Due to its growing practical relevance, sustainability entrepreneurship receives a high degree of academic attention. However, literature on how to educate sustainability entrepreneurs remains scarce. A promising didactical approach in this context is service learning. We ask if service learning is an effective way to educate sustainability entrepreneurs, and which framework conditions impact those educators. First, we draw on an established sustainable entrepreneurship capability framework and provide direct evidence from entrepreneurship educators about the effectiveness of service learning. Second, based on grounded theory, qualitative interviews with those educators reveal a framework composed of personal and institutional factors that they have to navigate when provide service learning. Our findings contribute to the interface of service learning and sustainability entrepreneurship by highlighting its effectiveness and the framework conditions for educators.

This paper provides a systematic and up-to-date review and classification of 87 studies on green last-mile business for sustainable management. In particular, the most important study areas and results are highlighted and an outlook on future research opportunities in the field of sustainable stock management is given. Sustainability in logistics depends on many factors, and elementary differences in the orientation of the logistics sector can bring further challenges. This is shown by the number of published papers. This paper examines the literature that does not focus on courier, express or parcel delivery (CEP). For this purpose, a systematic literature search was conducted on the topic of sustainability in the last-mile business. Publications for the period from 2014 to 2021 were identified as significant. It becomes clear that the logistics industry must further differentiate itself to be able to act in a future-oriented manner. The effects of the logistics industry and the technologies used in it have far-reaching consequences for social coexistence and should therefore be included. Challenges lie not only with logistics companies, but also with consumers and government authorities. In the paper it becomes clear that the logistics concept of the last mile is applied in all forms, but the research area of one-person delivery or two-person delivery is on a different level. Here, the concept of two-person delivery will be pursued further, as it functions similarly to a CEP service provider, but the framework conditions differ greatly. The two-person loading system makes it possible to transport large and bulky goods such as furniture without the risk of damage during delivery. Furthermore, the specifics of sustainable management of the last mile as well as the limits of the topic are discussed. This should stimulate future research.

Service learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.

(1) Background: Corporate social entrepreneurship (CSE) is a young phenomenon courting recognition that is attracting increasing attention in academia and corporate practice. Nevertheless, it has rarely found its way into the curricula of higher education institutions (HEI), which raises the question of the concept’s potential for further development in the realm of academic teaching; (2) Our study is based on a mostly qualitative research design consisting of expert interviews, focus groups, and a low-standardized survey; (3) Results: Corporate social entrepreneurship is seen as having strong potential to enrich education at institutions of higher learning, to establish new forms of teaching, and to bridge the gap between higher education and society; (4) Conclusions: Although our results indicate industry need and student demand for competent corporate social entrepreneurs, German HEIs have not yet integrated CSE-specific education into their curricula. However, the required competences are covered by CSE-related fields of study, which hampers the holistic education of CSE learners. A CSE curriculum needs to cover core CSE concepts as well as key competences, and the engagement of quadruple helix stakeholders requires an adjustable and transversal approach of curriculum development.

This conceptual paper proposes a posthumanist practice approach as an alternative onto-epistemological framework for economics education. It applies a critical literature review to examine the positivist and neoliberal foundations of mainstream economics education. We find that the prevailing economics education promotes a decontextualized and hyperrational perspective on economic phenomena and human behavior, which impedes sustainable development goals by pushing pressing socio-ecological challenges to the periphery. In response, we propose a posthumanist practice approach grounded in social practice theory, which aims to provide a more holistic, contextualized, nature-immanent, and materially mediated understanding of human behavior and economic realities. By emphasizing practical learning through knowledgeable doing, relational entanglement, and multisensory interactions, the posthumanist practice approach recognizes economic knowledge to be situated, pluralistic, and shaped by interdependent human/nonhuman relations. This opens up a more ethical and relational way of understanding, learning, and acting that helps to reconnect the social with the natural and to align economics education with the goals of sustainable development. In order to apply a posthumanist onto-epistemological foundation for economics education, we provide guidance by outlining appropriate pedagogical methods, such as diversifying learning environments, embracing community and nature engagement as well as service learning, and revising the role of educators.