信州ブックレットシリーズ６電子書籍版

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replacing competition with cooperation, sympathy for other people, ‘mottainai’ thinking and a preference for the ‘slow life’. Post-course surveys showed that a majority of students said that they were more motivated to contribute to a sustainable future and that they felt that their skills to do so had been strengthened; we conclude that this course did meet its objectives.Now I turn to the second course- the business and sustainability course (Norton, 2010b; Norton 2012). This was designed to enable graduates to:・Evaluate the strengths and weaknesses of an organisation’s performance regarding sustainability.・Appreciate various case studies of successful sustainable businesses and strategies.・Visualise future sustainable societies and businesses as innovation targets for more sustainable goods and services.・Develop ideas and strategies for sustainable organisation, goods or services.While I developed this course for learners at Shinshu University who were mostly already employed in companies and thus in a position to apply new insights, skills and motivation within their companies, students at TU were still in their research laboratories. However, many may expect to join companies or other organisations after graduation where their environmental leadership skills may be capable of being applied.　We could thus use a similar course 58

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