Bringing environmental sustainability and the circular economy into entrepreneurship education with stakeholders: four case methods from hackathons to role-model cases
By Leena Aarikka-Stenroos, Anil Engez, Linnea Harala, Kaisa Henttonen, Hanna Lehtimäki, and Sara Malve-Ahlroth
This book chapter explores how entrepreneurship education can respond to the global sustainability transition by integrating environmental concerns such as climate change, resource conservation, and circular economy principles. It draws on experiences from Finnish universities to examine four case methods—ranging from hackathons and guest lectures to collaborative business problem-solving—that foster both entrepreneurial and sustainability competencies. The chapter also highlights the importance of engaging societal stakeholders in education and emphasizes varied pedagogical approaches to prepare future entrepreneurs for building environmentally responsible businesses.
About the Article
This article is based on Chapter 4, titled “Bringing environmental sustainability and the circular economy into entrepreneurship education with stakeholders: four case methods from hackathons to role-model cases” from the book Reframing the Case Method in Entrepreneurship Education, edited by Karin Wigger, Lise Aaboen, Dag Haneberg, Siri Jakobsen, and Thomas Lauvås.
This chapter explores how entrepreneurship education can respond to the global sustainability transition by integrating environmental concerns such as climate change, resource conservation, and circular economy principles. It presents educational experiences from three Finnish institutions—Tampere University, the University of Eastern Finland, and Turku University of Applied Sciences—where four distinct case methods are used to teach students how to build economically viable yet environmentally responsible businesses. These methods range from short-term activities like hackathons and guest lectures to long-term collaborative case-solving. The chapter also emphasizes the importance of engaging entrepreneurs and societal stakeholders in the learning process.
Educators can use this chapter as a resource to foster entrepreneurial mindsets while equipping students with the skills needed to navigate sustainability challenges in business.
Background: Implementing the case method in teaching and entrepreneurship education, particularly in teaching environmental sustainability
Case-based teaching methods, rooted in problem-based learning, offer a powerful approach for helping students navigate complex professional challenges by analyzing actions, outcomes, and diverse perspectives. In entrepreneurship education, these methods remain underutilized despite their potential to enhance authenticity and bridge theory with practice—especially when real-life entrepreneurs share their experiences as role models. The chapter also connects case-based learning to sustainability and circular economy education, noting both successful applications and the challenges of implementing CE principles in real business contexts. It argues that authentic cases from stakeholder companies provide valuable opportunities for students to experiment with sustainable business practices and develop the skills needed to balance profitability with environmental responsibility.
Pedagogical development: Towards new competences and orientations via integrating environmental sustainability and entrepreneurship education
Entrepreneurship education is evolving to meet the demands of environmental sustainability, and this chapter highlights how diverse case methods can support that integration. Moving beyond traditional case formats, the authors include open-ended, real-life narratives that immerse students in complex business environments involving multiple actors and decisions. Four distinct case approaches are presented: real-life business problem-solving cases, entrepreneur and start-up narratives that offer role models, short-term hackathons focused on tech-business challenges, and live cases from EMBA programmes where professionals redesign their businesses for sustainability. Each method supports different learning goals and requires tailored pedagogical strategies, offering students practical ways to explore sustainable entrepreneurship.
As sustainability reshapes business models, value creation, and market dynamics, students must acquire new competencies to address emerging challenges and opportunities. The chapter emphasizes the importance of understanding sustainable business models, stakeholder collaboration, and the rise of ecopreneurship—where environmental and social values are central to entrepreneurial success. It also explores how social institutions influence market expectations and how start-ups can contribute to mature businesses through innovative materials and technologies. To prepare students for this rapidly changing landscape, case-based methods offer a valuable platform for experimenting with sustainable business ideas and developing the skills needed to lead in the sustainability transition.
Approaches: Four different case methods allowing the integration of entrepreneurship and business and environmental sustainability education
The four selected case methods—real-life business development cases, role-model cases, hackathons, and embedded cases—are presented as approaches to teaching entrepreneurship and sustainability simultaneously.
Method 1: Solving Real-Life Business Challenge Cases by Sustainable Start-Ups and Companies
This case presents a hands-on educational experience from the course Turning CE Technologies into Business, where over 100 domestic and international engineering students work in cross-disciplinary teams to solve real-life business challenges posed by sustainable companies. The participating companies operate in diverse sectors, including textile fiber innovation from recycled materials, reuse of surplus construction supplies, and underground energy storage solutions. Each company presents a unique commercialization or business model challenge, such as identifying new markets, conducting competitor analysis, or refining strategic approaches. Students self-organize into teams, select their preferred company case, and engage in a structured, multi-phase process that includes a case launch session, case clinics, group presentations, and final solution delivery. Throughout the course, students receive guidance from company representatives and course staff, who provide feedback and assess the final proposals.
Prior to the casework, students build foundational knowledge through lectures and readings on circular economy principles, commercialization strategies, and business model development. They also learn to apply practical tools such as canvases and analytical frameworks. The case process emphasizes iterative development, with students refining their ideas based on feedback and ultimately delivering a comprehensive report or action plan tailored to the company’s needs. The course is designed to simulate real-world business development, fostering collaboration between academia and industry. It enables students to apply theoretical knowledge in practice, develop entrepreneurial competencies, and gain insight into the challenges of building profitable businesses within the circular economy. By working directly with stakeholder companies—from pre-startups to established firms—students experience the complexity of sustainable innovation and learn how to navigate the evolving landscape of environmentally responsible entrepreneurship.
Method 2: Role-Model Cases via Involving Successful Sustainable
Start-Ups and Entrepreneurs
This case highlights a pedagogical approach used in a conventional entrepreneurship course titled Growth Entrepreneurship, where sustainable entrepreneurs were invited as guest lecturers to share personal narratives of their ecopreneurial journeys. These real-life stories offered students insight into the motivations, values, and career paths behind sustainable business creation, illustrating how profitability and environmental responsibility can coexist. Prior to the lectures, students researched the companies and their business models and submitted focused questions, allowing for tailored responses and meaningful dialogue during the sessions. The entrepreneurs’ presentations were not only informative but also inspirational, positioning them as role models who demonstrated how personal values can drive impactful business innovation. One notable example was the CEO of Norsepower, who shared his mission to reduce fuel consumption in maritime transport through wind propulsion technology, inspiring students to align their own career goals with sustainability.
To deepen learning, students wrote reflective diaries analyzing the entrepreneurs’ personal and organizational growth trajectories. In addition to teacher-selected cases, students also chose their own sustainable companies, pitched their business models to peers, and collaboratively developed growth strategies. This student-led component encouraged ownership of learning and allowed for exploration of diverse sustainability-driven business models. Through these activities, students gained a nuanced understanding of the challenges and opportunities in sustainable entrepreneurship, including the importance of personal motivation, strategic thinking, and innovation. The method fostered active engagement, critical reflection, and a deeper appreciation of the entrepreneurial mindset required to build and grow sustainable ventures.
Method 3: The Hackathon Method Allowing Students to Solve Sustainability Challenges by Companies
This case focuses on sustainability-themed hackathons as an intensive and dynamic method for engaging students in real-world problem-solving. Hackathons—short for “hack” and “marathon”—are fast-paced events where small, multidisciplinary teams collaborate to develop creative solutions to challenges posed by external stakeholders, such as companies or public organizations. Traditionally associated with tech and software development, hackathons have evolved into versatile formats applicable to a wide range of topics, including business and social innovation. In this example, the hackathon centered on circular economy and sustainability issues, requiring students to work under pressure, compete, and present their ideas within a 24-hour timeframe. The format fosters creativity, teamwork, and rapid ideation, while also offering networking opportunities and long-term connections among participants.
From the students’ perspective, these events enhance motivation and engagement with sustainability topics, particularly for those experiencing climate anxiety, by providing a sense of agency and empowerment. Teams present their final solutions to stakeholders, developing their pitching and communication skills in the process. Each team is supported by a student tutor and guided by a business coach who facilitates sessions on ideation, prototyping, and presentation. A jury of company representatives and experts evaluates the solutions based on feasibility and sustainability, awarding a prize to the winning team. For stakeholders, hackathons require significant involvement in preparing challenges and mentoring students, but they also offer fresh, innovative ideas and renewed motivation to pursue sustainable goals. For educators, organizing hackathons demands substantial coordination and collaboration with external partners, but the method proves highly effective in cultivating entrepreneurial thinking and sustainability-oriented problem-solving skills. This case demonstrates how hackathons can serve as a powerful pedagogical tool in entrepreneurship education, blending intensity, creativity, and real-world impact.
Method 4: EMBA Embedded Case and Adult Education through
Experimental Learning
This case centers on continuing education within an Executive MBA (EMBA) program, where experienced professionals engage with sustainability and circular economy (CE) challenges through case-based learning grounded in their own organizational contexts. Students analyzed real-world cases drawn from their workplaces, covering CE processes such as designing for durability, reuse, remanufacturing, and recycling. These cases enabled participants to explore how CE principles are applied across industries and business functions, while critically evaluating the opportunities and risks of sustainable business models through a triple-bottom-line lens—environmental, social, and economic. The learning process involved assessing whether proposed solutions represented transformative change or incremental adaptation, and considering their timeframes and organizational implications, including impacts on hiring, culture, and systems.
Group discussions and presentations allowed students to share insights and receive feedback, fostering peer learning and cross-sectoral understanding. Guest lecturers from diverse industries enriched the experience by offering varied perspectives on sustainability implementation. To encourage deeper reflection, students maintained personal diaries where they examined how their values, career paths, and sustainability goals intersect. These reflective exercises helped students articulate how sustainability could be embedded in their daily work, decision-making, and long-term professional development. The method proved effective in challenging established thinking, exposing students to alternative worldviews, and equipping them with the tools to lead sustainability transitions within their organizations. By combining insider knowledge with structured analysis and reflection, the EMBA case method supports the development of strategic, values-driven leadership for a sustainable future.
Discussion: Comparing the case methods and summarizing
Following the presentation of four distinct case methods, the chapter offers a structured comparison to highlight their pedagogical features, differences, and practical implications. The methods vary in terms of intensity and duration—from short, high-pressure hackathons to long-term course-based projects—and differ in their emphasis on collaboration, reflection, and solution development. Some methods focus on personal values and career orientation, while others prioritize problem-solving and innovation. The comparison also considers the perspectives of students, educators, and stakeholders, identifying both challenges and benefits in implementation. Table 4.1 synthesizes key lessons learned, offering insights into how each method supports sustainability and entrepreneurship education in unique ways.
Based on the comparative analysis, the chapter proposes optimal applications for each method. Real-life business cases are best suited for developing teamwork, project management, and solution-oriented thinking through sustained collaboration with companies. Role-model cases help students connect personal ambition with sustainable entrepreneurship by showcasing real-world success stories. Hackathons offer high-intensity engagement, fostering creativity and personal involvement in sustainability challenges. EMBA cases, embedded in professional contexts, support mature learners in reorienting their careers toward sustainability. Together, these methods extend the scope of entrepreneurship education by integrating environmental sustainability and circular economy principles. The chapter also connects each method to existing literature, reinforcing their relevance and contribution to sustainability-focused pedagogical innovation.
Implications for case teaching practice and reframing the case method for entrepreneurship education
The chapter concludes by reflecting on the pedagogical implications of integrating environmental sustainability into entrepreneurship education through four distinct case-based methods. These methods—ranging from hackathons to EMBA cases—demonstrate how real-life, authentic learning experiences can foster sustainability-oriented thinking and entrepreneurial competence. By comparing the methods, the authors contribute to the broader understanding of case-based learning (building on Hammond, 1976) and extend existing research on sustainability education (e.g., Kirchherr & Piscicelli, 2019; Kopnina, 2019). The chapter emphasizes the importance of stakeholder involvement, particularly sustainable companies and entrepreneurs, who bring valuable insights and serve as role models. However, meaningful collaboration requires mutual benefit, preparation, and active engagement from stakeholders, including feedback, mentoring, and participation in learning events.
Practical recommendations are offered for educators, curriculum developers, and companies seeking to implement sustainability-focused entrepreneurship education. Each method has optimal use cases: real-life business problems suit long-term collaboration; role-model cases support personal reflection and growth; hackathons offer high-intensity engagement across disciplines; and EMBA cases help mature students reorient their careers toward sustainability. The chapter advocates for diversity in student backgrounds, industries, and company sizes to enrich learning outcomes. It also highlights the potential for digital platforms to support remote collaboration and access to materials. For future research, the authors suggest deeper exploration of stakeholder roles and student diversity in case-based learning. Drawing from Finnish university experiences, the chapter aims to inspire educators globally to adopt varied, authentic methods for integrating sustainability into entrepreneurship education.
Acknowledgements and References
This work was supported by the Strategic Research Council, Academy of Finland through
the project entitled ‘Circular Economy Catalysts: From Innovation to Business Ecosystems’
(CICAT2025) (grant IDs 320194; 320209; 320311) and the Academy of Finland through
the projects entitled ‘Sustainable Industry Ecosystem’ (SIE) (grant ID 337722) and Urban
Platform for the Circular Economy (UPCE) (grant ID 318940) and the research grant that was
awarded to Anil Engez by the Jenny and Antti Wihuri Foundation.
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REFRAMING THE CASE METHOD IN ENTREPRENEURSHIP EDUCATION
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Chapter 4: Bringing environmental sustainability and the circular economy into entrepreneurship education with stakeholders: four case methods from hackathons to role-model cases