Emotions and sustainability: A literary genre-based framework for environmental sustainability management education

Abstract

We build theory for a more effective use of the case method in environmental sustainability management education. Using grounded theory, we analyze a set of 75 teaching cases on environmental sustainability to propose a classification framework based on literary genres. This theoretical framework will help instructors select teaching cases that promote a more holistic learning experience: One that allows students to undergo both the cognitive and emotional learning needed to manage businesses sustainably. The framework can also be utilized to gain insights for course designs that more effectively promote student engagement in environmental sustainability management classes.