The United Nations’ Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

The United Nations' Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

The United Nations' Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Froes chart the process of ideating and creating Permahaven - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Fróes chart the process of ideating and creating ‘Permahaven’ - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Froes chart the process of ideating and creating Permahaven - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

The United Nations’ Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

The United Nations' Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

The United Nations' Principles for Responsible Management Education (PRME) initiative has embraced and driven awareness of the 17 Sustainable Development Goals (SDGs) throughout business and management schools across the globe. Whilst promoting a common, global framework for transitions, progress continues to be deeply entangled with wider neo-liberal structures which perpetuate economic advancement over equality, equity and environmental justice. Now, the achievement of the SDGs through management education requires creative and pluralistic approaches that embrace both Global North and Global South perspectives, taking into consideration differences in the challenges of sustainability and the on-going geopolitical inequalities in resources and power.This Companion is not only essential, but also critically timely; countries around the world continue to call climate and poverty emergencies as they see and feel the dramatic and unequally distributed effects of climate change. A group of leading contributors from across the globe tackle how and whether business schools can produce the next generation of leaders to tackle the SDGs.The book is suitable for those engaged in management education and the SDG, such as researchers, students, early career researchers or university teachers, the more experienced researcher or teacher, and importantly, leaders at different levels within business or management schools such as module or programme leaders, heads of department, associate or assistant deans of teaching and learning, and indeed, deans themselves.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Froes chart the process of ideating and creating Permahaven - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Fróes chart the process of ideating and creating ‘Permahaven’ - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Froes chart the process of ideating and creating Permahaven - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.