Hello world

How do we find the green elephant in the classroom?

By Lavinia Cristina Iosif-Lazar, Jens Riemer and Caroline A. Pontoppidan

“Environmental sustainability to be at the core of EU education and training systems” – So reads the latest recommendation from the European Commission to EU education ministers, which highlights that “learning for environmental sustainability is not yet a systemic feature of policy and practice in the EU.” How then do we better inform practice and policy? Where does one even start to look at what has already been achieved and what more needs to be done on environmental sustainability, especially in Higher Education Institutions (HEIs)?

Coupled with the complexities of incorporating sustainability in HEIs and the diversity of methods used by HEIs in advancing these efforts or curriculum overhaul, the task of bringing about systemic change and reaching the targets set on climate mitigation and biodiversity can seem daunting. But this is where a good picture of where we are now and where we want to be, can make a difference.

Global pollution of, among other things, air, soil, and water, increasing exploitation of the resources of the Earth, and global climate change are challenging nature, environment, and public health. Also, Denmark and the world are in the midst of a biodiversity crisis caused by man-made pollution and exploitation of natural resources and habitats, global spreading of invasive species, and climate change. The intensive exploitation of the open land, forests, coastal zones, and marine areas has caused nature to be fragmented and continuously exposed to a number of stress factors, which means that biodiversity is on a constant decline
(p.17)

The EU Context: broadly speaking, all education needs to be green

At the EU level, we do not lack initiatives that have brought into focus the greening of the curriculum and the need to address climate and environmenal issues at all levels of education and training. The European Education Area (EEA) is an initiative aimed at strengthened collaboration between European Union Member States to build more resilient and inclusive education and training systems. One of the five focus topics of the initiative centers on Green Education. GreenComp – The European Sustainability Competence Framework developed by the European Commission was one of the cornerstones in the educational scope of the European Green Deal. Published in January 2022 and aimed at providing a shared competence framework on sustainability to guide educators and learners, the framework can be used by member states as a reference when rolling out educational initiatives on sustainability.

However, even with all the attention given to education initiatives, there is little direct appealing to HEIs at the EU policy levelMost of the time, communication is directed towards the whole sector leaving the specific directionality of the initiatives to the individual Member States and HEIs are most often mentioned together with schools and other training institutions. The GreenComp report mentions Higher Education a few times but only to illustrate that Higher Education has succeeded in creating a focus on competences for environmental sustainability in relation to preparing the students to address sustainability challenges and opportunities in their working life.

The Danish Context: The Danish Ministry of Education and the Green Transition

In September 2020, the Ministry of Higher Education and Science, Denmark, published ‘Green solutions of the Future’, a strategy for investments in green research, technology, and innovation. It also highlighted the important role of close collaborations between knowledge-institutions and the business community. To get things moving, the Danish government decided to allocate research funds to boost green research and also bringing more focus on green study programmes.

And the issue of what was happening in HEIs on green research quickly became a focal point. In December 2021, the Danish Ministry for Education and Science sent a request for data on the work HEIs were doing to integrate green themes in educational programmes. The Ministry asked institutions to submit an overview of seven green themes and the coverage of those themes in their programmes. Among these themes, two were focused on energy production and effectiveness, and the others addressed agriculture, transport, environment, biodiversity and sustainable behaviour.

The CBS Context: Green Themes in study programmes

There are multiple ways in which HEIs can find out what content in their educational offerings addresses the green themes described by the Danish Ministry. The way in which CBS did it, was to build on already initiated course content analysis and expand it to include the seven themes. In the academic year 2021-2022, CBS offered 18 Bachelor (undergraduate) programmes, 36 Master (graduate) programmes, as well as HD, Executive and special Master programmes. This amounts to a lot of data to go through and analyse. Other universities or schools might face the same issue of data being both diverse and difficult to gather, but once it is gathered, the managing the amount of data can become a challenge.

CBS used the qualitative research tool NVivo, to analyse and code data from courses in all CBS’study programmes. This was done by identifying specific key words related to the given seven green themes (see table below). The data collected was derived from study programme competency profiles, course descriptions and learning objectives. For every search result returned, the context was analysed and only relevant hits were then recorded in the respective codes.

Theme 1	Theme 2	Theme 3	Theme 4	Theme 5	Theme 6	Theme 7
Energy production	Energy effectiveness	Agriculture and Food production	Transport	Environment and Circular economy	Nature and Biodiversity	Sustainable behaviour and Societal consequences

How do Green Themes look like in a study programme at CBS?

Once the data was collected and the content analysed, a relatively comprehensive picture emerged of how and where the green themes are present in a study programme at a European business school like CBS.

Case 1 below, illustrates a visualization of an anonymised bachelor programme. It presents how the seven green themes can be visualized so to give an “as is” picture. With this information, study programmes can dive deeper into the green content that they already have embedded in their programmes and/or identify that they are interested in additional integration of the seven environment themes into education.

*Figure 1: Case 1 – Bachelor Study Programme A (BSc. A)*

Bachelor Study Programme A had extensive coverage of Green Themes 5 through 7. The numbers in each cell of the below table represent the number of hits (keywords) per theme. Within the Bachelor Study Programme A, the green themes were identified in both mandatory and elective courses, in their respective course descriptions (CD) and learning objectives (LO). Environment and Circular economy, Sustainable development and Social consequences, as well as Nature and Biodiversity were the themes found represented in the Bachelor Study Programme A courses.

The continuous loop: research, policy, strategy and the classroom

The analysis and reporting of course content on green and environmental themes can function as a basis on which discussions about environmental sustainability in an institution’s educational activities can be taken. Getting this overview can inform further work to advance both content and scope that strengthens the advancement of environmental sustainability competences. These can later also find their way into regional strategies as well as inform policy makers at the International and European level. Having a well-informed stance on how, where and which environmental content and competencies HEI graduates obtain during their education can highlight where efforts need to be targeted. This also means that HEIs become a part of the action on “greening” the curriculum and, in turn, can better inform policy makers and education initiatives.

The business school sector has much to build upon. Pioneering scholars have long focused on issues of the environment and sustainability. There has been a dramatic uptake in the last decade of attention to climate change by business scholars, encouraged by editorial statements and special issues in the leading journals in every one of our disciplines. In the classroom, these issues are increasingly being discussed in core and speciality courses, representing significant curricular shifts, and supported by our accrediting bodies
(Galdon et al., 2022)

To read the full report, please visit CBS PRME InFocus Report series: https://www.cbs.dk/viden-samfundet/indsatsomraader/principles-responsible-management-education/resources/prme-infocus-reports

References

Bianchi, G., Pisiotis, U. and Cabrera Giraldez, M., (2022). GreenComp: The European sustainability competence framework, Punie, Y. and Bacigalupo, M. editor(s), EUR 30955 EN, Publications Office of the European Union, Luxembourg, 2022.

Danish Ministry of Higher Education and Science (2020). Green solutions of the future – Strategy for investments in green research, technology, and innovation.

Galdón, C., Haanaes, K., Halbheer, D., Howard-Grenville, J., Le Goulven, K., Rosenberg, M., Tufano, P. and Whitelaw, A. (2022) Business Schools Must Do More to Address the Climate Crisis.

About the Authors

Lavinia Cristina Iosif-Lazar is a project lead on Principles of Responsible Management Education at the CBS Teaching & Learning Department. Lavinia’s work centres on curriculum development, climate and carbon literacy and systemic thinking in management education, as well as assisting in the development of teaching materials.

Jens Riemer is a Green Transformation Officer at Copenhagen Business School, within Executive Support and Communcations. Jens works with the cross-cutting strategic initiative Green Transition, which focus on bringing together key players in establishing an organizational frame and initiate concrete problem-based research and educational activities.

Caroline A. Pontoppidan, Associate Professor department of Accounting & Academic director CBS PRME. Her research often engages with the institutionalization of global standards into local context – and challenges herein.

Photo by Alex Lvrs on Unsplash

The fear of becoming the hotspot of infectious diseases: Who is concerned and why?

By Fumiko Kano Glückstad

◦ 4 min read ◦

Denmark is opening the borders for tourists from our neighboring countries in Northern Europe after a long period of lock-down restrictions. This is good news for the Danish tourism having suffered with substantial revenue losses as the consequence of the Covid-19 crisis. Whereas the European countries are optimistic about the opening of their societies along with the progress of their vaccination programs, Japan in the Far East is tightening its border entry restrictions due to the latest state of emergency declarations.

Recent Japanese opinion surveys clearly indicate that Japanese are concerned about hosting the Olympic Games in Tokyo expected to kick-off in just two months. At a glance, the adverse reactions by the Japanese population seem to be triggered by the current state of emergency in addition to the delay of implementing a nation-wide vaccination program.

However, such attitudes were already indicated in a cross-cultural study conducted for the period 10 – 24 July 2020 addressing residents in the following four countries: Denmark (n=1,005), Japan (n=1,091), Italy (n=1,005) and China (n=1,013). In this blog, I will present some fundamental cultural differences observed between the Europeans and the Far East Asians investigated in this study.

In an article recently published in Frontiers in Psychology by Glückstad et al., 2021, it is reported that Japanese are generally very concerned about their local community becoming a hotspot of infectious diseases. This study asked respondents how much they agree or disagree (1: Strongly disagree — 7: Strongly agree) to the statement:

“It is concerning that our community will be crowded by foreign tourists and will potentially become a hotspot of infectious diseases”

as well as other statements explaining several factors, amongst others:

their intentions of pleasure seeking (enjoying cafés and restaurants, travelling abroad as soon as possible and similar enjoyments)
their risk perception (worried about becoming infected, getting ill and infecting others)
their risk avoidance (avoiding larger groups, public transportation and travelling to destinations with high reproduction, selecting destinations with hygiene and less crowded destinations)
their intention to behave responsible (keeping social distance, cleaning up public spaces, using disinfectants before and after shopping)
their expectation for the society to behave responsibly (tourists visiting their local community should behave properly, local businesses should make their community clean and safe, individuals should contribute to minimize the risk of spreading, importance for their local businesses to have inbound tourism)
their attitudes to mask wearing and hygiene (wear mask, feel safe if businesses indicate sanitary standards and if staffs wear mask)

In our recent Frontiers article, we conducted a Bayesian Network analysis (see Fig. 1) which indicates that, in Denmark and Italy, respondents who expressed higher intentions for pleasure seeking behaviors have higher probabilities of being less concerned about their local community becoming a hotspot of infectious diseases, and vice versa.

This European trend is rational in a way that the motivational drivers to seek hedonistic experiences are conflicting with the conservative risk avoidance attitudes and behaviors. However, in Japan, disregarding the level of intentions for pleasure seeking behaviors, the level of concern about their community becoming a hotspot of infectious diseases stays around 5.5 (at the level between ‘somewhat agree’ and ‘agree’). The Chinese reacted rather similar to the Japanese respondents, however, their level of concern stays around 4.6-4.8 (at the level between ‘neutral’ and ‘somewhat agree’).

Figure 1: Total effect of factors X on the target variable Y (concern about one’s local community becoming a hotspot of an infectious disease)

*Source: modified from (Glückstad et al. 2021)*

The results of our studies clearly highlight an important cultural difference. That is, Japanese who seek hedonistic experiences expressed their concern about their local community becoming a hotspot of infectious diseases caused by inbound tourism, whereas Danes and Italians who seek hedonistic experiences were less concerned about this issue, as for the Summer 2020. This difference could be explained by the so-called “independent self-schema” typically held by Westerns (Europeans) and the “interdependent self-schema” typically held by Far East Asians.

In other words, Danes and Italians who are typically based on an “independent self-schema” would realize the “positivity of the personal self” through their pleasure-seeking behaviors. In such a scenario, they would be less concerned about their local community becoming a hotspot of infectious diseases. On the other hand, Japanese who are typically based on an “interdependent self-schema” would consider a balance among different selves in their in-group relationship important and prioritize the protection of their in-group communities. The survey results presented in Glückstad et al. (2021) and the adverse reaction by Japanese to the recent Japanese opinion surveys about being host of the Olympic Games in Tokyo are good examples of such protective attitudes identified in the society based on the interdependent self-schema.

About the Author

Fumiko Kano Glückstad (FKG) is Associate Professor of Cross-Cultural Cognition at the Copenhagen Business School. Her main research interests are currently centered on cross-cultural psychology, cognitive psychology, consumer psychology and data sciences. Her research focuses on data-driven consumer analyses centers on consumers’ value priorities in life and other factors that affect their attitudes and behaviors. In particular, FKG has extensive experience in consumer research on health, dietary, environment and personal care products from Far East industries.

Photo by takahiro taguchi on Unsplash

Megacorporations

By Glen Whelan

◦ 2 min read ◦

Whatever you did today, there is a fair chance that you used a product or service that is somehow connected to Alphabet. If you watched YouTube on your Android phone in an Uber, for example, then you were simultaneously contributing to Alphabet’s coffers in three ways. And on the off chance that you were thinking of enjoying your evening by first reading two new papers – on the naked mole-rat as a non-aging mammal and what classic Atari video games can tell us about the human brain respectively – and then planning out your possible life on Mars, then you would once again be thrice-engaged with Alphabet investments.

As these examples suggest, Alphabet, whose most famous asset is Google, is not just any other corporation. Rather, it is what can be termed – in building on an idea associated with the novelist William Gibson – a megacorporation.

For the present purpose, a megacorporation can be simply defined as a corporation that influences the lives of a huge number of people in fundamental ways; whose sway is greater than that of most other organizations combined.

Perhaps the clearest historical example of a megacorporation is the English East India Company. Following its establishment in 1600, ‘the Company’ proved itself a formidable commercial, governmental and military force. Indeed, and whilst the Company was gradually disbanded around the middle of the 19^th century, it still exerts influence today through its having shaped, amongst other things, a worldwide thirst for tea, the way in which people conceive of the ‘firm’, and, more controversially, how people understand the ‘orient’.

When the continuing influence of the English East India Company is acknowledged alongside Alphabet’s current scale (e.g., it is currently valued at more than $1.5 trillion), vague claims from the latter’s elite that it might exist 100 or even 1000 years from now, are not as ridiculous as they might first seem. Moreover, if predictions by Google’s Director of Engineering, Ray Kurzweil, come true, then at least some of us could still be around in digital form, and able to confirm whether or not Alphabet is still going strong a thousand years hence. Of course, if your (happy) digital existence is dependent on Alphabet technologies, then you would have reason for wanting the megacorporation’s reign to be a very long one.

Such speculations about Alphabet’s centrality to our future existence may ultimately prove more fanciful than factual. Be this as it may, it is difficult to deny that Alphabet already records, stores and shapes the past in major ways. For many people Alphabet is the custodian of their personal memories, the story of their life. Through its control of Gmail and Google Photos, and its vast array of ‘smart home’ technologies, Alphabet collects seemingly ever-increasing amounts of information on us. And as anyone familiar with the academic pissing contest that is Google Scholar will know, the megacorporation also goes to some length to make sure that one’s back catalog of scholarly writings is ‘unforgettable’.

When these individual collections of personal memories and activities are noted alongside Alphabet’s vast digital store of world culture and heritage, the extent to which Alphabet can influence the writing and creation of social histories becomes clear. Whilst historians worldwide can currently access a great deal of information through the megacorporation’s various platforms, Alphabet itself can play the role of historian too. Given its expertise in information storage and machine learning, Alphabet is in a prime position from which to conduct macro level, cross-cultural, historical analyses. And as the megacorporation arguably has a better understanding of what retains attention than most (through its tracking of YouTube viewing practices for example), it seems uniquely capable of presenting such historical analyses in ways that prove captivating to a wide-ranging audience.

In short, Alphabet’s influence over how we live, and how we make sense of, the past and the future, results in it being uniquely deserving – amongst contemporary firms – of the megacorporate label. In all likelihood, and for good or bad, this influence will continue for some years to come. As a result, people in general, and business and society scholars in particular, are well advised to further consider the profound ways in which it shapes existential concerns worldwide.

About the Author

Glen Whelan’s book, Megacorporation: The Infinite Times of Alphabet, is out now through Cambridge University Press. He sometimes teaches at McGill, and researches the moral, political and social influence of corporations, amongst other things. He is on twitter @grwhelan.

Photo source: chrome unboxed

Remote research: A story about “being there”

By Elizabeth Cooper

◦ 2 min read ◦

It has now been more than a year since researchers have been forced to move most of their data collection online and, where this has not been possible, to cancel it completely. Doing research remotely has revealed some benefits: it is much cheaper, it is better for the environment, and it usually saves time, to name just a few. So, why should we go back to the “field” when this is all over? The following is a story about the importance of ‘being there’ – and about how the things that go wrong can indirectly lead to better quality research.

The settlement of Kulusuk is home to about 200 people and is located on a small island off the eastern coast of Greenland. As I touch down in a helicopter, I can see nothing but empty and dull terrain – different shades of brown rock contrasted against the electric blue sea, which glitters with the even brighter white of scattered icebergs floating endlessly into the distance.

The year is 2017 – summer, although the untrained eye wouldn’t guess so, judging by the snow-covered mountains drawn sharply on the horizon. I have been travelling around Greenland for a few weeks now, and my task is to interview tourists about their experiences in the country, as part of a market research project for Greenland’s national tourism board.

The problem with interviewing tourists in one of the most remote places in the world, however, is that there aren’t that many. This is a problem I have been dealing with throughout my travels, but one that is markedly more pronounced here on the east coast. There simply aren’t that many tourists who have the perfect combination of sufficient wealth and excess adventurous spirit that it takes to travel to Greenland, and most of those who do, head to the more accessible and well-equipped towns on the west coast. Here in the east, things feel incredibly…local. It’s an atmosphere that simultaneously excites me and fills me with panic about how on earth I will secure enough interviews to make my research statistically valid.

I drop my bags off at the town’s only hotel and start preparing for the twenty minute walk into the settlement itself, where I’ve heard there is a museum – and perhaps the chance to bump into a tourist or two. However, as I begin to march determined out of the door, a member of the hotel staff blocks me. She tells me that there is a “piteraq” on its way, and although I have no idea what a piteraq is, her expression in itself is grave enough to stop me in my tracks and make me step back into the warmth for an explanation.

The Greenlandic word “piteraq” literally translates to “the thing that attacks you”, and refers to a cold and incredibly fierce wind that originates on the polar ice cap and sweeps down the east coast. With wind speeds that are usually comparable to a category 1 or 2 hurricane, these storms effectively cut off the island for days on end, as flying in or out, or sailing anywhere, is made impossible.

Overcome by renewed frustration about the feasibility of my research, I head upstairs to the hotel restaurant, where the first stages of the piteraq are already playing out on its huge, panoramic windows – spatters of tiny raindrops are gathering on the glass, accompanied in surround sound by the occasional distant roar of wind gusts picking up momentum. To my surprise, the restaurant is full. As I soon learn, these are tourists who were supposed to be passing through, but who have now become stranded due to the weather. Grabbing a plate at the buffet, I sit down with an Austrian family who invite me to play cards with them.

Over the next two days, I don’t go anywhere – and neither do the tourists. We are imprisoned by the storm, and for lack of anything better to do, my fellow inmates are happy to engage me. I move from table to table, drinking coffee after coffee, and then wine after wine, with all of the other characters who have found themselves at this point in the world at this point in time. I hear stories from the British man who accidentally left all of his luggage (including his phone and wallet) on the tarmac at Reykjavik airport, and, upon arrival in Greenland, knocked on the nearest front door, told the family who lived there his story, and was taken in by them for three days; the elderly Canadian woman who had been dreaming about visiting Greenland since she was 14, when she saw a picture of a Greenlandic Inuit woman who, to her, “exuded happiness”; the two skittish French ladies who mistook a sled dog for a polar bear and sent the whole town into emergency response mode for no reason.

The skies after a piteraq are some of the bluest and clearest skies you will ever see in Greenland – it’s like going to sleep in black and white and waking up in colour. Mother Nature’s twisted sense of humour, I conclude, as I finally head to the airport, with a folder full of interview notes, a deeper connection to my research environment, and a newfound appreciation for going with the flow.

About the Author

Elizabeth Cooper is a PhD Fellow at Copenhagen Business School, within the Department of Management, Society and Communication. Her research aims to link the fields of behavioural science and tourism, by experimenting with strategies to ‘nudge’ cruise tourists into behaving in more sustainable ways, specifically in the ports of Greenland.

Polarization and polarized opinions – that only happens to other people, right?

By Daniel Lundgaard

Recent developments in politics, especially during the American election, but also within the Danish system, has inspired a lot of talk about how social media is breeding polarization and radicalized opinions. However, from my experience, polarization is often seen as something that only happens to “those people” – often those of opposing views, and as a result, we often fail to recognize that we ourselves might fall victim to the issue of polarization.

So, with this blog I hope to encourage you to think about how this could be happening to you – and maybe also help you recognize it when it is happening for “those people”, because polarization is a growing problem in our society.

What is it?

Polarization – it refers to the division of people or opinions into opposing groups, and while it has been discussed since the 1800s, it has gotten much worse with the emergence of social media.

This is especially seen with regards to politics, in particular in countries with two-party systems, but research suggests that there is also significant levels of political polarization in countries with plurality electoral rule (Urman 2020). Importantly, polarization also extends beyond the political system, and it is a growing issue within society, and this is not just about Apple vs Android or Pc vs Mac, this is happening within both the climate change and the anti-vaccine debate, and it is sowing conflict and stopping us from collectively working to solve global challenges.

How does it emerge?

Often when I hear people talking about this topic, they talk about how certain groups of people (rarely themselves) manage to seclude themselves from opposing views. This is what is called selective exposure, and it refers to how certain people only pick news and information that align with their views.

This often leads to the growth of the so-called “echo chambers”, where the same opinions are echoed back to you again and again – eventually reinforcing current views and potentially leading to more radicalized opinions.

Of course, a lot of you are actively seeking out opposing opinions, and might therefore not see polarization as an issue for you. However, there are some problems with only seeing polarization as something that emerge when people seclude themselves from opposing views, in particular two things are in my opinion overlooked:

Exposure to opposing views has actually been found to increase polarization (Bail et al. 2018). This means that just because you might be aware of the trap of selective exposure, and actively seek out opposing opinions you might not avoid the issue of polarization.
Polarization is not just a product of the news sources you are exposed to – but just as much, a result of the people you surround yourself with. This tendency for us to surround ourselves with like-minded others is often referred to as homophily.

Homophily, is, from my experience, often overlooked in conversations about polarization, and that’s a mistake, because as humans we all tend to engage with and follow people that are interested in the same things. We watch YouTube videos about things that we are interested in, and we follow people on Twitter and Facebook that are similar to us – just take a look at who you follow on Twitter and I suspect that most are either from within your profession or share your world-views. Importantly, you also need to remember, that this behavior is further amplified by the social media platforms that are built to cultivate this, to consume as much of our time as possible and to ensure that we keep using the platform. So just by using these platforms, you might fall victim to increased polarization.

Why is it a problem?

Throughout history the idea of a “good” debate has always emphasized the importance of diversity – and not only that you are exposed to different views, but also that you listen to people with opposing views. However, when you mainly listen to opinions and information shared by linked-minded others, or information confirming your current views, we end up with the echo chambers, where you constantly are exposed to “echoes” of the same opinions. This is highly problematic, because not only does it stop people from developing their current views, it can also lead to more radicalized opinions.

One example from my own research is from my analysis of climate deniers that often discuss the issue of climate change within more polarized communities. However, while some of these are willing to engage in debates about the issue, others fall victim to the same stories being echoed over and over again. In one of the more extreme cases I have seen how a group of people are arguing that climate change is happening because of a giant red dragon flying around our solar system, hiding behind a second sun. And while I am skeptical about their “evidence”, which includes badly photo shopped images or optical illusions, I also see that others, because it is shared by like-minded others, accepts the “proof” and how it reinforces their belief in the narrative.

What’s next?

Naturally, I am not saying that any of you believe in a giant red dragon flying around our solar system causing climate change by spitting fireballs, but every time I have investigated an echo chamber, I see that they are certain that they are in the right, and that the other side is being brainwashed. Of course, the fact that a smaller group of people believe this theory might not be a problem in itself, but as we have seen time and time again, radicalized ideas seeps into the general debate, such as Mark Zuckerberg being a robot or in the Pizzagate-case that was covered previously on this blog. I just hope, that with this blog I have inspired you to be aware of the growing polarization in society, to think about how you might experience polarization in your everyday life, and reminded you that it is about more than excluding yourself from opposing views, because polarization and radicalization is a growing issue that goes well beyond politics.

About the Author

Daniel Lundgaard is a PhD Fellow at the Department of Management, Society and Communication at Copenhagen Business School. His research investigates how communication on social media (e.g. the use of emotions, certain forms of framing or linguistic features) shapes the ways we discuss and think about organizational and societal responsibilities.

Photo by Andrew Shiau on Unsplash

Category: Hello world

How do we find the green elephant in the classroom?

By Lavinia Cristina Iosif-Lazar, Jens Riemer and Caroline A. Pontoppidan

The EU Context: broadly speaking, all education needs to be green

The Danish Context: The Danish Ministry of Education and the Green Transition

The CBS Context: Green Themes in study programmes

How do Green Themes look like in a study programme at CBS?

The continuous loop: research, policy, strategy and the classroom

References

About the Authors

The fear of becoming the hotspot of infectious diseases: Who is concerned and why?

By Fumiko Kano Glückstad

Further reading

About the Author