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Purpose: This paper aims to analyze the dynamics of the Spanish public debt–gross domestic product ratio during the period 1850–2020. Design/methodology/approach: This study uses a recent procedure to test for recurrent explosive behavior (Phillips et al., 2011; Phillips et al., 2015a, 2015b) to identify episodes of explosive public debt dynamics and also the episodes of fiscal adjustments over this long period. Findings: The identified episodes of explosive behavior of public debt coincided with fiscal stress events, whereas fiscal adjustments and changes in economic policies stabilized public finances after periods of explosive dynamics of public debt. Originality/value: The longer than usual span of the data should allow the authors to obtain some more robust results than in most of previous analyses of long-run sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to compare the similarities and differences relating to sustainability initiatives between health-care organizations. The aim is to provide a framework of factors and their determinants to enable a profiling of organizational sustainability initiatives. Design/methodology/approach: Based on an inductive approach, judgmental sampling was applied to select relevant health-care organizations. Informants were identified according to their knowledge of their organizations' sustainability initiatives. Findings: Several factors and their determinants for characterizing differences and similarities were found. The results also reveal that organizational sustainability initiatives are either value-driven or business-driven. Research limitations/implications: The reported framework of factors and their determinants serves the purpose of profiling organizational sustainability initiatives. Opportunities for further research are provided. Practical implications: This paper provides managerial guidance for characterizing the differences and similarities with respect to organizational sustainability initiatives in relation to other organizations. Originality/value: This study establishes a framework for characterizing organizational sustainability initiatives. It also contributes to reveal whether organizational sustainability initiatives are value – or business-driven and considers intrinsic-oriented differences and extrinsic-oriented similarities. [ABSTRACT FROM AUTHOR]

Purpose -- This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities. Design/methodology/approach -- A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted. Findings -- One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact. Originality/value -- There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is twofold: to evaluate the importance of the factors reported in the literature as enablers of Continuous Improvement (CI) programmes and to determine the perception of managers of different companies in the Basque Country and Navarre (Spain) regarding the relevance of these factors to their improvement programmes. Design/methodology/approach – In total, 15 elements have been considered to be key issues for the sustainability of CI programmes. Semi-structured interviews were conducted with 36 companies in order to assess how the companies value the factors and how the factors are applied and measured. Findings – The findings regarding the application and evaluation of such factors have revealed that companies are focused on the agents associated with the achievement of results. Other factors, such as management commitment or the promotion of team working, are highly scored and applied, but few companies evaluate them or take actions to improve their application. Originality/value – This paper analyzes the application of some factors considered to be enablers or key factors for the sustainability of continuous improvement systems. Furthermore, it examines the mechanisms or indicators which are used by some companies to measure the application of those factors. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain. Design/methodology/approach: Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities. Findings: Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time. Originality/value: Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms. [ABSTRACT FROM AUTHOR]

The article presents research which explored the importance of the issues of organizational sustainability to the success of principals at Spanish schools. The researchers assessed whether the organizational triple bottom line approach is effective in enhancing the sustainability of the schools and assisting school directors in the adaptation process. They developed a system model based on other models like the Cogniscope, Design of results and managerial triple bottom line approach and adapted it to analyze the practices of head teachers.