ABSTRACT
Business schools are lagging other sectors in recognising the growing importance of sustainability concerns in business decision making. Many educators blame the ambiguity of sustainability-related concepts, lack of interdisciplinary knowledge on sustainability issues and their little training in the teaching methods needed to support knowledge development in business sustainability. This paper presents findings from an exploratory study of educators at one university where sustainability is incorporated in business and other areas of the teaching curriculum and where a community of practice has been developed to share sustainability-related material across the disciplinary areas. Through the lens of the boundary objects that facilitate knowledge sharing around environmental and social aspects of corporate sustainability, the paper discusses the barriers and opportunities to engaging students with the new business models of corporate sustainability.
