Signatory Spotlight: Edwards School of Business, University of Saskatchewan, Canada

At the Edwards School of Business (Edwards), University of Saskatchewan (USask), sustainability is more than an aspiration - it is a shared commitment that shapes how the school teaches, researches, and engages with the world. As a proud Principles for Responsible Management Education (PRME) Signatory institution, Edwards plays a leading role in advancing USask’s sustainability mission by integrating the United Nations Sustainable Development Goals (SDGs) into its curriculum, partnerships, and strategic priorities.

The mission of the Edwards School is to enable learners to become socially conscious professionals through transformative educational experiences and to create knowledge that positively impacts businesses and communities in Saskatchewan and beyond. Through ongoing curriculum renewal, Edwards ensures that sustainability, ethics, Indigenous worldviews, and social responsibility are woven into the learning experience of every business student. These efforts are not confined to individual courses but are part of a broader, school-wide commitment to embedding sustainability competencies across all strategic areas, including teaching, learning, and research.

A key driver of this work is the USask Sustainability Faculty Fellowship program, a campus-wide initiative launched in 2022 to integrate sustainability into teaching, research, and community engagement. Edwards has been uniquely engaged in this initiative, with three of its faculty members - Dr. Brooke Klassen (2022–2024), Dr. Norman Sheehan (2024–2026), and Dr. Joelena Leader (2025–2027) - serving as Sustainability Faculty Fellows. Together, they exemplify how business education can prepare graduates to lead responsibly and respond to complex global challenges.

Brooke Klassen, an Associate Professor in the Department of Management and Marketing, embedded the SDGs throughout her courses by aligning learning outcomes, activities, and assessments with sustainability competencies. Her approach to teaching emphasizes mindful consumption, responsible production, and the use of models, such as UNESCO’s Reflect–Share–Act, to inspire critical thinking and meaningful action.

Dr. Norman Sheehan, a Professor in the Department of Accounting, extends this work through a strategic and accounting lens, integrating sustainability disclosure standards and environmental, social, and governance (ESG) frameworks into his courses. His teaching connects performance measurement and governance to issues such as climate risk, gender equality, and reconciliation, demonstrating that sustainability is fundamental to good business strategy.

“In a time when sustainability conversations can feel polarized,” Sheehan explains, “I developed an interactive, in-class classroom activity to help students move beyond an us-versus-them mindset to learn about sustainability and responsible leadership. By focusing on ensuring others feel heard, students develop more nuanced and open perspectives on complex SDG-related issues.”

Dr. Joelena Leader, an Assistant Professor in the Department of Management and Marketing, in turn, advances sustainability through inclusive, reflexive, and community-engaged learning. By emphasizing diverse epistemologies - including Indigenous and community-based approaches - she helps students consider the ethical and ecological implications of their research.

The work being done at the Edwards School of Business reflects a long-term commitment to embedding sustainability into business education in meaningful and lasting ways. Edwards is the only unit at USask to have had three faculty members serve as Sustainability Faculty Fellows since the program began, demonstrating a deep and sustained engagement with the university’s sustainability goals.

By engaging multiple faculty members as Sustainability Fellows and integrating the SDGs throughout teaching, research, and community engagement, Edwards has demonstrated that responsible management education thrives when it becomes a shared institutional commitment rather than an isolated initiative. This collaborative approach is equipping students to lead with integrity and contribute to a more sustainable and equitable future.