Preparing Future and Current Business Leaders


Martin Storksdieck, Rapporteur

Steering Committee on Climate Change Education to
Prepare Future and Current Business Leaders

Board on Science Education

Division of Behavioral and Social Sciences and Education

                         OF THE NATIONAL ACADEMIES


Washington, D.C.

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Martin Storksdieck, Rapporteur Steering Committee on Climate Change Education to Prepare Future and Current Business Leaders Board on Science Education Division of Behavioral and Social Sciences and Education

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THE NATIONAL ACADEMIES PRESS  500 Fifth Street, NW  Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Gov- erning Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engi- neering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by Contract No. DUE-0956031 between the National Academy of Sciences and the National Science Foundation, and also by the Chev- ron Services Company. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project. International Standard Book Number-13:  978-0-309-30598-3 International Standard Book Number-10:  0-309-30598-5 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; Copyright 2014 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Cover credits: First: Laura DeCapua Photography; second: Mark Bialek; third: Laura DeCapua Photography; fourth: Richard Vietor Suggested citation: National Research Council. (2014). Climate Change Education: Preparing Future and Current Business Leaders: A Workshop Summary. M. Storksdieck, Rapporteur. Steering Committee on Climate Change Education to Prepare Future and Current Business Leaders. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal govern- ment on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its mem- bers, sharing with the National Academy of Sciences the responsibility for advis- ing the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. C. D. Mote, Jr., is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in pro- viding services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. C. D. Mote, Jr., are chair and vice chair, respectively, of the National Research Council.

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STEERING COMMITTEE ON CLIMATE CHANGE EDUCATION TO PREPARE FUTURE AND CURRENT BUSINESS LEADERS JANET PEACE (Chair), Markets and Business Strategy, C2ES STEFAN HECK, Sustainability, McKinsey & Company ANDY HOFFMAN, Erb Institute for Global Sustainable Enterprise at the University of Michigan, Ann Arbor, Stephen M. Ross School of Business MARK PROEGLER, Climate and Transport Energy Policy, British Petroleum BRUCE SCHLEIN, Corporate Sustainability, Citigroup ANANT SUNDARAM, Business Administration, Tuck School of Business at Dartmouth RICHARD VIETOR, Harvard Graduate School of Business Administration SHERRIE FORREST, Study Director (until July 2012) CLAUDIA MENGELT, Study Director (since August 2012) MARTIN STORKSDIECK, Director, Board on Science Education ANTHONY BROWN, Senior Program Assistant (until August 2013) v

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BOARD ON SCIENCE EDUCATION HELEN QUINN (Chair), Emerita, Stanford Linear Accelerator Center, Stanford University GEORGE BOGGS, Emeritus, Palomar College and American Association of Community Colleges MELANIE COOPER, Department of Chemistry, Michigan State University RODOLFO DIRZO, Department of Biology, Stanford University JACQUELYNNE ECCLES, Department of Psychology, University of Michigan JOSEPH FRANCISCO, Department of Chemistry, Purdue University MARGARET HONEY, New York Hall of Science, Queens, New York SUSAN W. KIEFFER, Department of Geology, University of Illinois at Urbana–Champaign MATTHEW KREHBIEL, Kansas State Department of Education 
 MICHAEL LACH, Urban Education Institute, University of Chicago LYNN LIBEN, Department of Psychology, The Pennsylvania State University BRIAN REISER, School of Education and Social Policy, Northwestern University SUZANNE WILSON, Neag School of Education, University of Connecticut MARSHALL “MIKE” SMITH, Carnegie Foundation for the Advancement of Teaching
 ROBERTA TANNER, Retired Physics Teacher, Thompson School District, Loveland, Colorado YU XIE, Department of Sociology, University of Michigan MARTIN STORKSDIECK, Director HEIDI A. SCHWEINGRUBER, Deputy Director MICHAEL A. FEDER, Senior Program Officer MARGARET HILTON, Senior Program Officer NATALIE NIELSEN, Senior Program Officer REBECCA KRONE, Program Associate KELLY ARRINGTON, Senior Program Assistant vi

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Acknowledgments T his workshop summary is based on discussions at a workshop on climate change education for future business leaders, convened on March 14, 2013, by the Board on Science Education of the National Research Council (NRC). The purpose of the workshop was to explore the role that business schools could and should play in preparing future corporate leaders for the challenges and opportunities that climate change will pose.  I would like to thank my colleagues who served on the steer- ing committee, each of whom brought deep and varied expertise to the process of planning the workshop. The members of the steering commit- tee developed the agenda, identified and selected presenters and paper authors, and facilitated discussion throughout the workshop. Although they did not participate in writing this report, this summary reflects the insightful comments of the steering committee members, presenters, and many of the workshop participants. The workshop was generously supported by the National Science Foundation as part of the NRC Roundtable on Climate Change Education, and the Chevron Services Company. This report has been prepared by the workshop rapporteur as a fac- tual summary of what occurred at the workshop. The planning commit- tee’s role was limited to planning and convening the workshop. The views contained in the report are those of individual workshop participants and do not necessarily represent the views of all workshop participants, the planning committee, or NRC. This workshop summary has been reviewed in draft form by indi- viduals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Com- vii

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viii ACKNOWLEDGMENTS mittee of NRC. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsive- ness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. David E. Blockstein, Executive Secretary, Council of Environmental Deans and Directors, and Senior Scientist, National Council for Science and the Environment; Jim Geringer, Director, Esri, Cheyenne, Wyoming; Eugenie C. Scott, Chair of the Advisory Council, National Center for Science Education, Oakland, California; and I were chosen to review the draft report, and I would like to thank my colleagues for volunteering their time to conduct the review in a timely fashion. Although we as reviewers provided many constructive comments and suggestions, we were not asked to endorse the content of the report nor did we see the final draft of the report before its release. The review of this report was overseen by Cary I. Sneider, Associate Research Professor at the Center for Science Education, Portland State University. Appointed by the NRC, he was responsible for making certain that an independent examination of this report was carried out in accordance with institu- tional procedures and that all review comments were carefully consid- ered. Responsibility for the final content of this report rests entirely with the author and the institution. I am grateful for the leadership and support of Martin Storksdieck, director of the Board on Science Education and the Roundtable on Climate Change Education, who also served as the rapporteur for this report. I would like to thank Sherrie Forrest, program officer for the Disasters Roundtable, and Claudia Mengelt, senior program officer for the Ocean Studies Board, for their support in planning and organizing the workshop. Anthony Brown, senior program assistant for the Board on Science Educa- tion, deserves our thanks for his invaluable logistical support throughout the project, and Stacee Karras, research associate for the Ocean Studies Board, for her research support. Finally, I would like to acknowledge the support of the Executive Office and the Reports and Communications Office of the NRC Division of Behavioral and Social Sciences and Educa- tion. Through their efforts we were able to bring together a diverse group of presenters and participants who shared their experiences and expertise at this workshop. The insights that we gained are summarized in this report. Finally, I would like to extend a special thanks to the speakers and participants whose insightful contributions to the issue of climate change education have been recorded in this workshop summary. Janet Peace, Chair Steering Committee on Climate Change Education to Prepare Future and Current Business Leaders

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Contents 1 Introduction 1 2 Dealing with Climate Change: The Business Perspective 9 3 How Should Business Schools Respond to Climate Change-Related Challenges? 15 4 Current Efforts and Approaches to Incorporate Climate Change Education into Business Schools 21 5 Needs and Opportunities: Toward a Way Forward 33 References 39 Appendixes A The Climate Change Education Roundtable 43 B Workshop Agenda 47 C Registered Workshop Participants 51 D Biographical Sketches of Steering Committee and Speakers 55 ix

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