Despite advances in business ethics teaching, mainstream management education still requires a paradigm shift if it is to place values and their ongoing enactment for social change at its core. In October in the USA, the Aspen Institute and the World Resources Institute jointly launched the latest review of postgraduate management education and its response to sustainability. The report cites that half of the 100 business schools surveyed across 20 countries require students to take more than one course with social and or environmental content. Judith Samuelson, executive director of Aspen Institute's Business and Society Progam, said:

"We've seen positive change this year and a lot of innovation taking place in selected schools. But the reality is too many MBA students still graduate without an understanding of social impact and management." 35

The complexity of ethical, social and environmental impacts is significant. Some have begun to explore this link between how we learn and the type of sustainable development that is created. Two books, launched in December by William Scott and Stephen Gough, explore the connections between sustainable development and learning. 36 Meanwhile Waikato Management School in New Zealand has recently (re)launched itself so that "At the heart of our business is transformation - we exist to inspire fresh understandings of sustainable business success in a connected world." 37 Meanwhile, at the School of Management at the University of Bath continues to pay attention to the way in which individuals can engage in social and environmental leadership when at work, through the structure and processes on the part time 'Masters In Responsibility and Business Practice.'

The challenges of changing how we educate managers and business people suggests that important attention needs to be placed upon the gaps between what managers say they value and what values they use to guide their actions - between their "espoused theories" and ethical values and the actual theories being used when they act, plan and formulate strategy. 38 How can managers be supported in this challenge? Part of this requires a shift in how we understand education, training and learning.

David Orr, Professor of Environmental Studies and Politics and Chair of the Environmental Studies Program at Oberlin College, has recognised that 'the crisis we face is first and foremost one of mind, perceptions, and values; hence, it is a challenge to those institutions presuming to shape minds, perceptions, and values. It is an educational challenge. More of the same kind of education can only make things worse.' 39

With many issues on the sustainable development agenda, such as HIV/AIDS and ecological disruption, the call to immediate action is considerable. Meanwhile, many of the ethical questions have a double edge character of clarity and haziness. An on-going challenge remains then in how to do bring the two together in practice. Our experience of teaching has informed us, that it is not enough to stand at the front and preach about the importance of doing these things. More often than not, managers seem to be aware of the collapsing fisheries or the impact of business practices upon health and labour standards. They also seem to be aware of a variety of both selfish and altruistic reasons to act upon these. As Orr suggests "our goal as educators is to present a sense of hopefulness to students, and the competence to act on that hope." 40 In a competition-oriented culture, it seems difficult to know how to enact a set of values in effective ways. For this, we need to create spaces in our busy work for moving variously between reflective observation and conceptualisation and active experimenting. We must recreate forms of education and learning that allow people to gently nurture the questions and dilemmas that they encounter in the midst of their working lives.