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The number of craft breweries and the volume of beer they produce continue to increase in the United States. Small entrepreneurial craft brewery businesses produce limited quantities of specialty beer, also known as craft beer. As of 2018 the state of Montana had the second most craft breweries per capita in the United States. In addition to competitive industry forces, legal and environmental forces are two of the most salient concerns for craft brewery businesses in Montana and throughout the United States. A case study about Montana Hop Brew, a Montana-based craft brewery, is presented. The case highlights the entrepreneurial nature of small craft breweries and describes competitive industry, legal, and environmental forces that Montana Hop Brew faces. Teaching notes complete with learning objectives, required and supplemental readings, a student exercise, and discussion questions are available to assist with delivering the case. 

To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each ( n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided. 

Climatic variability and shifting weather patterns, resulting in extreme weather events and natural disasters, pose risks to small businesses in the United States. This is particularly true in coastal regions of the southeast United States where extreme events such as hurricanes, flooding, and thunderstorms are projected to increase in frequency and intensity. Yet, the vast majority of small business owners do not have a disaster plan in place and an estimated 40% to 60% of small businesses that have experienced a natural disaster never reopen. This teaching case explores the impact of climatic trends and weather on one location of an outdoor tourism industry business in the coastal community of Virginia Beach, Virginia. The case draws from observed weather and sales data for the local small business. Students will draw from descriptive statistics, statistical analysis, and graphs to explore (a) long-term climatic trends for the business; (b) relationships between small business sales and local weather; and (c) strengths, weaknesses, opportunities, and threats relative to weather conditions and climate change. Instructors can give the body of this document to students. They can also make use of the supplemental teaching notes to assist them with teaching this case. 

Businesses are increasingly facing economic, social, and environmental sustainability challenges. Science, technology, engineering, and math (STEM) are needed to address business sustainability needs, yet such competencies are noticeably absent from academic literature and business curricula. To mend the curricular gap, we make the case for developing cross-disciplinary STEM-based business sustainability curricula that enhance students’ sustainability literacy and cognitive abilities related to STEM and sustainability. A literature review is provided that documents curricular gaps specific to STEM and sustainability in the academic literature and in business sustainability program offerings. We then present a framework that can be used to integrate STEM and sustainability across the curricula and to evaluate curricular implementation. This review provides timely and relevant information that can help business management educators, instructors, and administrators justify, design, develop, implement, and evaluate STEM-based business sustainability curricula.