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Purpose: The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach: The focus of this study is the experience of the authors in the development and implementation of education for sustainability within their business-related higher education programs. To address the inherent challenges of the task, they apply the principles of active learning, with substantial use of problem-based learning, in the classroom and engage in a process of staff development in their personal time. The method used is a simplified version of action research where the authors worked together over two years and then reflected on the experience through interviews and extensive discussions with each other, with their respective teaching teams, and with sustainability educators from outside of their programs. Findings: The findings suggest that active learning approaches move learners away from dependence on (possibly illegitimate and unprepared) educators and towards a personal responsibility approach. This also means accepting that learners are free to understand sustainability in a "global" sense or instead choose only its "business as usual" applications. Originality/value: The paper provides a useful insight into the practical value of active learning for educators grappling with the dilemma of delivering globally responsible business and/or management-related education programs. (Contains 1 table, 3 notes, 3 resources, and 6 online resources.)

Purpose: The purpose of this paper is to draw lessons for developing community-university partnerships from experiences in promoting coastal education for sustainable development (ESD). Design/methodology/approach: Qualitative data collected from two coastal community outreach projects were analyzed. Findings: The outreach projects improved the relationship between university and community members. It is important to conduct interviews at the early stages of the projects to understand the needs of the community and set project outcomes to meet community-defined priorities. The most effective means for promoting an ESD program based upon community-university partnerships is to reach out to and network with local individuals who have been active in community projects and embed the program concept into the activities of those individuals. Mediators who link the academic community with the local community are helpful in promoting the partnerships, and university students were found to be successful mediators. Originality/value: On the basis of the experiences gained from starting an ESD program in the community, this research provides some clues to initiate service learning or community-based research based upon community-university partnerships. (Contains 3 figures.)

Purpose: The purpose of this paper is to introduce the Regional Centre of Expertise (RCE) on education for sustainable development (ESD) Hyogo-Kobe, and the contribution of Kobe University as a model case. An attempt to develop and implement a new ESD programme in higher education is also reported. Design/methodology/approach: A brief description of RCE Hyogo-Kobe, which was approved in 2007, is followed by the description of the contribution of Kobe University to the RCE's starting phase to date and in the near future. The initiative of establishing the RCE as well as the design and implementation of the ESD programme developed through the collaboration of three faculties: the Faculty of Human Development, the Faculty of Letters, and the Faculty of Economics. The programme focuses on students carrying out participatory action research enabled by collaboration with regional stakeholders on ESD and SD. Findings: Interdisciplinary collaboration was found to be essential in creating an innovative education programme in higher education. Activities and projects on ESD that existed earlier played important roles in the initiative, in formation of the network, and in directing RCE activities. Originality/value: Information from the case study will be useful in the establishment and development of an RCE through the initiative of an institute of higher education.