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Purpose: This paper aims at a better understanding of expert roles in transdisciplinary projects. Thus, the main purpose is the analysis of the roles of experts in transdisciplinary projects. Design/methodology/approach: The analysis of the ETH-UNS case studies from the point of view of the psychology of expertise and the sociology of professions is based on findings and considerations from the psychology of expertise and the sociology of professions--as both lines of research are concerned with experts and the use of expertise. This paper focuses on projects in the framework of the so-called transdisciplinary case study approach that has been developed at the Swiss Federal Institute of Technology Zurich in the 1990s. Findings: It is claimed that, firstly, system experts provide important information on the local human-environmental system and have to be regarded as serious experts, that is knowledge specialists with a certain responsibility for information. Secondly, decision-making experts run into problems integrating other professionals into transdisciplinary projects and should, therefore, professionalize themselves. Practical implications: The paper encourages the use of residents, etc. as system experts in transdisciplinary projects. Originality/value: The roles of experts in transdisciplinary project are clarified. (Contains 1 figure and 2 tables.)

Purpose: The purpose of this paper is to outline the particular character of the research and development project "Sustainable University--Sustainable development in the Context of University Remits" which lies both in its integrative perspective on universities and the attempt to transfer its findings onto other higher education institutions. Design/methodology/approach: The paper describes the testing and further development of transdisciplinary research methods (transformative approach, scenario development) for the purpose of both exploring and testing potentials/capabilities for sustainable development of a single institution (case study University of Luneburg, Germany) against the backdrop of sustainability concept; and making this kind of development transferable to other universities. The paper offers additional reinforcement of strategic scope/effectiveness by means of reference to findings of higher education research (e.g. relevance of neo-institutionalism). Findings: There is empirical evidence for successful development of transdisciplinary techniques for sustainability in higher education domains (among others management, research, and teaching--cf. other contributions of this issue). Further, dissemination of the "Luneburg Approach" by establishing an intermediate level of collaboration between sustainability activists within universities and in higher education policy and administration (e.g. constitution of working groups in northern Germany and at the federal level). Research limitations/implications: There is a need for enhancing research tools for transdisciplinary sustainability science; deliberating on international transferability (current focus: (solely) German academia). Practical implication: A systemic approach is indispensable: instead of focusing upon isolated sustainability fields of action (management, research, teaching, etc.), all-embracing advancement to encompass their strategic relationships and thus synergies. Originality/value: The paper provides a holistic view of academic organisations addressing the issue of how universities are to be proactive in advancing sustainable development. (Contains 4 figures, 1 table and 1 note.)

Purpose: Sustainability communication is evolving as a new interdisciplinary field of research and professional practice. The purpose of this paper is to point out the advantage of applying theoretical frameworks and related research instruments for an adequate sustainability communication management on campus. It also aims to highlight the normative constraints and challenges (participation) that differentiate sustainability communication from public relations. Design/methodology/approach: An interdisciplinary theoretical framework and empirical studies (quantitative/qualitative; audience research) were used for the design of a context-sensitive sustainability communication management concept for the University of Luneburg. Findings: Empirical data clearly showed that disciplinary cultures (including their gender specificity) are highly relevant for sustainability attitudes. Continuous visibility of sustainability efforts on campus is critical for people's attitudes and engagement. Campus community members can be characterized by degrees of "sustainability affinity" vs "sustainability distance". Too much sustainability-campaigning is counterproductive, whereas listening to campus community members ideas and needs seems appropriate. Research limitations/implications: There is a need for qualitative data to assess "communication culture." Practical implications: A balanced theoretically, empirically and normatively grounded communication management is recommended in order to establish a participatory communication culture. Originality/value: The application of sustainability communication theory, including participation research, in the context of higher education for sustainable development is overdue; thesis: sustainability communication wants to initiate structural changes on campus, but is itself dependent on visible structural change in order to be effective. (Contains 1 figure and 7 notes.)

Purpose: To assess the Luneburg Sustainable University Project (the Project) in a non-European international context; to relate the project scholarly approach to selected scholarly and practice-oriented North American sustainability in higher education (SHE) methods; to analyze project innovations against North American initiatives. Design/methodology/approach: Benchmarking indicators were developed inductively in four SHE areas--governance/administration, curriculum/student opportunities, research/scholarship, and operations--via thematic content analysis of 15 descriptions of USA and Canadian universities active in SHE. Data were triangulated with data from the four Association for the Advancement of Sustainability in Higher Education Campus Sustainability Leaders 2006. Findings: The assessment against selected North American peers suggests that the project is unique in its scholarly approach to and scientific foundation of sustainability in higher education. The transdisciplinary transformative case study is not replicated at any of the comparison institutions; however, elements of the approach and scholarly framework can be found at all North American universities participating in this assessment. North American institutions tend to excel in operational innovations to keep abreast of international developments, University of Luneburg is encouraged to commit to a climate-neutral campus strategy and to implement a sustainability management system, amongst other initiatives. Practical implications: Knowledge transfer and capacity-building North American post-secondary institutions can learn from the theoretically-guided, applied research-based approach to SHE. Through intensified exchange partnerships with North American peers, the project and the University of Luneburg stand to profit from community-based research approaches and the practice-oriented work of USA and Canadian campus sustainability offices. Originality/value: The paper contributes an "outsider's perspective" to the project evaluation. Methodologically, the paper contributes to inductive SHE indicator development. (Contains 5 tables and 4 notes.)

Purpose: The purpose of this paper is to describe the experiences of RCE Hamburg, one of the latest Regional Centres of Excellence (RCE) to be created. It outlines the activities performed by the RCE and describes its relationships with the various stakeholders. Design/methodology/approach: A description of the region where the RCE is located is provided, along with some facts and figures related to the site. In addition, a description of the structure and the activities of the RCE Hamburg is provided, complemented by a description of the engagement of various stakeholders. Findings: The paper shows that, by means of projects and action-based initiatives, synergies between regional centres of expertise on education for sustainable development and agencies based at the local level can be achieved. Originality/value: The RCE is characterised by an integrated approach where different target groups are involved (e.g. schools, NGOs and industry) and where a local university plays a catalyst role. (Contains 5 figures and 1 table.)

Purpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. (Contains 1 table and 5 figures.)

Purpose: The purpose of this paper is to review and assess the state of sustainability reporting in universities. Design/methodology/approach: Analysis of the performance level of 12 universities sustainability reports using the Graphical Assessment of Sustainability in Universities tool. Findings: The results show that sustainability reporting in universities is still in its early stages (both in numbers of institutions reporting and in level of reporting) when compared to sustainability reporting in corporations. Research limitations/implications: The research is limited by the limited number of universities that publish sustainability reports. However, the results show that universities could learn from the experiences of corporate sustainability reporting efforts, and incorporate them into their efforts as learning organisations to better align their systems with sustainability. Practical implications: University leaders and champions need to consider publishing more information on the social and educational dimensions. Originality/value: The paper provides an analysis of sustainability reporting in universities, which has the potential to better incorporate and institutionalise sustainability. (Contains 4 notes and 7 tables.)

Purpose: The purpose of this paper is to comparatively analyse activities to integrate sustainability in teaching, research and operational practice in different higher education institutions, which differ both in the degree of how far implementation goes and in regards to the most active stakeholders. Against that background, the paper explores, in a process-oriented focus, which drivers and barriers are experienced as most important and how they relate to each other. Design/methodology/approach: A comparative multi-case study has been conducted, with two main steps to structure the research process: first, desktop research was used to select appropriate cases in a theoretical sampling. Second, data from interviews with relevant stakeholders in each case were analysed according to the constant comparison method. Findings: Across all cases, three distinctive patterns of implementation processes emerged, each of them with a unique set of influencing factors. For each pattern, drivers and barriers, as well as their relevance, are experienced differently and specific key constructs can be found to explain the implementation process. Research limitations/implications: The research focused on German institutions of higher educations and all cases are drawn from that population, which might limit the generalizability. Practical implications: It is hoped to provide valuable insights for future implementation processes and for various ways to support a sustainable transition in higher education. Originality/value: This is one of the first papers to consider the process of implementation and the interaction between drivers and barriers. The value of the paper lies in its potential to help in understanding what role different drivers and barriers play in different patterns of implementation. (Contains 1 table, 3 figures, and 2 notes.)

Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings: The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value: The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators. Design/methodology/approach: In a project-based and self-organized seminar, a case study has been conducted with the grounded theory's methodological approach. Data were collected from student interviews, group discussions and observations of students' planning and organization meetings. Findings: The results of the case study show that students' learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability. Research limitations/implications: The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars. Practical implications: Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators' pedagogical content knowledge. Originality/value: The triangulation of qualitative data mainly served the investigation of students' perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

Purpose: Nowadays, several higher education institutions around the world are integrating sustainability topics into their daily operations, functionality and education systems. This paper presents a case study from a pilot project implemented by the Ernst-Moritz-Arndt-Universität Greifswald (hereafter, Greifswald University), Germany on its way towards a "carbon-neutral university". The purpose of this paper is to share an institutional process targeting a gradual transformation towards achieving carbon neutrality. This might be relevant to other higher education institutions striving for a systematic and progressive change from a traditional system to a low emission or carbon-neutral pathway. Design/methodology/approach: To achieve carbon neutrality, three major transformative strategies were adopted--carbon reduction, carbon offsetting and mainstreaming sustainable actions via teaching and research. Findings: A locally adaptable institutional framework on sustainability was successfully developed to--promote changes in daily operations, implement interdisciplinary research, incorporate sustainability into teaching and education, and enhance outreach programs. Strong commitment from all stakeholders resulted in reduction of the university's carbon footprint from 8,985 to 4,167 tCO[subscript 2e] year[superscript -1]. Further, the unavoidable emissions could be locally offset through enhanced carbon sequestration on the university-owned forests. Originality/value: Based on the experiences of Greifswald University, this paper presents major challenges and success lessons learned during the process of gradual institutional transformation to achieve the target of carbon neutrality.

Purpose: So far, sustainability reporting in higher education is in a very early stage--partly, because of the lack of an established and widely recognized sustainability reporting framework for higher education institutions (HEIs). Therefore, a modification of the sustainability code for the use in the higher education context was recently developed in Germany. The purpose of this paper is to evaluate this modification from an academic point of view. Design/methodology/approach: The evaluation of the sustainability code is based on selected reporting principles drawn from frameworks of sustainability and financial reporting. Findings: The evaluation shows that to a large extent, the modification of the sustainability code for HEIs contributes to the fulfillment of the selected reporting principles. However, it also became evident that there is still room for improvement, especially in terms of clarity and the inclusion of material aspects. Practical implications: The need for an implementation manual regarding the modified HEI-specific sustainability code is emphasized, as the sustainability code requires further clarification to be manageable for HEIs. Originality/value: This paper provides suggestions for the further development of a sustainability reporting guideline for HEIs to enhance its alignment with both sustainability reporting principles and the needs of HEIs.

Purpose: The purpose of this paper is to present the development of an integrated sustainability reporting. In this paper success criteria are named and empirical values when dealingwith specific challenges are formulated. The focus is on the development of criteria for reporting, the involvement of university members and quality assurance. Design/methodology/approach: The voluntary and compulsory reporting requirements of German universities are presented, and the concept for integrated reporting is developed from them. Possible criteria catalogues for the evaluation of sustainable development are presented and evaluated. However, the focus is on the practical experience that the university has made in the launch and implementation of an integrated sustainability reporting--both in terms of content and organisation. Findings: A prerequisite for the preparation of a sustainability reporting is that the university develops a common understanding of sustainability and formulates objectives. This results in a structure for the reporting which is self-explanatory. For the project management before, during and after the reporting, it is indispensable to structure the work sequence (data collection, data analysis, text editor, etc) and to ensure a process-accompanying communication. Participation by all university groups in reporting is necessary. Practical implications: Universities have a special responsibility for the sustainable development of society. To be accountable for their activities in the field of sustainability, the practical report provides a handbook on which universities can set up their own sustainability reporting. Originality/value: At German universities, there is a lively discussion on how to define a criteria catalogue to report objectively on sustainability. The Eberswalde University for Sustainable Development is involved in the discussion and, at the same time, sets a good example. This article describes the practical implementation of the Sustainability Report.

Purpose: Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach: A qualitative comparative case study approach with a similar didactic approach is used. Findings: Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications: There was no competency measurement of the students in the described courses. Practical implications: There was no evaluation of the development of students' key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students' learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value: This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

Purpose: This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach: A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings: The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the "Western world" is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications: The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications: These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value: This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

Purpose: This paper aims to provide a holistic approach to assessing student teachers' competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach: A multiple case study design was used on two sequential modules of a university's teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample "t"-tests. Findings: The results from this study clearly indicate that the two courses contributed to a shift in students' non-cognitive dispositions. The study also provides evidence on the students' competence development and demonstrates how two different learning settings support different dimensions of teachers' professional action competence in terms of ESD. Originality/value: The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

Purpose: The purpose of this paper is to answer the following research question: What are the key factors of the participatory process for establishing sustainability reporting in German universities? Design/methodology/approach: To answer the research question, this study uses qualitative methodology, following the grounded theory approach and triangulation of qualitative methods for accessing data. Findings: The findings show that universities face a high level of difficulty in introducing sustainability reporting, which has an external and an internal dimension. Originality/value: This paper contributes to the understanding of sustainability reporting processes of universities from an internal perspective, specifically through experts who are involved in the preparation of sustainability reports. Furthermore, it delivers insights for a theory-based discussion, which may support universities in starting sustainability reporting activities and improving reporting processes.

Purpose: To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students' background knowledge, students' behaviour as consumers and food citizenship, most interesting topics of SFS for students and students' preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach: This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings: Taste and Health are the most important values and motives that influence students' food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are "organic food", "fair trade", "organic agriculture" and most important skills to learn are "ability to make a judgement and justify decisions" and the "ability to create and innovate". Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications: Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value: These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods.

Purpose: Approaches to solving sustainability problems require a specific problem-solving mode, encompassing the complexity, fuzziness and interdisciplinary nature of the problem. This paper aims to promote a complex systems' view of addressing sustainability problems, in particular through the tool of network science, and provides an outline of an interdisciplinary training workshop. Design/methodology/approach: The topic of the workshop is the analysis of the Sustainable Development Goals (SDGs) as a political action plan. The authors are interested in the synergies and trade-offs between the goals, which are investigated through the structure of the underlying network. The authors use a teaching approach aligned with sustainable education and transformative learning. Findings: Methodologies from network science are experienced as valuable tools to familiarise students with complexity and to handle the proposed case study. Originality/value: To the best of the authors' knowledge, this is the first work which uses network terminology and approaches to teach sustainability problems. This work highlights the potential of network science in sustainability education and contributes to accessible material.

Purpose: This paper aims to investigate student experiences and the potential impact of experience-based learning (EBL) in the early phase of graduate sustainability programs through the lens of key competencies. The goal is to provide evidence for the improvement of existing and the thorough design of new EBL formats in sustainability programs. Design/methodology/approach: This comparative case study focuses on the first semester of three graduate sustainability programs at Leuphana University of Lüneburg, Germany and Arizona State University, USA, for two of which EBL was a core feature. The study compares the curricula, the teaching and learning environments and the reported experiences of one student cohort from each of three programs and synthesizes the resulting insights. Student interviews were combined with student self-assessments and supported by in-vivo observations, curriculum designer input, instructor interviews and course materials. MAXQDA was used for data analysis following a grounded theory approach. Findings: EBL influences students' reflective capacity, which impacts the development of key competencies in sustainability. Qualitative analysis found four key themes in relation to the students' learning in EBL settings, namely, discomfort, time-attention relationship, student expectations of instructors and exchange. The intersection of these themes with curricular structure, student dispositions and differing instructor approaches shows how curriculum can either support or interrupt the reflective cycle and thus, holistic learning. Research limitations/implications: With the focus on the first semester only, the students' competence development over the course of the entire program cannot be demonstrated. Learning processes within EBL settings are complex and include aspects outside the control of instructors and curriculum designers. This study addresses only a select number of factors influencing students' learning in EBL settings. Practical implications: Early engagement with EBL activities can push students to leave their comfort zones and question previous assumptions. Designing curricula to include EBL while encouraging strong intra-cohort connections and creating space for reflection seems to be an effective approach to enable the development of key competencies in sustainability. Originality/value: This paper investigates the experiences of students in EBL through a key competence lens. The study combines student self-perceptions, instructor reflections and in-vivo observations. Data collection and analysis were conducted by a researcher not affiliated with the programs. These factors make for a unique study design and with data-driven insights on the seldom researched competence-pedagogy-curriculum connection.

Purpose: Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students' knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students' knowledge achievement and skills acquisition. Design/methodology/approach: The empirical analysis is based on an online course "Participatory processes in environmental politics". International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students' knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings: Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on "research application" to a greater extent. Originality/value: Evaluating the effectiveness of different e-learning tools on students' sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Purpose: This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context. Design/methodology/approach: The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities. Findings: The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement. Originality/value: Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

Purpose: This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective. Design/methodology/approach: This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master's of Sustainability at Arizona State University, the Master's of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master's, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and "in vivo" observations. Findings: The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students' self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills. Originality/value: The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.

Purpose: This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach: This paper uses a new combination of two frameworks, the "Phase Model of Sustainability in MBA (Master of Business Administration) Education", developed by Hart "et al." (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization's (UNESCO's) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT's study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings: The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value: This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

Purpose: The society faces growing global challenges in terms of sustainable development. A key factor in preparing society for these challenges is education for sustainable development (ESD). This study aims to discuss how the combination of research-based learning (RBL) and digitalization can be used for successful ESD in higher education. The paper introduces the conceptual development of technical and didactical implications for an online learning format, which combines the opportunities of RBL and digitalization to facilitate the distribution of ESD. Furthermore, corresponding evaluation results are presented. Design/methodology/approach: A framework, based on key dimensions described by the relevant literature, was applied for the empirical approach to evaluate students' learning experiences. On this basis, the differences in the students' learning experiences between the RBL-format and conventional digital learning format (self-directed studies, learning videos and electronic examination) were measured. Findings: The performed two-sample t-test indicates statistical significant differences in all dimensions. On average, students (N = 226) using the RBL-based format report higher ratings for each examined dimension than students who experienced a conventional format. In summary, this indicates an overall corresponding tendency in students' learning experience between the examined learning formats. Originality/value: The presented examination offers empirically based insights on how a digital format can combine RBL and ESD to enhance students' learning experiences. Moreover, theoretical contributions are provided regarding the future development of digital learning formats to further integrate ESD in higher education.

Purpose: Higher education institutions, as influential social institutions, play an important role in promoting social responsibility and sustainable practices. However, approaches to implementing sustainable development (SD) in higher education institutions (HEIs) themselves remain fuzzy. One way to achieve holistic embedding can lie in organizational culture. This study aims to examine ways by which internal sustainability governance can promote sustainability culture by using empirical data from German HEIs. Design/methodology/approach: This study uses factor analysis to identify relevant governance indicators. With a regression analysis, this study assesses the indicators' effects on organizational sustainability culture in HEIs. A moderator analysis tests potential determinants derived from literature and their influence on sustainability governance and sustainability culture. Findings: Operationalizing formalized sustainability governance for holistic implementation reveals a gap in sustainability management at HEIs. This study proposes a model for operationalizing sustainability governance and shows an effect on sustainability culture at the formal organizational level. Originality/value: Based on the operationalization of sustainability governance, this empirical study provides evidence for the development of a holistic approach along a sustainability culture in organizations. This paper proposes a model for operationalization, analyzes multiorganizational data and shows the effects of sustainability governance on formalized organizational sustainability culture. This paper provides a transorganizational perspective for implementing SD following a top-down approach.

Purpose: Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education. Design/methodology/approach: This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis. Findings: The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD. Originality/value: To the best of the authors' knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD.

Purpose: This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach: By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings: The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN's SD agenda; some weaknesses of the UN's orchestration of SD are translated into weaknesses in the EHEA's formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA's work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value: The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies--the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.