific benefits include the opportunity to integrate theory into practice, increased employment opportunities, better job satisfaction and higher salaries, as well as considerable satisfaction for the host employers (Brace-Govan and Powell, 2005). However, the usual internship
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model envisages a one-way knowledge transfer from the host to the student. The Green Steps programme offers a mentored internship approach which offers many advantages over the traditional model. Students are specifically trained as sustainability change agents which enables the internship to provide a two-way transfer that offers longer term benefits to the host firm, particularly in the small to medium sized entity sector where host firms may not have their own staff with sustainability skills. The Green Steps Programme was established in 2000 by a group of Monash University students who felt they had been taught a great deal about the unsustainability of the modern world, but less in terms of what to do about it: Specifically, the students identified a significant skill and knowledge gap between understanding the various environmental imperatives, and the ability to develop effective solutions. The students conceived of an extra- curricular programme that would help close this gap. A partnership was formed between Green Steps, the Monash Environment Institute and the AGO and this has seen the programme grow from being a student initiative located only at Monash, to a professional programme operating nationally (through several regional partnerships with other universities in Melbourne, Sydney and Brisbane). The students conceived of an extra-curricular course that would help them become effective change agents. They sought the possibility of living critically constructive careers, rather than the perceived invitation to join the problem offered by mainstream education and employment, or to disown it, as is encouraged by many critical perspectives. In essence, the programme, the as now, trains competitively selected university students in skills required of environmental change innovators and leaders. The central aim is to facilitate the emergence of potential environmental change agents who are able to work effectively within mainstream business, government and community organisations. (Kaufman, Bachar and Symons, 2006) The Green Steps programme is open to students from all faculties but places are limited to about 12 students per semester so a competitive selection process applies, and this ensures that only students with high motivation and strong communication skills are selected. The formal training programme has three main components. Firstly, students undertake about 30 hours of class work over several weekends. The key areas covered in these sessions include waste and energy audits, interview techniques, communication techniques, organisational change, negotiation skills, project planning and presentation skills. Secondly, students are given an internal project to practise these skills in a friendly and supportive context, eg. to carry out a waste or energy audit for a department within the university. The third and final phase is an external industry placement where students gain direct experience of organisational change management in a professional environment. The typical external placement takes place over 12 full days, with the standard schedule being two days per week over six weeks. Host organisations have varied from government agencies to corporations and not-for-profit organisations. The external projects have
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generally focused on reducing the environmental impacts of the organisations internal operations, whilst some have concerned the environmental impacts of the hosts products and services. Most projects are heavily directed to strategies for behavioural change within the organisation, to maximise the long-term outcome. The programme has proved highly successful for both interns and hosts with a recent survey on the value, impact and quality of the work completed finding that nearly 90% of hosts assessed the value as excellent or good, and a similar score was achieved for quality of work (Maunsell Australia, 2005). The success of the programme has also been demonstrated by the fact that approximately 50% of the Green Steps external projects have resulted in offers of continuing employment to the students. 4. Making links to successful sustainability management strategies At this stage, the Green Steps programme at Monash has trained a relatively small number of business students with most participants coming from arts, science and engineering courses (Monash Environment Institute, 2005). This may be due partly to the origin of the programme, as it was conceived by students primarily from the geography and environmental science fields. It is also likely reflect the career aspirations of business students, and a perception that sustainability issues are not highly relevant to them. This chapter proposes that a new enhanced variant of the programme be developed as part of the final year in undergraduate business and commerce degrees. This proposal has two significant enhancements over the existing Green Steps programme. First, it proposes that the enhanced programme be offered for credit as an elective unit in the final year of a standard three-year business or commerce degree. This will significantly change the skill profile of trainees by providing a cohort with background studies in business fundamentals like accounting, economics, management and marketing. The second enhancement is that the formal training component would include additional sessions on innovative business sustainability strategies that have been successfully adopted by leading companies committed to the business case for sustainability. These companies have recognised that good environmental strategies generally promote profitability through cost savings and efficiency gains as well as opportunities for new markets and reputation gains which enhance the value of the company (Department of Environment and Heritage, 2003). For this purpose, the particular sustainability strategies recommended for inclusion in the formal training component are: environmental management systems, sustainability reporting, stakeholder engagement; and eco-efficiency policies. Each of these strategies has also been recognised by environmental regulators through recent legislative reforms as best practice voluntary approaches to sustainability, which complement the traditional command and control legislation. The addition of these specific sustainability strategies would significantly broaden the ambit of the current Green Steps programme from its present environmental focus, to a wider sustainability focus, and this would provide more scope for consideration of social impacts. The current internships usually focus upon motivational strategies across the whole of an organisation, using energy and/or waste audits as pilot projects. By contrast, this enhanced programme seeks to use students who are
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themselves aspiring to careers in business management, who could use a range of 'higher level' strategies to influence management approaches to sustainability. (i) Environmental management systems An environmental management system (EMS) is generally defined as that part of the overall management system of an enterprise that is responsible for developing and implementing the environmental policy of the enterprise (Standards Australia, 1996). The International Standards Organisation has an accreditation standard for EMS, called ISO 14001, which requires that any organisation seeking accreditation must have an environmental policy which takes into account the specific nature of all relevant business activities and their associated environmental impacts. The EMS must also ensure that all relevant environmental regulations are observed, and that specific objectives and targets are set to reflect a commitment to continual improvement. The importance of EMS is clearly recognised under the Victorian governments Environment Protection Act 1970 (Vic). That Act requires that certain scheduled premises causing significant discharges or emissions to the environment (generally, significant industrial sites) must be licensed by the Environment Protection Authority of Victoria (the EPA). The legislation also permits licencees with a very high standard of environmental management to seek recognition as an accredited licensee, which reduces certain compliance obligations. Section 26B of the Act recognises EMS as one of the basic requirements for accredited licensee status. An EMS may also be regarded favourably by courts in proceedings against company officers where a corporation has committed an environmental offence. Corporate officers may raise a defence of due diligence in such cases under s 66B(1A)(c), and an effective EMS has been recognised by the judiciary as one of the elements which found this defence (Ormston, 1992). The more fundamental benefit of an EMS is that it provides all firms, and not just those engaged in heavy industry, with a reliable process for recognising and measuring their environmental impacts. Thus it provides a strong starting point for moving beyond mere regulatory compliance to a more sustainable business model. (ii) Sustainability reporting Sustainability reporting or triple bottom line reporting involves reporting by corporations to a wide range of stakeholders on social and environmental performance of the enterprise, in addition to conventional financial reports. It can also be argued that traditional financial reporting already requires environmental and social disclosures in many situations. In particular, s 299(1)(f) of the Corporations Act 2001 (Cth), which requires disclosure of an entitys performance in relation to certain environmental obligations, and s 295, which requires that financial statements must give a true and fair view of the financial position and performance of the company. For example, intangible assets often make up a large share of the balance sheet value of large corporations. In industries associated with environmental risks like climate change (eg. motor vehicle manufacturing, electricity generation) there may be a need for disclosure about vulnerability to climate change and technology advances. For these reasons capital markets increasingly expect corporations to disclose a range of non-financial sustainability data relevant to share valuation (Lucy and Utter, 2004). The ASX Listing Rules have established a set of Principles of Good Corporate Governance which encourage a corporation to ensure all investors have equal and timely access to material information concerning the company including its financial
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situation, performance, ownership and governance (Australian Securities Exchange, 2006, at Principle 5). Recent studies have found that the general quality and frequency of sustainability reporting in Australia is quite poor, and that many voluntary reports are prepared for public relations purposes, rather out of a genuine environmental commitment (Australian Conservation Foundation, 2004). The recent Parliamentary Joint Committee Report on corporate social responsibility urged greater efforts on sustainability reporting and broadly endorsed the adoption of international standards like the Global Reporting Initiative (Commonwealth of Australia, 2006). (iii) Stakeholder engagement The traditional view that corporations can operate for the exclusive benefit of shareholders is now yielding to a more contemporary approach based on corporate citizenship, with modern corporations increasingly answerable to a wide range of community stakeholders (Kennedy, 2001). The Environment Protection Act 1970 (Victoria) has established several mechanisms to facilitate stakeholder engagement including environmental improvement plans (EIP) under s 31C(2) and neighbourhood environmental improvement plans (NEIPs) under s 31C(6). These statutory schemes provide regulatory compliance concessions to firms that provide for an appropriate level of stakeholder consultation. The compliance benefits are often only a small part of the overall gain, as the stakeholder engagement process often drives highly innovative cost saving measures. For instance, the Maryvale Paper Mill in the Latrobe Valley, had a long history of issues with the local community, particularly concerning odour. An EIP provided the basis for establishment of a Community Environmental Consultative Committee which facilitated substantial improvements to odour problems, as well as greatly improved water conservation and waste treatment processes at the mill (Australian Paper, 2003). Another area of the law which relies heavily upon stakeholder consultation is property development and major infrastructure projects, where planning laws and environmental impact assessment procedures typically require developers to consult widely amongst relevant stakeholders (eg. see the Planning and Environment Act 1987 (Vic) and Environment Protection and Biodiversity Conservation Act 1999 (Cth)). There is an emerging new field of public relations practice emerging around these stakeholder engagement processes which requires professionals with good communication skills and a solid understanding of how business objectives can be achieved alongside sustainability objectives. (iv) Eco-efficiency strategies Whist the three strategies described above are all highly supportive of business sustainability, the ultimate goal of a truly sustaining corporation is eco-efficiency throughout the supply chain of goods and services. The main challenge for business is to increase profitability whilst using fewer resources and creating less waste and pollution (World Business Council for Sustainable Development, 1992). One useful concept in this context is ecological footprint analysis which approximates the amount of ecologically productive land or sea area required to sustain a particular commercial or social activity (Wackernagel and Rees, 1996). Another fundamental tool of eco-efficiency is life cycle analysis (LCA) which assesses the environmental aspects and potential impacts associated with a product, process, or service (Society of Environmental Toxicology and Chemistry, 1993). A related concept is extended
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product responsibility (EPR) which considers the long term environmental impacts of products throughout the supply chain from sourcing raw materials to on-site production processes and downstream product distribution and waste recovery (Davis, Wilt, Dillon and Fishbein, 1997). Progressive governments are steadily incorporating these eco-efficiency strategies into their regulatory framework, particularly in high risk industrial sectors which are the most prolific users or natural resources and the biggest sources of waste. For example the Victorian government has recently passed legislation to require Victorias largest commercial users of energy and water to establish Environment and Resource Efficiency Plans (EREPs). One notable feature of this scheme is that it focuses strongly upon identifying and pursuing financially beneficial efficiency measures that pay for themselves within three years or less. This indicates actions that will yield financial returns in the order of 30-40% per annum; strongly emphasising the business case for sustainability (Environment Protection Authority of Victoria, 2006). Another management tool offered by the Victorian EPA is the sustainability covenant. These voluntarily arrangements enable an organisation to make a commitment to sustainability through an agreed range of strategies which will have the broad aim of reducing the ecological footprint of the organisation both within its own operations and through its products and services (Environment Protection Act 1970 (Vic), s 49AA). The first sustainability covenant was signed in May 2003 by VicSuper Pty Ltd, one of Victorias largest public offer superannuation funds. VicSuper is one of a growing group of financial service providers that has recognised the strong influence this sector can have on investment markets and the business practices of its customers through sustainable investment and lending practices (VicSuper and Environment Protection Authority of Victoria, 2005). 5. Conclusion; using business students to overcome barriers to sustainability This chapter has mentioned a range of influences that are encouraging progressive firms to voluntarily adopt new management strategies to meet the challenge of sustainable development. However, the reality is these progressive firms are still very much in the minority, particularly in the small to medium size entity sector. A recent industry research forum carried out by ARIES has identified the main barriers to change facing the vast majority of firms. These included a short term focus by business and governments, poor understanding by business of how sustainability could be achieved, a lack of resources and time for business executives to address sustainability, a lack of meaningful stakeholder engagement and a gap in systemic problem solving skills (ARIES, 2004). That forum recommended inter alia, that companies needed to build their own internal capacities to engage with sustainability, that there is a need to explore partnerships between government and industry and that higher education institutions need to address sustainability through the curriculum of business schools (Ibid: 12-13). These findings clearly support the need for new approaches to business education. In response to the barriers to change mentioned above, this chapter proposes an industry placement programme for business students which will encourage a wider application of sustainability strategies in the business world. The Monash Green Steps programme already produces trainees who can assist businesses to achieve environmental efficiencies and more generally, sow the seeds for broader organisational change. An enhanced version of that programme is now proposed,
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which specifically extends the training of business students, by additional training on sustainability skills and an industry placement project in the final year of study. The new Green Steps for Business programme will aim to provide students who have traditional core business skills in areas like accounting, economics, management and marketing, with additional training on organisational change with particular emphasis on leading edge business sustainability strategies like EMS, sustainability reporting, stakeholder engagement and eco-efficiency. These students, who are themselves aspiring to careers in business management whilst also committed to sustainability objectives, should be better placed to persuade business managers to integrate these well recognised strategies for sustainability and social responsibility into normal business operations. If successful, this programme will provide a useful model for business schools seeking to promote best practice in sustainability management in the shorter term and perhaps also, a blueprint for future reform of the entire business curriculum. References Australian Research Institute in Education for Sustainability (ARIES) (2004). Industry Research Forum on Education for Sustainability. Report to Australian Government Department of Environment and Heritage. Australian Conservation Foundation (2004). CorpRate; An Assessment of Australias Top 50 Listed Companies in 2003 (April). Australian Paper (2003). Maryvale Mill Environmental Management Report, prepared by Alan Eagle. Australian Securities Exchange (2006). ASX Listing Rules, Principles of Good Corporate Governance. Benn, S., and Bubna-Litic, D. (2004). The MBA is it sustainable? Programmes of change. In C. Galea and Roberts, S. (Eds) Teaching sustainability (pp. 8294). London: Greenleaf Publications. Benn, S., Dunphy, D. and Griffiths, A. (2006). Enabling change for corporate sustainability: An integrated perspective. Australian Journal of Environmental Management, 13, 156165. Brace-Govan, J. and Powell, I. (2005). Real world transfer of professional knowledge: A modification to internship learning. In R. DeFillippi & Wankel, C. (Eds) Educating Managers Through Real World Projects, Research in Management Education and Development, 4, 115148. Commonwealth of Australia (2006). Corporate responsibility: Managing risk and creating value. Report of the Joint Committee on Corporations and Financial Services, 21 June.

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Davis, G., Wilt, C., Dillon, P. and Fishbein, B. (1997). Extended Product Responsibility: A New Principle for Product-Oriented Pollution Prevention. A report prepared under Agreement with the United States Environmental Protection Agency Office of Solid Waste. Department of Education, Science and Training (2006). Statistical publications, higher education, student participation and achievement. http://www.dest.gov. au/sectors/higher_education/publications_resources/profiles/students_2005_sel ected_higher_education_statistics.htm (accessed 30.10.06). Department of the Environment and Heritage (2003). Corporate sustainability an Investor Perspective: The Mays Report. http://www.deh.gov.au/settlements/ industry/finance/publications/mays-report/pubs/mays-report.pdf (accessed 15.12.06). Dunphy, D., Griffiths, A. and Benn, S. (2003). Organisational change for corporate sustainability. London: Routledge. Environment Australia (2000). Environmental Education for a Sustainable Future: National Action Plan; http://www.deh.gov.au/education/publications/nap/index. html (accessed 15.12.06). Environment Protection Authority (2006). Environment and Resource Efficiency Plans, http://www.epa.vic.gov.au/about_us/legislation/amendment_act.asp (accessed 15.12.06). Kaufman, S., Symons, W. & Bachar, Z. (2006). The Green Steps Programme: Fostering environmental change agents. In W. Leal Filho and Carpenter, D. (Eds). Advances in Sustainability in Australasian Universities (pp. 91106). Bern: Peter Lang Publishing Group. Kennedy, A. (2001). The end of shareholder value: Corporations at the crossroads. London: Orion Business. Lucy, S., and Utter M. (2004). Directors duties and sustainability: Are you being true and fair? Keeping Good Companies, February 2004 at 40. Maunsell Australia (2005). Green Steps Host Surveys, 02/05. Monash Environment Institute (2005). Review of the Green Steps Programme Prepared for the Australian Greenhouse Office (April). Ormston, J. (1992). R v Bata Industries Ltd et al. (1992) 70 CCC (3d) 394 (Ontario Court, Canada). Society of Environmental Toxicology and Chemistry (SETAC). (1993). A Conceptual Framework for Life-Cycle Impact Assessment, SETAC and SETAC Foundation for Environmental Education, Inc., Pensacola, FL.

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Standards Australia (1996). Environmental management systems specifications with guidance for use AS/NZS 14001:1996. Sterling, S. (2004). Higher education, sustainability, and the role of systemic learning. In P.B. Corcoran and Wals, A.E.J. (Eds). Higher education and the challenge of sustainability: Problematics, promise and practice (pp. 4970). London: Kluwer Academic Publishers. Tilbury, D. and Cooke, K. (2001). Building capacity for a sustainable future. Sydney: Macquarie University. Tilbury, D. (2004). Environmental education for sustainability: A force for change in higher education, in Corcoran, P.B. and Wals, A.E.J. (Eds). Higher education and the challenge of sustainability: Problematics, promise and practice (pp. 97 113). Dordrecht: Kluwer Academic Press. Tilbury, D., Crawley, C. and Berry, F. (2004). Education about and for sustainability in Australian Business Schools. Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) and Arup Sustainability for the Australian Government Department of the Environment and Heritage. Tilbury, D., Keogh, A., Leighton, A. and Kent, J. (2005). A National Review of Environmental Education and its Contribution to Sustainability in Australia: Further and Higher Education. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES). United Nations (2002). Resolution 57/254 on the United Nations Decade of Education for Sustainable Development (2005-2014) adopted December 2002. University Leaders for a Sustainable Future (1990). Talloires declaration, www.ulsf.org. VicSuper & Environment Protection Authority of Victoria (2003). Sustainability Covenant. http://www.vicsuper.com.au/resources/documents/Sustainability_ covenant1.pdf Wackernagel, M. and Rees W. (1996). Our ecological footprint: Reducing Human impact on the Earth. Gabriola Island, BC: New Society Publishers. World Business Council for Sustainable Development (1992). Changing course: A global business perspective on development and the environment (S. Schmidheiny MIT Press). ___________________________________________ Author Email: wayne.gumley@buseco.monash.edu.au

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