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Purpose: Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario. Design/methodology/approach: This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education? Findings: A total of 636 papers were recovered. The "Higher Education AND Opportunities," "Higher Education AND Challenge," "Higher Education AND Challenges," "Higher Education AND Opportunity," "Brazilian AND Higher Education" and "Brazil AND Higher Education" search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement. Originality/value: The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement. [ABSTRACT FROM AUTHOR]

Purpose: Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought "quality education" and "industry, innovation, and infrastructure" as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed. Design/methodology/approach: This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: "Latin America," "higher education," corporate social responsibility," "personal social responsibility," "corporate sustainability," "governance" and "sustainability." A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: "How much research has been developed in the Latin American higher education?" "How can the corporate social sustainability be applied in higher education?" and "Which perspectives can be considered?" Findings: The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the "discussion" section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education. Originality/value: This research study presents "A conceptual framework for the corporate sustainability higher education in Latin America" and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) offer courses and programmes focusing on sustainability in economics, as courses on sustainable development (SD), which examine the economic, social and environmental dimensions of SD. This paper aims to examine sustainability integration in economics degree programmes. Design/methodology/approach: Through an extensive literature review in Web of Science (WoS) and information search in Google, conducting to 28 relevant case studies, this paper elucidates the emphasis given to sustainability as part of economics degree programmes in HEIs. Findings: The results suggest that, whereas the inclusion of sustainability components in this field is a growing trend, much still needs to be done to ensure that matters related to SD are part of the routine of university students studying economics. Research limitations/implications: It is worth noting that the literature review conducted in WoS was primarily aimed at assisting in the selection of university case studies. The 28 university case studies scrutinised in this study may lack sufficient representation from numerous developing countries. Practical implications: This study highlights challenges in integrating the SD into economics degree programmes, suggesting the need for curriculum adjustments as underscoring operational issues, acting as barriers. The inclusion of sustainability in economics programmes must navigate operational issues stemming from packed timetables and busy schedules, requiring innovative solutions. Social implications: As far as the authors are aware, this study holds substantial importance in its emphasis on implementing sustainability within HEIs' economics programmes, assisting in pursuing SD. Originality/value: The novelty of this study lies in addressing sustainability with the specific economics focus programmes within the HEIs context. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy. Design/methodology/approach: This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs). Findings: This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders' multiplicity of sustainability values. Originality/value: This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of higher education institutions (HEIs). The purpose of this paper is to explore the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today's HEIs. Design/methodology/approach: This paper proposes a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: relevance to current curricula, language, institutional fit and concept of the future. Using these criteria, this paper assesses how various frameworks align with the current (unsustainable) state of affairs and their transformative potential. The frameworks assessed are: the sustainable development goals (SDGs), the three pillars framework and the capitals approach. Findings: This paper finds that each of the frameworks has strengths and weaknesses: the SDGs and the capitals approach perform well on alignment but less well on transformational criteria. Conversely, the three pillars framework performs well on transformation criteria but less well on alignment criteria. By applying the criteria set out in this paper, the authors hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions. Originality/value: Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking in education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to identify a sustainable university's key features. It is an essential step in tracing the topics discussed in the context of a sustainable university and their evolution in the scientific discourse. Design/methodology/approach: This paper relies on a systematic literature review (SLR) conducted using two scholarly databases: Emerald and Scopus. The timeframe selected by the authors for reviewing the available sources spans from 2001 to 2021. Findings: The analysis distinguished seven sustainable university categories, each revealing critical features of sustainable higher education. Each of these categories represents an intriguing area for in-depth analysis. The SLR reveals gaps requiring further scientific exploration. Research limitations/implications: The performed literature review was determined by the choice of entries (keywords) to identify the scientific papers in the selected databases. Moreover, as the authors aimed to focus on peer-reviewed sources, this SLR did not include books and doctoral dissertations dealing with the studied issues. Practical implications: The results of the analysis can be used practically by both researchers and practitioners in the field of sustainable development (SD). Identified scientific gaps become a potential research field, and practitioners interested in the transition toward SD may contribute by accompanying universities in this journey. Collaboration and networking with business stakeholders are critical vectors for spreading the idea of SD. Social implications: Society's growing concern for climate change requires accurate and specific actions from institutions. As entities educating future generations, universities have a unique role in transforming toward SD. The findings allow us to get acquainted with the existing main activities undertaken by higher education institutions in this field and understand the importance of this topic for researchers. Originality/value: SLR is a cornerstone of research synthesis and helps integrate scientific evidence from qualitative and quantitative published studies. Conducted research presents knowledge about university sustainability and can help scientists find research gaps. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to find the incidence of university sustainability, as sustainability practices, in university performance at private universities. Design/methodology/approach: Quantitative research using structural equation modelling. Data collection and analysis followed sustainability and performance scales from previous research. The scales were validated by surveying students, teachers and administrative staff of five private universities in Medellin, Colombia. The responses (i.e. 5,344 useful answers) were collected between April 2019 and December 2020 and analysed using the Smart partial least square (PLS) software and the PLS calculation methodology. Findings: The results confirmed the reliability and validity of the sustainability and performance university measurement models and validated the dimensions proposed to determine sustainability and performance holistically in private universities. The results confirmed that universities implementing sustainability holistically in their system positively impact their performance as higher education institutions. The university sustainability is forecasting the University Performance in about 60% of the universities analysed, with a considerable contribution from sustainability in outreach and strategic management. Research limitations/implications: This study was cross-sectional and empirically validated the model of sustainability and performance at five private universities in a single period and territory. A broader validation from longitudinal studies considering other universities in Colombia and Latin America is suggested to understand local and regional trends better. Practical implications: Results provided a model for better understanding the incidence of sustainability in performance holistically at private universities in developing countries such as Colombia. In addition, the proposed dimensions and model could help regional decision-making on higher education. Originality/value: To the best of the authors' knowledge, this paper is one of the first attempts relating a structural equation model and inter-university research on the incidence of sustainability in private university performance. This work contributes to a local consensus on sustainability and performance models at private universities. Furthermore, from this research emerged a joint policy framework for incorporating sustainability holistically and regionally as an effective strategy for universities and their commitment to sustainable development. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) are critical in the sustainability agenda, not only as catalysts for promoting sustainability practices but also because their activities have substantial social, economic and environmental impacts. Yet there is limited research that examines their sustainability performance. This paper aims to investigate the factors that are associated with sustainability performance in HEIs. Specifically, drawing from the stakeholder theory and exploiting Ullmann's (1985) conceptual framework, this study examines the association between sustainability performance and stakeholder power, strategic posture and financial slack resources. Design/methodology/approach: The authors draw the sample from the People & Planet University Green League Table for the period 2011–2019 and use the generalised estimating equations for the modelling approach. Findings: This study finds that stakeholder power, in particular, funding grant income, tuition fee income and student and staff numbers, are positively associated with sustainability performance. In relation to strategic posture, this study finds that sustainability performance is negatively associated with governing body independence and gender diversity, and positively associated with internal structures. Finally, regarding financial slack resources, this study finds that surplus income (staff costs) is positively (negatively) associated with sustainability performance. Practical implications: To the best of the authors' knowledge, this research contributes to several existing literature focusing on the not-for-profit sector by documenting, for the first time, the role of stakeholder power, strategic posture and slack financial resources on sustainability performance. Social implications: The paper includes relevant implications for HEI managers and regulators for promoting sustainability. Originality/value: These results contribute to the literature on the factors influencing sustainability performance. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education. Design/methodology/approach: By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework. Findings: This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories' ability to implement the underrecognized aspects. Originality/value: While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach: A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings: The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications: For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications: The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value: The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the current state of sustainability education and research capacity at engineering faculties. More specifically, this research is intended to provide new and much-needed information about sustainability knowledge, teaching and research activities. Design/methodology/approach: The first method used is a questionnaire survey completed by teachers and researchers about their activities dealing with sustainability and the second is based on a systematic literature review at the SCOPUS database for scientific publications on sustainability by Palestinian universities in the Palestinian context, and the number of publications in fields related to sustainability in Scopus indexed journals. Findings: Some institutions include more sustainability topics in their teaching courses and research activities than others. The number of courses per teaching staff and department and the sustainability contents vary among the selected universities. Teaching activities focus on environmental sustainability, especially on energy, thermal and water efficiency. The number of Scopus indexed publications in fields related to sustainability in the past 20 years is low. The highest number of published papers was those focused on environmental sustainability. Practical implications: This study has implications for university researchers and educators by identifying the gaps between the teaching and research conducted and the UN Sustainable Development Goals for 2030. For policymakers, the study shows that the status of sustainability in higher education, mainly at engineering schools, is still in great need for universities' and government's support, for example, to increase the number of published papers, number of courses and master programmes addressing sustainability. Originality/value: This paper provides a current status for integrating sustainability education and research at engineering schools. The output of this study can be useful for future research to analyse higher education institutions' impacts on sustainable development. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore and analyze the context and concept of higher education for sustainable development (HESD) in Nepalese higher educational institutions (HEIs). Design/methodology/approach: The research gathers facts and information both from primary and secondary sources. Five open-ended questions were developed to interview university high-ranking officials, such as VCs, registrars, deans and the chief of the planning division. Findings: The inclusion of 17 sustainable development goals in the country's Fifteenth Plan, national policy documents, and the University Grants Commission-led higher education reform programme provides sufficient context for HESD. In the absence of HESD literacy and a persuasive strategy, university leadership is less active in lobbying for SDG 4.7 with the government and funding agencies, university faculties and trade unions. In fact, both insights and initiatives to conceptualize HESD are lacking. Research limitations/implications: This study's setting is distinct and the interpretation of the HESD concept is based on a small sample size. Thus, the generalization of its findings is intrinsically limited in the context of a country in the geographic region. However, the findings of this research provide practical insights to implement HESD in Nepalese HEIs. Practical implications: This study is intended to inform and prepare the Nepalese academic community, urging HEIs to implement HESD with a well-defined plan of action. It contributes to the literature by considering how the current context and concept of HESD suites to promote sustainability in Nepalese HEIs, transforming the traditional academic structure and making academic leaders aware that HESD is only a means to an end. Originality/value: This research is Nepal's first study of its type with a broad understanding of the context and concept of HESD. It also provides information for HEI leaders on how to initiate the HESD acceleration process. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the current situation of education for sustainable development, climate change education and environmental education in a nationwide context. Methodologically, this study calls for more research to go beyond case studies and take a similar approach to examine university curricula and facilitate cross-country comparisons. Design/methodology/approach: This paper examines the status of climate and sustainability curricula in Taiwan's higher education system. Using the course catalog for the 2020–2021 academic year, the authors constructed a unique data set that includes 1,827 courses at 29 major universities in Taiwan. In each institution, the authors search for course titles that include "climate," "sustainable/sustainability" and "environment/environmental" as keywords and code the courses according to their disciplines. Findings: The finding highlights the variations across institutional types and subject matters. Public universities have an average of 4.94 related courses per 1,000 students, whereas private universities have only 3.13. In general, the relevant courses are more concentrated in the STEM and bioscience fields. The curricula, however, are seriously constrained by the disciplinary structure and foster few transdisciplinary perspectives. Originality/value: The authors seek to go beyond case studies and offer one of the most comprehensive curricula samples at the national level. Taiwan adds an important data point, as the current literature focuses heavily on the USA and Europe. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues). Design/methodology/approach: Trends on sustainability research were investigated by means of an online survey – the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme. Findings: The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common. Originality/value: The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to develop an analytical framework toward facilitating the quantitative measurement of interdisciplinary understanding regarding sustainable energy systems with an application in the area of capacity-building projects in higher education. Design/methodology/approach: The analytical framework is developed using the portfolio representation measurement approach in combination with a survey questionnaire. The subsequent assessment is carried out using the statistical measure of mean signed deviation to capture variation from an established baseline across the project group and visualized via radar diagrams. Findings: The results provide a quantitative assessment framework for evaluating the degree of interdisciplinary understanding in the project groups. The application of the framework to the DESIRE project indicates the most significant degree of variation across economic and regulatory dimensions of sustainability. Discrepancies in general and educational contexts are observed. Research limitations/implications: The exploitable value of the results is sensitive to the derivation of composite indicators of the dimensions defined as well as the survey design. The case study was carried out on an ex-post basis, potentially biasing the results reported and limiting their interpretability and theoretical value. Practical implications: The analytical framework can be used as a basis for assessing and engaging in discussions on interdisciplinarity understanding at the outset of capacity-building projects. Originality/value: The contribution of this paper is practical in scope and entails the development of a quantitative framework for measuring interdisciplinarity in the specific context of capacity-building projects in the field of sustainability research in higher education institutions. [ABSTRACT FROM AUTHOR]

Purpose: Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs. Design/methodology/approach: A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development. Findings: There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development. Research limitations/implications: Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness. Practical implications: Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists' engagement in co-curricular activities. Originality/value: Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach: A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings: The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications: The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value: Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to understand why higher education institutions (HEIs) struggle to become sustainable institutions themselves despite providing relevant teaching and research on sustainability. Design/methodology/approach: Using 17 open-ended, semistructured interviews to determine common themes (codes) regarding sustainability, the authors mapped those codes to the adaptive cycle from social innovation theory. Findings: Using the adaptive cycle offered a framework for understanding sustainability at HEIs as a cyclical process where innovation occurs in ebbs and flows. Differing perceptions of power by students and faculty slow down the process, and cross-collaboration is the key to further sustainability. Practical implications: Insights from the adaptive cycle can contribute to HEI assessment of its sustainability initiatives by identifying the stage of the adaptive cycle relevant to the institution's present sustainability work. Originality/value: Applying the adaptive cycle is an original way of understanding the process of anchoring sustainability at HEIs providing concrete insights into advancing this process. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach: The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings: Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value: In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook. [ABSTRACT FROM AUTHOR]

Purpose: Organisations have been working towards becoming more sustainable; where their efforts have been mainly on a steady state focussing on internal proactive changes. The purpose of this paper is to analyse how external events, e.g. COVID-19, affect organisations and their sustainability efforts. Design/methodology/approach: A survey was sent to a database of 11,657 contacts, with a response rate of 5.60% obtained. The results were analysed using descriptive statistics, ranking and a ratio analysis comparing different types of organisations (corporations, higher education institutions, civil society and public sector organisations). Findings: COVID-19 changed the organisation drivers for and barriers to sustainability perspective towards external stimuli, rather than internal factors. COVID-19 also affected the system elements negatively, with the exception of organisational systems. The results also show that the system elements are affected by an external event or crisis and are dependent on the type of organisation. Originality/value: This paper proposes the "Organisational sustainability transition forced by exogenous events" framework to help organisations better understand and be prepared for unexpected external events. Organisations should learn from the experiences in dealing with COVID-19 and adopt a more humanistic approach to their sustainability efforts, rather than traditional approaches based on solipsism and techno-managerial centrism. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to understand how the FUCAPE 120% Sustainable project promotes sustainable development in higher education. The project was conceived and implemented by FUCAPE Business School, a private higher education institution (HEI) specialised in business, located in Vitória, Espírito Santo, Brazil. Design/methodology/approach: The approach of the study was qualitative research based on a case study. Data were collected through semi-structured interviews with 12 stakeholders involved in FUCAPE 120% Sustainable. Findings: The results indicate that FUCAPE 120% Sustainable is a project formed from 18 sustainable actions incorporated on the campus of FUCAPE Business School. Most of the project's actions are connected to the triple bottom line (TBL) and linked to sustainable development goals (SDGs), particularly SDG12 (responsible consumption and production), SDG13 (climate action) and SDG17 (partnerships for the goals). Research limitations/implications: This study contributes to the literature by extending information on sustainability in HEIs, focusing specifically on a business HEI. Practical implications: This is an innovative project that can serve as a model for other HEIs, with due adaptations. As business HEIs do not usually have laboratories, they may be considered to have little effect on the environment. However, this study found that business HEIs can have a relevant impact on the environment, and the adoption of sustainable actions can minimise adverse effects. Originality/value: Various sustainability projects and actions are developed and implemented by HEIs, but studies analysing the projects in business HEIs or studies linking the actions of the project to the TBL theory and SDGs are scarce. Sustainable business HEI-based projects may provide future managers a more inter-disciplinary and sustainable vision focused on the TBL and SDGs. [ABSTRACT FROM AUTHOR]

Purpose: To combat climate change and safeguard a liveable future, humanity needs fundamental and rapid social change. The purpose of this paper is to show, why and how climate communication can play an important role to nurture the public engagement needed for this change, and to explore, what higher education for sustainability can learn from climate communication. Design/methodology/approach: The scientific evidence base on climate communication for effective public engagement is summarised into 10 key principles, including "basing communication on people's values", "conscious use of framing" and "turning concern into action". Based on the author's perspective and experience in the university context, implications are explored for sustainability in higher education. Findings: The study provides suggestions for teaching (e.g. complement information with consistent behaviour by the lecturer, integrate local stories and provide students with basic skills to communicate climate effectively), for research (e.g. make teaching for effective engagement the subject of applied research), for universities' third mission to contribute to sustainable development in the society (e.g. provide climate communication trainings to empower local stakeholders) and greening the campus (develop a proper engagement infrastructure, e.g. by a university storytelling exchange on climate action). Originality/value: The study provides an up-to-date overview of climate communication research, which is in itself original. This evidence base holds interesting learnings for institutions of higher education, and the link between climate communication and universities has so far not been explored comprehensively. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability has globally become a mantra to address complex and unprecedented survival, social, political and peace issues. Higher education institutions bear responsibility to address them. This paper aims to explore barriers that Pakistani public universities (PPUs) face in embedding sustainability at their campuses. This paper also offers potential opportunities to take initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach: This paper is based on case study approach, and data were gathered through interviews and documents. Interviews with 11 academic administrators were conducted to gain deeper understanding on issues of governance and its influence on sustainability. Data were analysed using thematic analysis that created thematic map/model. Findings: Key findings include, firstly, that majority of participants think poor governance is the biggest issue in demoting sustainability. This barrier causes an array of interconnected barriers. Secondly, participants strongly associate unsustainability with lack of institutional change and training. Finally, lack of resources was the most frequently articulated barrier. Findings provided a rationale to propose suggestions to promote sustainability. Originality/value: Developed countries are leaders in promoting sustainability, whereas developing countries are laggards. Pakistan, a developing country, does not have substantial research to reveal the barriers PPUs are facing to promote sustainability. This paper is an attempt to address research gap in identifying barriers to sustainability. [ABSTRACT FROM AUTHOR]

Purpose: Recognising the importance of universities in the achievement of social and global objectives, this paper aims to study the relevance of the global reporting initiative (GRI) methodology for reporting University Social Responsibility (USR) activities, taking into account the specificity of higher education institutions (HEI). Design/methodology/approach: After a review of the literature and background, the European HEI reports prepared according to the latest version of GRI standards are selected and a comparative study is carried out. The analysis focusses on comparing to what extent the standards are responding to the information needs generated in the field of higher education. Findings: General issues, common to all types of organisations, are adequately reported by HEIs, but difficulties are encountered in integrating a vision that incorporates the role of their missions in standards related to economic, social and environmental aspects. Research limitations/implications: There are few GRI reports with this format and further research is encouraged as the number of reports increase. So far, major limitations have been found by HEIs to account for their societal missions when using the GRI. Practical implications: The debates on USR are promoting an increase in the number of reports on sustainability. This paper provides some examples of the use of disclosures that can be adapted in this context, to move towards the systematisation of these practices. Originality/value: This is, to the authors' knowledge, the first comparative study on the application of GRI to sustainability reports at a European level, focussing on the adequacy between disclosures and missions. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions have a valuable dual role in disseminating the circular economy (CE) as a new sustainability paradigm. First, the university teaches students about this subject. Second, it prepares future teachers to incorporate sustainability into other educational levels. This paper aims to present the results of implementing a set of activities designed to improve the attitudes and actions of students to reduce their daily impact on campus and to be active agents for change to the CE. Design/methodology/approach: The participants were students enrolled for the Degree in Primary Education at the University of Corunna. Following a qualitative approach, students' proposals were analyzed using the key indicators identified by the European Commission to measure progress toward the CE. Findings: The results demonstrate that these activities make students reflect and act on their daily impact. They propose and develop diverse solutions on campus, such as increased paper-, water- and energy-saving activities and discover the benefits of teaching for action. However, the indicators show that they do not apply the three principles of the CE in a balanced way. Research limitations/implications: An improvement should analyze the same students in the following year to verify progress. Originality/value: This experience with preservice teachers may help to extend the values and knowledge associated with integral sustainability and provide CE solutions on campus and in schools throughout the country. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present an exploratory analysis of campus community member (i.e. students, faculty, staff) definitions of sustainability, their perceptions of select elements of sustainability culture and the relationship between the two. Design/methodology/approach: Researchers implemented a cross-sectional design where participants from two higher education institutions in the USA completed an online survey. The 352 respondents from James Madison University and 349 respondents from Wofford College included students, faculty and staff members. Descriptive statistics were used to examine patterns in the quantitative data, and an inductive theme approach was used to analyze the qualitative data. Findings: This study provides evidence that sustainability is often viewed from an environmental lens, and personal definitions of sustainability may impact perceptions of campus sustainability culture elements. Generally, the highest rated elements of culture examined (i.e. university actions, signs and symbols and institutional commitments) were all aligned with the environment dimension of sustainability and consistent across sustainability definitions. However, respondents with a more integrative definition of sustainability expected to see elements of culture that aligned with the social dimension of sustainability at a considerably higher rate than the respondents who reported more narrow definitions of sustainability. Research limitations/implications: Lack of generalizability, low response rates and self-selection bias are some of the limitations of the study. Practical implications: Personal definitions of sustainability may impact campus community member perceptions of sustainability culture and progress on their campuses. Practitioners may use this study to inform development of more effective strategies for creating and assessing the culture of sustainability that colleges and universities are pursuing. Originality/value: The empirical analysis of campus community members on two very different campus communities responds to Owens and Legere (2015) who argue for further studies to understand the concept of sustainability at other higher education institutions that are at different stages of pursuing sustainability. This paper links research about sustainability definitions to the emergent research on campus sustainability culture, filling a gap between these two areas. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to develop a framework that systematically captures the ambiguity of different understandings about science, the university and its relation to society, while conceptualising sustainability. Following Corley and Gioia (2004, p. 174) on identity ambiguity and change, it seems pivotal to better understanding the ambiguity of sustainability in relation to academic cultures and university models to manage the transition more effectively. Design/methodology/approach: The nature of this paper's objectives as well as the wide thematic scope leads to the need of exploring a broad knowledge base. This was best addressed by an exploratory literature review with data collection from primary and secondary sources. The data was interpreted through a hermeneutic analysis and resulted in the inductive development of first categories and goals (further referred to as category development). In addition, a multi-method approach further adjusted the categories and raised their empirical validity and social robustness. Findings: Implementing sustainability involves dealing with a double bound ambiguity due to organisational and individual identity reasons. Five fields of ambiguity were developed to systemise the conceptualisation of a sustainable university along contradictory understandings of science, the university and sustainability. These fields offer a framework to qualitatively assess the degree of sustainability in higher education institutions. Arguments for and against sustainability in universities have been categorised around five criteria and associated to the fields of ambiguity. The finding indicates that meaning in organisational change management for sustainability can be considered both, a potential driver and barrier for a sustainability transition in universities. Research limitations/implications: This paper exclusively focussed on the internal perspective and left aside any external factors that influence the sustainability transition, such as political measures to stimulate sustainability in higher education. In addition, the operational dimension of a sustainable university has been neglected, which is by all means a necessary and important aspect. The interrelation of the identified goals has not been discussed. Originality/value: This paper focusses on the conceptualisation and understanding of sustainability within the institution, an often-forgotten but fundamental aspect of implementation. The fields of ambiguity are designed to be applied for assessing the "degree of maturity" of a sustainable university. The fields reveal the different understandings about the role, the mission and the governance of universities, stemming from competing preferences about goals and their assumed relations by various stakeholders of a higher education institutions. The five fields are not an attempt to resolve the hidden contradictions and tensions in a sustainability transition, but to state them clearly to anticipate resistances and conflicts that hinder the development of a shared understanding. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore if, and how, business schools globally have been engaging their students in the Sustainable Development Goals (SDGs), both inside and outside the classroom, since the SDGs were agreed upon in 2015 until mid-2020. Design/methodology/approach: The data is collected from information submitted as part of reporting requirements to the United Nations Principle for Responsible Management Education over the time in question. This paper outlines the range of approaches being reported on which specifically relate to students and explicitly mention the SDGs. Findings: The results show that although there are a growing number of innovative approaches that could become the basis for the way management education approaches the SDGs moving forward, the majority of schools are not engaging their students in the SDGs. Of those schools that are, most offer limited evidence of it being embedded into the core of what students are learning or of it being approached in an interdisciplinary way. Business graduates are not being exposed to the SDGs in a way that connects them to "business as usual". This is a missed opportunity for the students, the universities and the global community, given the important influence that management education, and the business sector by extension, has the realisation of the goals. Originality/value: The results can help inform and inspire higher education institutions to engage students in the SDGs. A methodology to measure the degree of engagement is presented, which can then be used as a tool to benchmark progress. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) must take on a leadership role in building a sustainable world, given their responsibility for preparing future professionals and leaders worldwide and considering the role they provide to society. To accomplish this goal, HEIs need to holistically embody sustainability in everything they develop. This study aims to help HEIs in this purpose by developing a method to integrate sustainability into the strategic planning process in these institutions. Design/methodology/approach: In the first stage, the method was developed based on papers selected through a systematic literature review. The proposed method was then applied in a Brazilian HEI to validate and adjust it. Findings: A method that adopts a participatory process to integrate sustainability into HEIs' strategic planning was proposed. Practical implications: This study provides university leaders with a simple and practical method to aid with elaborating on strategic plans for holistic sustainability integration. Originality/value: This study uniquely applied a framework called "HEIs sustainability action archetypes" as the foundation for selecting sustainable objectives, goals and actions to be integrated into these institutions' strategic planning. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics. Design/methodology/approach: This study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019. Findings: This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness. Originality/value: The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering). [ABSTRACT FROM AUTHOR]

Purpose: The inclusion of sustainability in higher education courses has been debated in recent decades and has gained particular emphasis throughout the COVID-19. This paper aims to show how the context of the pandemic, which demanded the transition from in-person classes to virtual classes, was used to illustrate better the concepts of life cycle assessment (LCA) for Production Engineering students in a Brazilian University. Design/methodology/approach: The research strategy used was action research. Throughout the discipline offering, the environmental impacts resulting from in-person and remote classes were comparatively assessed through a practical activity using LCA. Students' behaviour and perception of the activities were recorded by the professor and discussed with the other researchers on the team. At the end of the course, students answered a questionnaire to assess their satisfaction with different aspects of the discipline, and these data were analysed via Fuzzy Delphi. Findings: The results focus on discussing the pedagogical aspects of this experience and not the environmental impacts resulting from each class modality. It was possible to notice a greater engagement of students when using a project that directly involved their daily activities (food, transportation, use of electronics, etc.) compared to the traditional approach of teaching LCA concepts. In this traditional approach, the examples focussed on the industrial sector, a more distant context from the reality of most students. Student feedback demonstrated great acceptance by them regarding the approach adopted. Originality/value: This study contributes to expanding debates about sustainability insertion in higher education and the training of professionals more aligned with the sustainable development agenda. [ABSTRACT FROM AUTHOR]

Purpose: As few studies have explored the causal relationship between both the triple bottom line (TBL) of sustainability and the lean practices in higher education institutions (HEIs), the purpose of this paper is to analyze the relationships between lean practices and sustainable practices in Brazilian HEIs. Design/methodology/approach: A survey was conducted with 454 public and private HEIs workers in Brazil. Confirmatory factor analysis and structural equations modeling were used for data analysis. Findings: The results support the hypotheses of the study that HEI lean practices are positively related to environmental, economic and social practices in HEIs. Practical implications: HEI managers must evaluate the use of lean practices in the organizational processes, to identify their weaknesses and to improve the aspects that influence a balanced TBL of sustainability practices. Social implications: The findings highlight the importance of leadership as a support for the workers, as a continuous improvement practice on a daily basis and a focus on the student as a basic principle of HEI success. Originality/value: This article provides new measurement and structural models to analyze Lean thinking practices as the predictors of sustainability practices. The work could assist any HEI in prioritizing its strategies and actions and to contribute to excellence in decision-making. This study could contribute as a source of empirical data for transferability in other contexts for HEIs. [ABSTRACT FROM AUTHOR]

Purpose: Junior enterprises have been gaining increasing attention in the Brazilian Higher Education Institutions. In addition, these companies are contributing to enhance the training of future professionals. Improvements in future professionals' training must consider education for sustainability. In this context, this paper aims to critically analyze the role of junior enterprises in the training of undergraduate students in line with the sustainable development goals (SDGs). Design/methodology/approach: To discuss the ways for junior enterprises to contribute to students' training with a higher alignment with sustainable development, it is necessary to know the routine of their activities well. Therefore, the strategy used in this research was to use the Delphi process with students who participated/participate in this kind of extracurricular activity in their institutions and are familiar with the SDGs disseminated by the United Nations. Findings: From the rounds of Delphi method debates, eight items were listed and presented an agreement greater than 50% of the participants. Illustratively, three of them are cited here: most participants understand that some current metrics used by junior enterprises require greater alignment with the SDGs; most participants agree that junior enterprises need to better monitor the results of their postexecution projects because in general beneficial impacts on sustainability are observed in the long term; and most of the participants understand that the actions developed by junior enterprises are aligned with corporate sustainability and conscious capitalism. Originality/value: The contribution of junior enterprises to the promotion of sustainability education is practically not addressed in the literature. The findings presented here, resulting from the Delphi process, can greatly contribute for junior enterprises to rethink their actions to better prepare future professionals to act toward sustainable development. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is twofold. First, as few universities have assessed their ecological footprint (EF), a benchmark for Colombian universities is presented. Second, a practical calculation tool for measuring the EF in educational institutions (EIs) is developed. The purpose of this tool is to facilitate the process of assessing the EF in EIs that are starting sustainability initiatives and to unify criteria with those already involved. Design/methodology/approach: The development of the Ecological Footprint for Educational Institutions (EFEI) calculator is detailed showing the seven categories analyzed and the adaptation to the Colombian context. Findings: Results are presented from a case study of EFEI implementation at Universidad Icesi. Furthermore, the relation between these results and the action taken to mitigate EF at the university is detailed. Practical implications: Colombian EIs have recently joined the sustainable campus movement. The EF methodology and this tool serve to assess impacts and identify what EIs can do to ameliorate their environmental stewardship. Social implications: EIs are called on to lead by example in terms of sustainability, not only in teaching and researching cutting-edge technologies but also in being sustainable and transferring this knowledge to future generations. Originality/value: First, an EF benchmark for Colombian universities is presented. In addition, a unified methodology for EIs is developed. The availability of a standard tool will encourage other EIs to move forward in the effort to achieve a sustainable campus. [ABSTRACT FROM AUTHOR]

Purpose: Many higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal curriculum for sustainability education, there is an increasing interest in informal learning within universities. This paper aims to extend the current understanding of the diversity and significance of informal learning experiences in supporting students' learning for sustainability. Design/methodology/approach: Six focus groups were formed with 30 undergraduate and postgraduate students from an Australian higher education institution committed to supporting graduate competencies for sustainability. An inductive and qualitative inquiry was designed to enable participants to reflect on the ways in which their university experiences support meaningful and significant learning for sustainability. Findings: The paper presents a typology of the diverse communities of informal learning that students create and engage with. These range from ongoing to transient groups, from environmentally to more socially oriented groups and from incidental to intended learning, from local to national in scale, with varying types and degrees of connection to the formal curriculum and the university campus. The paper demonstrates that these student-led experiences support three domains of learning: cognitive, practical and affective. Originality/value: Deepening the understanding of the forms and significance of student-led learning within their university experience contributes to the identification of the roles that informal learning may play alongside formal education in developing graduates as agents of change for a more sustainable future. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to propose a quadruple bottom line approach for higher education leaders who must decide whether to accept sustainability initiatives that do have not have a business case. The authors describe a personal waste management program at a major university to illustrate how a quadruple bottom line framework may impact decisions to adopt a sustainability practice in higher education. The authors also demonstrate how opportunity costs can be applied to better understand the true costs of such waste management programs. Design/methodology/approach: This exploratory research uses a case study approach with a unique accounting method to determine the costs of a personal waste management system. System costs are calculated for the entire university and for sample units within the university. Findings: University leaders chose to continue the new waste management program in light of evidence showing higher than anticipated costs. The authors illustrate how this decision was driven by consideration of a fourth bottom line, that of the educational value of the sustainability initiative. It is discussed whether proposed sustainability initiatives such as these should be evaluated using a traditional triple bottom line framework, or, in the case of higher education, if equal consideration should also be given to factors related to the educational mission of the institution. Originality/value: The authors develop a quadruple bottom line framework to explain the frequent implementation of economically costly sustainability programs in higher education contexts. This paper also reviews the rise of "personal waste management" programs at higher education institutions, demonstrates how the value of employee time can and should be considered as a cost of a comprehensive campus sustainability program (i.e. recycling and composting) and illustrates a novel means for using opportunity costs to determine those costs. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to conceptualize impacts of higher education institutions (HEIs) on sustainable development (SD), complementing previous literature reviews by broadening the perspective from what HEIs do in pursuit of SD to how these activities impact society, the environment and the economy.Design/methodology/approach The paper provides a systematic literature review of peer-reviewed journal articles published between 2005 and 2017. Inductive content analysis was applied to identify major themes and impact areas addressed in the literature to develop a conceptual framework detailing the relationship between HEIs' activities and their impacts on SD.Findings The paper identifies six impact areas where direct and indirect impacts of HEIs on SD may occur. The findings indicate a strong focus on case studies dealing with specific projects and a lack of studies analyzing impacts from a more holistic perspective.Practical implications This systematic literature review enables decision-makers in HEIs, researchers and educators to better understand how their activities may affect society, the environment and the economy, and it provides a solid foundation to tackle these impacts.Social implications The review highlights that HEIs have an inherent responsibility to make societies more sustainable. HEIs must embed SD into their systems while considering their impacts on society.Originality/value This paper provides a holistic conceptualization of HEIs' impacts on SD. The conceptual framework can be useful for future research that attempts to analyze HEIs' impacts on SD from a holistic perspective. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyse the internal and external factors related to the disclosure of environmental information in universities which reflect the actions carried out in these universities. Design/methodology/approach: Taking as reference the first 200 universities in the Shanghai ranking, several factors associated with the degree of environmental information disclosure in universities – governance dimension, the relationship and participation of stakeholders, position and prestige as signs of the quality of the institution and cultural concern in the university's country for the environment – are analysed. Findings: The results obtained show that the size of the leadership team, stakeholder participation, the position of the university in rankings and cultural concern in the university's country for the environment are determining factors in the university's environmental actions and, consequently, in their disclosure. Other factors – such as the size of the university, the level of self-financing and financial autonomy – do not affect the disclosure of environmental information. Originality/value: Scant research exists on the environmental commitments of universities; this paper aims to fill that gap. Their role as the main channel of research and as instructors of future professionals makes them points of reference in society. Research on university ranking has traditionally focussed on teaching and research results, but environmental issues are becoming increasingly important. This paper enumerates the factors that influence the dissemination of environmental information in the most prestigious universities. This research also provides an original approach by considering not only top-down but also bottom-up strategies through communication channels and the incidence of cultural factors. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to test the effectiveness of communication platforms in conveying the importance of sustainability messages focusing on electronic waste (e-waste) recycling. While corporate communication has been explored well, this research explores the influence of communication medium on the shift in attitude and behavioural intention of higher education students. Design/methodology/approach: An experimental design approach was used with quantitative data analysis to address the research questions. Findings: The results revealed that the text form of communication was more effective in conveying the e-waste recycling message. Students demonstrated a significant shift in attitude and call for action when they read the sustainability article instead of watching a video with the same message. Practical implications: With several universities trying to integrate sustainability in their curriculum, this research provides guidelines on effective communication methods for students. It also sheds light on the choice of platforms that can be used by organisations to reach out to their employees to convey sustainability-related messages. Originality/value: The paper addresses sustainability communication in a university by exploring the best method of communication. The results open up new conversations on the media richness theory in the context of sustainability. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss how the theory of complex thinking can be considered an interesting element in engineering education, especially in the context in which challenges toward sustainable development are multidisciplinary. Design/methodology/approach: This viewpoint synthesizes the main reflections and discussions generated during a process of debate, research and creation of a proposal for an undergraduate engineering course at a higher education institution in Brazil. The literature on engineering education, sustainability and complexity was considered in an integrated way. Debates were conducted considering the authors' knowledge and experience as professors of engineering courses and researchers in the field of sustainability. A qualitative and reflexive approach was used to organize the main discussions. Findings: The prevailing classical engineering paradigm trains professionals to think from a Cartesian, reductionist perspective, appropriate for solving well-structured problems with known solution paths and convergent answers. However, addressing sustainability challenges requires a different kind of thinking capable of dealing with situations characterized by uncertainty, emergence and incompleteness of knowledge. Complexity thinking can be useful for this purpose as it provides a broad system approach to deal with ill-defined, ill-structured and unpredictable problems. This study can be understood as a call to researchers and professionals to consider the value and importance of complexity thinking to advance engineering education for sustainability. Originality/value: The need to overcome the limits of the classical engineering paradigm is emphasized in the context of sustainability. Complex thinking is considered as a path toward a paradigm shift in engineering education for sustainability. It can contribute to the training of professionals to face pressing challenges now and in the future. This viewpoint provides some insights to enhance debates on education engineering. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students' learning on sustainability. It is essential to consider students' understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life. Design/methodology/approach: The study has a quantitative case study design, and the specific method used is an online survey with masters' students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula. Findings: The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students' understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students' key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life. Practical implications: This study supports the argument that WIL and real-life university experiences enhance students' key competencies critical for sustainability. Originality/value: The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students' key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine higher education institutions' participation in association for the advancement of sustainability in higher education's (AASHE's) Green Athletics category in the sustainability tracking, assessment and rating system (STARS) sustainability report while assessing how well collegiate athletic departments engage with their respective aspects. Design/methodology/approach: This general review used quantitative content analysis to determine the number of NCAA Divisions I–III institutions that actively report Green Athletics categories in their AASHE STARS reports. The data collection process compiled current reports from the STARS website and the National Collegiate Athletic Association database. Green Athletics categorical and accumulated point attempts and outcomes were analyzed. Findings: Of the 335 institutions that actively use the STARS reporting tool, the NCAA accounted for 247 rated institutions of which only 50 attempted points in Green Athletics while only 21 institutions succeeded. This paper discusses the lack of participation from institutions in Green Athletics and propose an alternate to better engage collegiate athletics in STARS reporting. Originality/value: This study is one of the first known examinations of the tangible results of collaborations on college campuses to integrate the athletic department's sustainability efforts into the overall sustainability reporting of the institution. This study can better inform STARS on how to more fully engage college athletic departments and boost the sustainability efforts in all corners of campus. [ABSTRACT FROM AUTHOR]

Purpose: Sustainable development is an issue of high relevance for all countries and universities play a fundamental role in promoting the participation of society members in achieving this objective. This study aims to conduct an open laboratory of social innovation (OPENLAB_SI) inside a university with society stakeholders, as a research and innovation tool that facilitates addressing the complexity of social problems through the principles of openness, experimentation, inclusion, diversity, participation and collaboration. The aim was to encompass innovation with the active participation of citizens in processes of experimentation, exchange and creativity to impact their social reality through collective designs for more sustainable futures done by and for communities. Design/methodology/approach: This paper presents a case study conducted during an OPENLAB_SI, which applied innovative, socio-educational strategies intending to promote the social appropriation of renewable energies to help the sustainable development of urban, rural and marginalized areas. In our open lab, a total of 67 participants attended, including university students from various public and private institutions of higher education. Also, civil organizations participated, as well as consultants, teachers, government representatives and university professors. Experts from various disciplines who work in businesses, foundations, universities and government spoke on the topics that were addressed. Findings: Among the notable principal findings is the collaborative work done voluntarily by all the participants who, instead of working with a proposal designed beforehand by one group or another, recognized that an OPENLAB_SI leads to the creation of links between society, academia, business and government. Originality/value: In the OPENLAB_SI through the exchange of experiences and best practices, aimed at more robust networking and improvement in the acquisition of scientific and technological skills and abilities, the participants became actively involved in the generation of collective knowledge. The main contribution of this paper is to present an open laboratory into the social innovation space that can be replicated such a living lab model in other contexts to contribute to pursuit the sustainable development goals with education for sustainable development as a key catalyst for transformation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to critically analyze the engineering education focused on sustainability in supply chain management, in courses offered by Brazilian higher education institutions. Design/methodology/approach: Topics related to sustainable supply chain management were listed from the literature and used as a framework to gather professors' opinions on how well these topics are covered in engineering courses offered in Brazil. Data analysis was performed via frequency analysis and comparative ordering using the Fuzzy technique for order preference by similarity to ideal solution technique. Findings: It was possible to evidence that most of the topics are superficially presented within other subjects and that there are few associated practical activities that enable greater learning. Comparatively, issues related to ISO standards (related to quality and environmental management systems) and compliance with environmental laws, regulations and standards were highlighted. Additionally, it was possible to verify that there is a need for further study on issues related to energy efficiency, worker training and corporate governance. Originality/value: No similar study was found in the literature. The findings presented in this paper can contribute to the improvement of engineering education in Brazil and other countries. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to study the mechanism of how the public universities have funded the campus sustainability projects in China, by identifying key actors and examining the processes. Design/methodology/approach: Besides a review of campus sustainability initiatives at higher education institutions in China, the case of Central University of Finance and Economics (CUFE) is selected to provide an empirical understanding of the campus sustainability management in a typical university. Findings: The paper points to dominant roles played by the state ministries in financing university conservation programs and the absence of a national policy framework and low sustainability proactiveness in a majority of higher educational institutions. It argues that more discretionary power and more policy deliberations are needed for the transformation. Research limitations/implications: Universities in China vary distinctively in status, operations and performance. In terms of campus sustainability management, the case of CUFE is highly representative as it shares more common features with universities that develop in a routine manner. Practical implications: With the financial support from government agencies, the campus conservation-oriented projects have been conducted and financially supported in hundreds of pilot universities, but failed in diffusing to more universities. This study identifies the barriers and challenges. Social implications: An in-depth understanding of the working mechanism in financing university sustainability initiatives will promote a discussion on China's policymaking process and will provide useful insights regarding its future policy options. Originality/value: China has conducted nationwide conservation-oriented campus constriction for almost a decade and many universities increase their investment in campus facilities and their operations; however, there is a lack of understanding of the rationale of the funding models and how they have been implemented. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to outline the impact of the COVID-19 pandemic to universities and how they may react. Design/methodology/approach: A description of the impact of the COVID-19 pandemic to higher education institutions is presented at different levels. Findings: Even though the COVID-19 pandemic affects higher education institutions in many ways, there are some measures which may be undertaken to mitigate its impacts. Practical implications: The measures suggested may assist universities at present, and in future recovery efforts. Originality/value: The value of the paper resides on a multi-perspective analysis of higher education institutions can do, as part of the recovery efforts in face of the pandemic. [ABSTRACT FROM AUTHOR]