The Universitat Politècnica de Valencia (UPV) promotes initiatives that foster the Sustainable Development Goals (SDGs) in its undergraduate and master's degree programs. The purpose of these initiatives is that students understand and identify the need for actions aligned to sustainable development.

This article presents a practical experience carried out on the Business Management course of a Master's degree in Engineering. In this course, after addressing the fundamentals of the balanced scorecard (BSC) and the SDGs in classroom sessions, students establish working groups and develop a BSC that includes the SDGs for an organization.

The BSC is a strategic tool that uses a methodology to define all the necessary elements that reflect a company's strategy, how to measure it, and how to achieve it. In other words, the balanced scorecard translates the strategy into measurable and achievable objectives. Therefore, it is considered an ideal tool for companies to incorporate SDGs into their strategy and guide their future actions.

The practical session lasts three hours. First, the team should select the type of organization and sector. Then, the team defines all the strategic elements of a BSC in a coherent and logical manner: mission, vision, strategic objectives, performance indicators, goals, and action plans. The strategic objectives are defined into four perspectives: financial, customer, process and innovation and learning. The objectives of the four perspectives are linked by cause-effect relationships. For example, an objective of the perspective of the process perspective impacts on the achievement of an objective of the financial perspective. These relationships are to be identified for all the strategic objectives. In addition, the team identify which SDGs are aligned and supported by the company, which SDGs are strategic and where should be introduced in the BSC. It is valuable to define all these elements in a realistic manner so that the goals and action plans defined to achieve the strategic objectives must be relevant, achievable and affordable for the organization. Finally, the team must behave as managers and present its BSC to the Chief Executive Officer of the organization.

Results show that using the BSC enhanced the student´s business management knowledge, improved their understanding in the SDGs and fostered their interpersonal skills. This type of activity provides future engineers relevant tools to define the strategy of an organization, integrate the SDGs within its strategy and improve teamwork and effective collaboration skills.

Keywords: Sustainable development goals, higher education, master, balanced scorecard.