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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.

Purpose: The purpose of this paper is to examine the impact of employer-sponsored workforce training on employee productivity in the Australian transport and logistics industry. It challenges the quantitative notion of the ratio of input-output per labour hour as the single most important measure of productivity. Design/methodology/approach: The study utilised a mixed-method approach, involving online and on-site survey questionnaires and on-site semi-structured interviews of employers, employees and students within the industry. Survey questionnaires were administered to Vocational Education and Training (VET) learners to determine the dimensions of productivity gains, while qualitative interviews were conducted specifically to capture employers' perceptions and expectations of the benefits of training. Findings: Results show that the relationship between employer-sponsored training and workforce productivity is multi-dimensional where, ideally, all essential dimensions must be fulfilled to effectively achieve sustainable productivity level. One dimension is the quantitative measure of increased performance as an outcome of enhanced knowledge, skills and competencies. Another relates to the increased self-confidence, job satisfaction and pride. The third dimension is the cost savings that come with increasing employees' overall awareness and appreciation of occupational health and safety. The results show that, aside from the dominant theories on training and labour productivity, the perception of the benefits of training on workplace productivity is not merely limited to the conventional understanding of productivity as a simplistic relationship between resource inputs and tangible outputs. Practical implications: Firms should consider redefining the benefits of training to include employee well-being and individual contribution to common team and organisational goals. Organisations therefore should broaden the notion of productivity to incorporate intangible benefits. Originality/value: The use of multi-method approach to investigate the views and perceptions of employees, employers and trainers about the productivity benefits of training and key concerns and challenges for the industry.

Many countries are adopting market-based training systems to address industry skills needs. This paper examines the marketisation of Australia's training system and the implications for training provision and outcomes in the Transport and Logistics industry. Drawing on qualitative interviews from industry employers and training providers, we examine the social structuring of the training market with reference to employer perceptions, behaviour and implications for the training system and outcomes. We conclude that the training market is not neutral but one shaped by major employers. Employers becoming enterprise training providers and training to their specific needs are identified as entrenching employer control over the training system with the unintended consequences of potentially restricting broader worker employability, marginalising the interests of smaller employers and contributing to unfavourable labour market outcomes. Enhanced social partnership is presented as a way to address these concerns and mitigate the negative consequences of training marketisation.