本論文從探討與永續(Sustainability) 相關議題的背景，進而研究近年來相關議題定義以及業界和學術界之間的發展。再一步探討永續教育在各學院中的連結及關聯性，並鎖定於美國二大認證機構下，AACSB(The Association to Advance Collegiate Schools of Business)以及ABET (Accreditation Board for Engineering and Technology)中，檢視商學院及工學院課程在永續議題上的發展。研究方式以收集各學院之2009年官方網站中公布的課程資訊為基礎，共計商學院460間，工學院382間，從其區域、排名、課程架構、關注的議題以及教學的方式加以比較分析。研究結果為(一)工學院在美國提供相關永續課程較為積極，尤其以西部地區差異最大。(二)兩種學院此網站內容方法之結果在整體學校提供相關課程中，皆比先前問卷方法呈現的結果較低。(三) 全球前100大排名之學校，在兩種學院皆提供比沒有排名校二倍以上的永續相關課程，但在必修課或大學部等課程規劃上，各學院各有不同的安排。(四)各學院依其學術背景，在永續發展上有不同關注的議題。(五)在教學方法中，兩種學院大多採用傳統教學方法居多。最後，建議業界可以參考本研究，而後能避免重覆，充份運用其相關永續經營的訓練。而學術機構可經由本研究結果作為參考，更加增進自己與他校之前在永續課程上的互動與改進。

Since the trend of uprising awareness of sustainability in which strives for the balance of environmental protection, economic growth as well as social concern is mentioned and further discussed in important events before and slowly put into enforcement, neither industry nor education can ignore from this trend. This paper will contribute to address the important issues:
1. Discussing the background of sustainability issues from the important historical events and scholars points of view.
2. Endeavoring in discovering the current efforts made of sustainability by industries and educational institutes
3. Understanding sustainability education status applied in business and engineering schools in two accredited systems AACSB (The Association to Advance Collegiate Schools of Business), and ABET(Accreditation Board for Engineering and Technology) in United States by analyzing the sustainability-related courses difference among academic backgrounds (accredited systems), regions, school ranking, undergraduate and graduate levels, topics as well as teaching methods.
4. Comparing the result of web-based survey between AACSB 460 accredited business school and ABET 382 engineering schools as well as to the similar sustainability-related course in previous studies based on questionnaire or web-based surveys.
The results are as follows:
1. ABET accredited engineering school shows much more aggressiveness on providing sustainability-related courses, especially in west region.
2. Our web content analysis in both AACSB and ABET have lower result than questionnaire survey studies before.
3. Top 100 ranked school in both colleges have more than twice related course; however, AACSB places related courses on graduate level with compulsory and ABET tends to put on undergraduate level with electives.
4. Regarding to the sustainability issues, AACSB focus moral thinking &culture diversity while ABET endeavors in management of natural resource
5. Both colleges adopt most of traditional teaching methods: 61 % of AACSB have case study and discussion and 80 % of ABET use textbooks and assignments
At the end, this study will apply the results to business practitioners, enables them have an understanding about their recruited professionals and students who have received which kinds of related subjects and issues taught in the school. For educators, the study provides them the comparisons in leading universities to examine their existing program for sustainability so as to enrich the cross-institutional academic exchanges.

Table of Content
Chapter 1 Introduction 1
1.1 Aim and Objective 2
Chapter 2 Literature Review 5
2.1 The Origin of Sustainability 5
2.1.1 The evolving balance of the triple bottom line (TBL) 6
2.2 Sustainability in Industries and Academics 7
2.3 Current Education Status of Sustainability 12
2.3.1 The multi-perspective issues concerned in sustainable education 12
2.3.2 The challenges for industries and educations 15
2.4 Education Accredited Systems 18
2.4.1 AACSB Accreditation 18
2.4.2 ABET Accreditation 18
2.4.3 The two U.S accreditations of AACSB and ABET in 2009 19
2.5 The Progressing studies and Approaches of Sustainable Education 20
2.5.1 Proposed teaching approaches for sustainability in latest 20 years 20
2.6 Recent Research Approach for Sustainable Education 23
2.6.1 The constraints of current study approaches 23
2.6.2 Web-based vs. questionnaires approach 25
Chapter 3 Methodology 27
3.1 Research Structure 27
3.2 Variables Selection 28
3.2.1 Accreditation systems 28
3.2.2 University ranking 30
3.2.3 Courses with levels and topics 30
3.3 Data Collection Process 34
3.3.1 Biases and Error avoidance 35
Chapter 4 Analysis and Results 37
4.1 Accredited Systems 37
4.1.1 Compulsory vs. elective course 38
4.1.2 Undergraduate vs. graduate level 39
4.2 Regions 41
4.4 Topics 45
4.5 Teaching Methods 47
Chapter 5 Conclusion 50
5.1 Implication 52
5.2 Limitations and Future Study 53
Reference 56

Tables

Table 1 Comparison between AACSB and ABET by Regions 29
Table 2 Sustainability Related Terms 32
Table 3 Sustainable Education Teaching Methods 33
Table 4 Classifications of Sustainability Related Courses 40
Table 5 Sustainability Related Courses Curriculum Arrangement 40
Table 6 Comparison Sustainability Curriculum by Region 42
Table 7 Sustainability Related Courses per School in Top 100 Ranked and Non Ranked 44
Table 7.1 Classification of Sustainability Related Courses in Top 100 Ranked Schools 44
Table 7.2 Classification of Sustainability Related Courses in Non Ranked Schools 45
Table 8 Top Five Sustainability Course Content 46

 
Charts and Diagrams

Chart 2.1 The Distribution of Sustainability Related Terms 33
Chart 4.1 Classifications of Sustainability Related Courses 40
Chart 8.1 Top Five Sustainability Course Content 46

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