Crisis of imagination: Integrating degrowth pedagogy for sustainability innovation in business schools

Abstract

As human activity increasingly exceeds planetary boundaries, business schools must rethink growth-dependent education. Drawing on survey findings from MBA students at a triple-accredited Australian business school, we assess current business school students' perceptions to argue that degrowth pedagogy should be integrated into business schools, which remain largely committed to pedagogical approaches that reinforce capitalism’s dominance and limit students' imagination of alternatives. Educated to prioritise economic growth, profit maximisation, and competition, students often struggle to envision alternative strategies that prioritise sustainability beyond growth. While students grapple with capitalism’s contradictions and environmental and social concerns, they overwhelmingly perceive free-market capitalism as fixed and struggle to conceive of life beyond it. Despite these challenges, this study reveals an openness to critically engaging with alternative models, including those proposed by degrowth. This presents an opportunity for business schools to integrate degrowth pedagogy, challenge the dominance of free-market capitalism, expand students’ perspectives, and cultivate future leaders capable of designing and leading businesses that operate within planetary boundaries.