The CCLF 2023, organised by ESCA Ecole de Management as part of the BS4CL Africa, emphasised the pivotal role of African business schools in addressing climate challenges. The first edition served as a platform for stakeholders to engage in meaningful discussions, present interdisciplinary research, and develop sustainable solutions. Despite Africa’s minimal contribution to global greenhouse gas emissions, the continent faces severe climate impacts. By fostering collaboration among six leading African business schools, BS4CL aims to integrate sustainability into management education, preparing future leaders to drive sustainable development. The upcoming CCLF in October 2024 aims to further these efforts.

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The Casablanca Climate Leadership Forum (CCLF) 2023, a pivotal event in the arena of global climate dialogue, was orchestrated by ESCA Ecole de Management as part of the Business Schools for Climate Leadership (BS4CL) Africa. This consortium unites six leading African business schools in a shared mission to address climate challenges through education and management sciences in Africa. The 2023 edition, themed ‘Leading the Way to Addressing Climate Change in Africa: The Role of Business Schools and Management Sciences’, stood as a critical platform for diverse stakeholders to engage in meaningful discussions and develop sustainable solutions. Set against the backdrop of increasing environmental challenges, the CCLF emphasises the vital role of academia and business schools in shaping sustainable strategies and empowering leaders and innovators to navigate complex climate issues. Building on this momentum, the forthcoming edition of CCLF, scheduled for October 24th and 25th, 2024, promises to further this mission, reinforcing the forum’s commitment to driving meaningful climate action across Africa.

The role of BS4CL Africa: forging resilience and leadership

Although contributing a relatively small portion to global greenhouse gas emissions, Africa faces severe climate challenges and is particularly vulnerable to climate change. The continent has warmed more than the global average, with rising sea levels and the increased frequency of extreme weather events. Cyclones have become a pressing concern on the east coast, with Cyclone Freddy in 2023 causing a death toll surpassing 500. The Horn of Africa is grappling with historic famines, as prolonged droughts jeopardise millions of lives. In West Africa, deadly rainfall events in 2022 became 80 times more likely due to climate change. North Africa confronts water scarcity issues, with climate change threatening ancient oases in Morocco and the Nile water supply in Egypt.

The role of Business Schools for Climate Leadership Africa is pivotal in addressing Africa’s climate challenges through education and management innovation. This collaborative initiative comprises six notable African business schools: the American University in Cairo, Egypt; ESCA Ecole de Management, Morocco; the Gordon Institute of Business Science and Stellenbosch Business School in South Africa; Lagos Business School, Nigeria; and the Strathmore University School of Business, Kenya. Formed to embed climate action within management education, BS4CL Africa mirrors the ambitions of the UN Climate Conferences COP27 and COP28. Launched at the COP27 Deans’ Roundtable, this alliance emphasises sustainable business practices and, by leveraging their collective expertise and influence, plays a critical role in shaping business education that is responsive to Africa’s unique environmental challenges, ensuring future leaders are equipped with the skills and knowledge to foster sustainable development and climate resilience.

The CCLF 2023: bridging knowledge and action

The CCLF 2023 was designed as an interdisciplinary event over two days. The aim of the forum was to address the impacts of the global climate crisis on African economies and societies, focusing on the role of management sciences and business schools in this context. The Forum’s first day is dedicated to research, inviting contributions across various management fields, including strategy, finance, human resources, marketing, and supply chains. In the 2023 edition, these sessions explored topics like strategic leadership in climate action, sustainable finance, green work-climate perceptions, and sustainable consumption, providing an opportunity for participants to present their research to a diversified audience.

On the Forum’s second day, the focus shifts to stakeholder discussions, creating an interactive platform for a diverse group of participants. This includes researchers, academic leaders, corporate executives, and policymakers. These stakeholders engage in in-depth dialogues to develop innovative approaches and actionable strategies to address climate change in Africa. Their discussions are guided by the insights and findings from the first day’s research presentations, aiming to translate academic knowledge into practical solutions and policies. This collaborative environment fosters a holistic understanding of climate challenges and solutions, emphasising the role of different sectors in driving meaningful climate action.

Casablanca to Africa: resolutions for shaping a sustainable path

The Casablanca Call for Climate Leadership, emanating from the 2023 forum, represents a comprehensive roadmap for tackling climate challenges in Africa through a multifaceted approach. Central to this roadmap is a significant alteration in business education, focusing heavily on the incorporation of sustainability into business school programmes to equip future business leaders with the necessary skills to guide industries toward a path of sustainable development. In today’s business environment, where environmental, social, and governance (ESG) concerns are paramount, the responsibility of business schools to mould leaders aligned with these values is more crucial than ever. This transformation in education transcends the mere addition of new courses; it represents a profound modification in educational philosophy and methodology, striving to nurture innovators who are cognisant of risks and committed to positively impacting society and the environment.

In line with this educational transformation, the Call underscores the importance of collaborative research and development between various stakeholders, including multilateral organisations and academic and financial institutions. These collaborations are crucial for financing impactful research projects on climate action strategies, ranging from green infrastructure and urban planning to sustainable supply chains, including climate finance, innovation, and community empowerment. Such collaborative research initiatives have the potential to develop practical and innovative solutions to climate-related challenges and align with the need for business schools to transition from being the best in the world to being the best for the world.

Moreover, the Call highlights the significant role of business schools in preparing a skilled workforce for future green jobs and in exploring new frontiers like green hydrogen and the utilisation of natural ecosystems. This involves an integrative, systems-based approach to teaching, where sustainability is not seen as a peripheral subject but as a core component of the business curriculum. The need for business schools to enable leaders to develop self-awareness and practical wisdomÑor phronesisÑto deal strategically with social problems, including sustainability, is emphasised. This transformative approach is crucial for enabling executives to recognise, review, and modify their assumptions, influencing their ability to make sustainable choices and actions. And for business schools to shift their teaching towards an approach that encourages students to see sustainability as an ongoing search for creative solutions integral to their careers and organisations.

Business education: embracing the need for a paradigm shift

The Casablanca Climate Leadership Forum’s resolutions for business education highlight the need for a significant paradigm shift in how business schools approach global sustainability challenges. This shift is not merely about integrating sustainability into the curriculum; it requires a profound redefinition of the core values and strategies guiding future business leaders (Rayment and Smith, 2013; André, 2020). Such a transformation is essential to steer businesses toward sustainable development and ethical leadership. Moreover, the necessity for practical reforms in business education is evident, as it is crucial to foster moral and cognitive maturity among students, preparing them to be catalysts for ethical and sustainable practices (Akrivou and Bradbury-Huang, 2015). These approaches align with the Forum’s emphasis on educational transformation and highlight the role of business schools in embedding sustainability into their education models.

In enhancing sustainability in management education, the concept of business schools as living labs offers an innovative and hands-on approach (Sroufe, 2020). This methodology bridges the gap between theoretical knowledge and practical application, fostering a comprehensive understanding of sustainability in business contexts. This is vital for developing leaders capable of making effective decisions, particularly in addressing Africa’s unique environmental and social challenges. Further, the application of evidence-based approaches in leadership development aligns with the necessity for business schools to closely align their programmes with scientific recommendations and to engage in rigorous programme evaluation (Leroy et al., 2022). The role of stakeholders in managing environmental quality within educational institutions also emphasises the importance of stakeholder engagement in creating a sustainable educational environment (Ndou, Aigbavboa and Thwala, 2021). These insights underscore the Forum’s call for multilateral collaboration and stakeholder engagement in fostering a sustainable and resilient future, particularly in the African context.

Shaping African students’ leadership: the Casablanca call

In summarising the essence of the Casablanca Call for Climate Leadership, it is evident that this initiative marks a significant stride toward sustainable and ethical business practices. The Call serves as a vital impetus for business schools worldwide, particularly in Africa, urging them to re-envision their educational paradigms in response to the urgent global sustainability challenges. It emphasises the necessity for these institutions to evolve beyond their traditional educational frameworks, advocating for a comprehensive integration of sustainability and ethical considerations into the heart of business education. This transformation is not merely a reactive measure to the complexities of global challenges but a proactive stride towards equipping future leaders with the essential competencies, insights, and ethical foundations to effectively address and navigate these issues.

Looking to the Future

The role of business education, as championed by the Casablanca Call, is pivotal in leading the charge toward climate leadership and sustainable development. Business schools, including those under the umbrella of BS4CL Africa, are transitioning from traditional centres of learning to being active agents of change, driving the integration of sustainable practices not only within the business sector but also across broader societal realms. As we move forward, the expectation for business schools extends beyond educating about sustainability; they are to exemplify these principles in their operations, research, and community engagements. The Casablanca Call is more than a directive for the present; it serves as a foundation for a sustained, global commitment to fostering sustainability and ethical leadership in business education. This commitment is crucial in shaping a more resilient, equitable, and sustainable future, with business schools at the helm of this transformative journey.

Building on the success of the 2023 forum, the second edition of the CCLF, themed ‘Global Challenges, Local Solutions: Crafting Tailored Climate Strategies for Emerging Africa and Beyond’, is scheduled to take place from the 23rd to the 25th of October, 2024. This upcoming event promises to continue the mission of driving meaningful climate action across Africa, bringing together diverse stakeholders to develop innovative and sustainable solutions.

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References

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André, R. (2020). Teaching climate leadership: promoting integrative learning in courses on strong sustainability. Journal of management education, 44(6), 766-793.

Chaker, F. (2023). The Casablanca Call for Climate Leadership. Casablanca Climate Leadership Forum 2023.

Financial Times. (2021). Embedding Sustainability Into Business Education. AACSB. https://www.aacsb.edu/insights/articles/2021/02/ embedding-sustainability-into-business-education

Foley, E. (2022). Sustainability Across the Curriculum. AACSB. https:// www.aacsb.edu/insights/articles/2022/03/sustainability-across-the-curriculum

Leroy, H. L., M. Anisman-Razin, B.J. Avolio, H. Bresman, J. Stuart Bunderson, E.R. Burris and P. Vongswasdi (2022). Walking our evidence-based talk: The case of leadership development in business schools. Journal of Leadership & Organizational Studies, 29(1), 5-32.

Ndou, M., C. Aigbavboa and W.D. Thwala (2021). Exploring stakeholder roles in the management of indoor environmental quality of higher education institutes in South Africa. Management of Environmental Quality: An International Journal, 32(6), 1367-1382.

Rayment, J. and J. Smith (2013). The current and future role of business schools. Education+ Training, 55(4/5), 478-494.

Sewchurran, K. (2022). Sustainability Is Essential in Business Education. AACSB. https://www.aacsb.edu/insights/articles/2022/05/ sustainability-is-essential-in-business-education

Sroufe, R. (2020). Business schools as living labs: Advancing sustainability in management education. Journal of Management Education, 44(6), 726-765.