This book examines the nature of the 'energy curriculum' in Arctic Higher Education and provides invaluable data and new models to assess levels of Sustainable Development Literacy. Drawing on course mapping conducted in Higher Education institutions across the Arctic, Arruda looks at the nature, structure, and design of the Arctic Higher Education curriculum in order to assess levels of Sustainable Development Literacy and considers the extent to which Arctic Higher Education courses align to UNESCO Education for Sustainable Development (ESD). Using data from four key case studies in Norway, Canada, and the US, and applying a framework drawn from different knowledge systems (Traditional Knowledge and Western educational system), she analyses the different educational approaches and pedagogies used and specifically considers how Higher Education in this region can contribute to the accomplishment of Sustainable Development and the Sustainable Development Goals. The book concludes by proposing new models to assess Higher Education adherence to ESD and outlines how a culturally inclusive curriculum can invite different groups of people to engage in a meaningful Sustainable Development debate, learning experience, and knowledge application. This innovative volume will be of great interest to multicultural students, scholars, and educators of Sustainable Development, climate change, energy, Arctic studies, and global Higher Education across the Arctic and non-Arctic nations.

Corporate Social Responsibility in the Arctic considers the new trends and frontiers of Corporate Social Responsibility (CSR) studies that are shaping the future of global business strategy and ethics. This book systematically approaches the CSR framework of internal and external factors and their impact on the social responsibility of businesses within the sensitive environment of the Arctic. It presents traditional and contemporary models of CSR through case studies of the eight Arctic nations and explores the debates concerning social responsibility and ethical dilemmas related to social and environmental aspects of business operations, society, and ecosystems. Arruda and Johannsdottir also review approaches for engaging stakeholders in social responsibility, socio-environmental standards, and sustainability, according to frameworks like the UN Sustainable Development Goals, the UN Global Compact, the OECD Guidelines for Multinational Enterprises and the Global Reporting Initiative, but also according to the new CSR strategy in the Arctic based on circular economy, blue economy, smart specialization, knowledge-intensive entrepreneurship, and new parameters of education. Overall, this book examines the ways in which the changing climate and rich natural resources of the Arctic provide unique opportunities and challenges for businesses and societies. This book will be of great interest to students and scholars of CSR, sustainable business, and business ethics.

This book examines the nature of the 'energy curriculum' in Arctic Higher Education and provides invaluable data and new models to assess levels of Sustainable Development Literacy. Drawing on course mapping conducted in Higher Education institutions across the Arctic, Arruda looks at the nature, structure, and design of the Arctic Higher Education curriculum in order to assess levels of Sustainable Development Literacy and considers the extent to which Arctic Higher Education courses align to UNESCO Education for Sustainable Development (ESD). Using data from four key case studies in Norway, Canada, and the US, and applying a framework drawn from different knowledge systems (Traditional Knowledge and Western educational system), she analyses the different educational approaches and pedagogies used and specifically considers how Higher Education in this region can contribute to the accomplishment of Sustainable Development and the Sustainable Development Goals. The book concludes by proposing new models to assess Higher Education adherence to ESD and outlines how a culturally inclusive curriculum can invite different groups of people to engage in a meaningful Sustainable Development debate, learning experience, and knowledge application. This innovative volume will be of great interest to multicultural students, scholars, and educators of Sustainable Development, climate change, energy, Arctic studies, and global Higher Education across the Arctic and non-Arctic nations.