The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students.,The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017.,In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products).,The literature review may have excluded important and relevant work from the sample.,This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability.,Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems.,This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.

中文翻译：

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管理教育的可持续性：Biggs的3P模型应用

本文旨在评估影响管理教育（SiME）教与学可持续性的主要因素，SiME被定义为满足当代和后代学生需求的知识体系。 Biggs的Presage-Process-Product（3P）学习模型可以指导和分类来自SiME文献综述的发现。这项研究概述了2002年至2017年之间发表的期刊文章。，在SiME的背景下，Biggs的3P模型显示了教学环境和学生的背景（压力因素）如何影响学生的学习方法，范围从表面到表面深度学习（过程）并导致各种学习成果（产品）。文献综述可能已从样本中排除了重要且相关的工作。