Germ-line or somatic inactivation of BRCA1 is a defining feature for a portion of human breast cancers. Here we evaluated the anti-proliferative activity of 198 FDA-approved and experimental drugs against four BRCA1-mutant (HCC1937, MDA-MB-436, SUM1315MO2 and SUM149PT) and four BRCA1-wild-type (MDA-MB-231, SUM229PE, MCF10A and MCF7) breast cancer cell lines. We found that all BRCA1-mutant cell lines were insensitive to inhibitors of mitogen-activated protein kinase kinase 1 and 2 (MEK1/2) Selumetinib and Pimasertib in contrast to BRCA1-wildtype control cell lines. However, unexpectedly, only two BRCA1-mutant cell lines, HCC1937 and MDA-MB-436, were hypersensitive to a nucleotide analogue 6-thioguanine (6-TG). SUM149PT cells readily formed radiation-induced RAD51-positive nuclear foci indicating a functional homologous recombination, which may explain their resistance to 6-TG. However, the reason underlying 6-TG resistance of SUM1315MO2 cells remains unclear. Our data reveal a remarkable heterogeneity among BRCA1-mutant cell lines and provide a reference for future studies.

This study explores how higher education institutions (HEIs) can foster the relevance of education for sustainable development (ESD) and strategic human resource development for a holistic sustainability transformation. Sharing a case example, it discusses how sustainable and responsible research, development and innovation (RDI) competences can be recognised, described and acknowledged to support the contextualised application of ESD and human resource development in one HEI of the INVEST university alliance and its stakeholders. It compares education professionals’ and stakeholders’ views on current and future competence needs and investigates inter-organisational competence development practices. The methodology encompasses a qualitative and interpretive case study based on focus group interviews. The results on the current sustainable competences indicated that HEI and stakeholder respondents identified disciplinary competences as the most important competence cluster followed by systems-thinking, strategies-thinking and integration competences. Although HEIs and stakeholders jointly regard disciplinary competences as most critical for the future, they have considerably different perspectives on the megatrends influencing these needs and the overall spectrum of the required competences. This study provides methodological means for contextualising sustainability competences and enhancing stakeholder-informed competence development. The results may serve as a point of reference for aligning higher education curricula and human resource development with ESD for more sustainable higher education.