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Learning and Change for Sustainability Reconsidered: A Role for Boundary Objects

SUZANNE BENN and ANDREW MARTIN
Academy of Management Learning & Education
Vol. 9, No. 3, SUSTAINABILITY IN MANAGEMENT EDUCATION (September 2010), pp. 397-412
Published by: Academy of Management
Stable URL: http://www.jstor.org/stable/25782026
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Learning and Change for Sustainability Reconsidered: A Role for Boundary Objects
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Abstract

We explore the organizational learning and change mechanisms that can assist holistic understandings of sustainability knowledge and practice to be shared across the university and other sectors of society. Our qualitative study describes the experience of a Chinese university in employing structural and visionary boundary objects that produced profound sustainability-related innovations. We argue that experience provides a pointed lesson in how universities and their business schools may engage with wider society in order to further share understandings of sustainability.

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