CoLLABORATOR resources

This page is designed to showcase and share community resources related to 'employability for sustainability' as part of the process of co-creation. Please email us with any resources you would like us to share.  

This chapter sets out a pilot study of this masterclass. 

This chapter concerns the nexus between the disciplinary areas of education for sustainable development (ESD) and employability. Sustainability is conceptualized in the United Nations sustainable development goals (SDGs) and focuses on people, the planet, and prosperity. Despite advancing pedagogic practices for sustainability-related education, the premise here is that the talent pipeline becomes enhanced if formal curriculum sustainability content is explicitly connected to graduate career outcomes. This implies that career-based learning requires integration with sustainability-related learning. A case study is presented of a masterclass in a UK university business school, which showcases how students learning about sustainability-related careers can benefit individual, organizational, and broader societal development. Application of Kumar's SOAR employability framework (self-awareness, opportunity, aspirations, and results) to the SDGs generates insights and discussion on the pedagogic practices that can be adopted to bridge any sustainability-employability gap. 


ESD guide - Cripps Oxford Brookes_1710240337.pdf

This guide illustrates the foundational design of the masterclass, that underpinned its second iteration. 

Book chapter by Richard Howarth at Nottingham Trent University. 


This chapter explores why being literate in sustainability and climate change is imperative for all business students and demonstrates how this links to students’ employability. It examines the demand for such a focus from students, businesses, and employers. The focus is not just on ‘green jobs’, however, but on any job in the future.

Following a review and comparison of sustainability and mainstream competences (based on the work of the European Union, UNESCO, the WEF, AdvanceHE, and the UK’s QAA), an integrated framework is developed. Research from the Inner Development Goals initiative is also highlighted.

Finally, a new Sustainability Competency Matrix is presented, which allows students to create a ‘personal gap analysis’, to identify areas for development. An initiative to encourage involvement in extra-curricular sustainability-related activities is also showcased.