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Purpose: Adaptive load-bearing structures pursue the approach of saving mass within a load-bearing structure by adding external energy, thus saving materials and resources. This paper provides an overview of current research developments and shows some examples of existing prototypes. Design/methodology/approach: First, basic terms and definitions from the research field of adaptive structures are introduced. After a brief historical insight, the numerical methods and prototypes used are presented as examples. The paper concludes with a summary of the state-of-the-art and open questions. Findings: The current state of the art shows that the idea of adaptive structures offers great potential for more sustainability and resource efficiency in the construction industry. However, it also shows that research is still at the basic stage and that there are still some gaps in research. Originality/value: The implementation of adaptive load-bearing structures is just one of many different approaches to greater sustainability in the construction sector. The issue of adaptive structures is a highly interdisciplinary field of research. The following paper is a literature review intended to summarize and critically evaluate the state-of-the-art research in this field. In the final section, some open questions are addressed, indicating that this research topic is still evolving. [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 paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals. [ABSTRACT FROM AUTHOR]

Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field. [ABSTRACT FROM AUTHOR]

Purpose: In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach: This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings: First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one's strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value: This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers' ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the relationship between knowledge-enhancing HR practices, intellectual capital and sustainable competitive advantage in knowledge-based firms. Design/methodology/approach: A quantitative approach was used to conduct the present study. The respondents were sampled from knowledge-based firms in Iran. Overall, 320 managers in 157 firms were selected using convenience sampling. A structural equation model was employed for testing the hypotheses. Findings: The study confirmed that knowledge-enhancing human resource (HR) practices established a very strong connection with intellectual capital. The results further disclosed a positive relationship between intellectual capital and firms' competitive advantage. A mediated relationship between knowledge-enhancing HR practices and firms' competitive advantage through intellectual capital was also affirmed. Research limitations/implications: The study was conducted in knowledge-based firms in Iran, which limits the generalizability of the research findings. Therefore, future studies should be carried out with samples from other contexts. Moreover, as the study was cross-sectional, the causal relationships could not be inferred directly. Practical implications: The paper underscored the importance of intellectual capital in improving knowledge-enhancing HR practices and firms' competitive advantage. It suggests to human resource managers to make the organizational arrangements to design knowledge-enhancing HR practices, thereby developing the intellectual capital that brings competitive advantage to knowledge-based firms. Originality/value: The results of this study contribute to advance research on the intellectual capital literature by trying to explain how intellectual capital as a mediator variable can influence the relationship between knowledge-enhancing HR practices and sustainable competitive advantage. [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 investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines. Design/methodology/approach: This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture. Findings: Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus's Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues. Practical implications: The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline. Originality/value: A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context. [ABSTRACT FROM AUTHOR]

Purpose: While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students' shortcomings in considering socioeconomic dimensions. Design/methodology/approach: This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students' final projects proposing sustainability legislation with social, economic and environmental dimensions. Findings: Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students' understanding and preparedness to act. Originality/value: Despite experts' attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents' sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to develop a practical implementation blueprint for the attainment of food security for all Nigerians based on sustainable agricultural practices. Design/methodology/approach: This paper conducted a critical review of 66 peer-reviewed empirical articles on various sustainable agricultural case studies. The evidence obtained from this review and the in-depth knowledge of the authors regarding the Nigerian agricultural landscape was used to develop a practical implementation blueprint for achieving food security in the country. Findings: The food security for all Nigerians (FOSFAN) blueprint was developed and comprising of eight practical and interconnected steps. These steps take into consideration the synergistic effort of the government, the ministry of agriculture and its corresponding agencies in ensuring that farmers attain sustainable practices in their endeavour. Research limitations/implications: The findings of this paper will contribute to existing literature on food security and will also serve as a baseline for deeper empirical exploration of the impact of sustainable agricultural practices on food security in Nigeria (a country in the Sub-Saharan region). Practical implications: The FOSFAN blueprint provides a practical and comprehensive step-by-step guide, which the Nigerian Ministry of Agriculture can use to achieve food security for all Nigerians. Social implications: This paper is addressed towards the development of food security plan in the Nigerian context in which the Nigerian Government ensures the availability of food to all its citizens in a bid to achieve "Zero Hunger", which is the second Sustainable Development Goal. Originality/value: The FOSFAN blueprint is a proactive guide that takes into consideration the importance of cultural and socioeconomic nuances in the development of a sustainable agriculture policy in a developing country context. [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: Universities and their actions affect the environment directly and significantly. Therefore, the carbon footprint (CF) needs to be implemented in these institutions for mitigating climate change and its potential risks. Based on this understanding, the university consortium quality and environment (QualEnv) stands out by its main objective – to increase the university's contribution to sustainable development (SD) through the deployment of systematic environmental practices and quality processes. Hence, the purpose of this paper is to present the CF of the Latin American universities of the QualEnv consortium. Design/methodology/approach: The study was based on the actions for adopting CF and its implementation at the universities that take part in the QualEnv consortium. The measurement process and report presentation were done properly by the universities and published as institutional documents. Therefore, data were collected and analyzed through a document search, systematic literature review and participant observation. Findings: The results show knowledge deepening and systematization on CF in higher education. In addition, it presents the effort of a group of universities that, through a research network, seek to adopt practices towards a carbon-neutral university, which requires an incremental and systematic change to break out of the traditional system. Originality/value: This paper discusses the practical implications for universities and the need to implement initiatives for measuring and reducing their CF since it shows how the institutions belonging to QualEnv consortium have created their own strategies to mitigate climate change and contribute to SD. [ABSTRACT FROM AUTHOR]

Purpose: The aviation industry has seen consistent growth over the past few decades. To maintain its sustainability and competitiveness, it is important to have a comprehensive understanding of the environmental impacts across the entire life cycle of the industry, including materials, processes and resources; manufacturing and production; lifetime services; reuse; end-of-life; and recycling. One important component of aircraft engines, integral rotors known as Blisks, are made of high-value metallic alloys that require complex and resource-intensive manufacturing processes. The purpose of this paper is to assess the ecological and economical impacts generated through Blisk production and thereby identify significant 'hot-spots'. Design/methodology/approach: This paper focuses on the methodology and approach for conducting a full-scale Blisk life cycle assessment (LCA) based on ISO 14040/44. Unlike previous papers in the European Aerospace Science Network series, which focused on the first two stages of LCA, this publication delves into the "life cycle impact assessment" and "interpretation" stages, providing an overview of the life cycle inventory modeling, impact category selection and presenting preliminary LCA results for the Blisk manufacturing process chain. Findings: The result shows that the milled titanium Blisk has a lower CO2 footprint than the milled nickel Blisk, which is less than half of the global warming potential (GWP) of the milled nickel Blisk. A main contributor to GWP arises from raw material production. However, no recycling scenarios were included in the analysis, which will be the topic of further investigations. Originality/value: The originality of this work lies in the detailed ecological assessment of the manufacturing for complex engine components and the derivation of hot spots as well as potential improvements in terms of eco-footprint reduction throughout the products cradle-to-gate cycle. The LCA results serve as a basis for future approaches of process chain optimisation, use of "greener" materials and individual process improvements. [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: The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approach: An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. Findings: The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/value: This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 pandemic has brought tremendous changes in society. Universities were among the few organisations with some previous knowledge of online education, being able to rapidly adapt by transferring already known best practices to the new context. As teaching moved to online, students encountered less sustainable implementation by their universities. This allowed the development of previously planned sustainable strategies so that when face-to-face teaching resumed, universities could be even more sustainable. This paper aims to explore loyalty to the sustainable university during the later COVID-19 pandemic based on the university's efforts to manage a green campus. Design/methodology/approach: To investigate loyalty towards the sustainable university during the later COVID-19 pandemic, a conceptual model is proposed. This research is grounded in an empirical investigation using a quantitative online survey implemented with online interviews, the relations between all latent constructs being analysed with SmartPLS. Findings: The results show that university sustainability reflects student loyalty, outlining the image developed under the influence of green campus management. The results show that universities must intensify their efforts to support the sustainable agenda and create a sustainable academic brand, inducing student loyalty. The findings may attract the attention of other universities wishing to gain knowledge about the factors that students consider important in generating their loyalty. Research limitations/implications: As this research was carried out in the later COVID-19 pandemic context from 2021, the students already had experience of online teaching, so their assessment of the sustainability strategies implemented could be quite different from their perceptions in the first months of the pandemic. This research provides a comprehensive insight into the overall strategy that a sustainable university might apply in a crisis context. Social implications: Research has shown that green campus management has a positive impact on the sustainability of a university's image, on how students perceive the university at which they study and on the university's efforts to ensure efficient campus management. These factors contribute to the development of a strong and sustainable image of the university within the community. Originality/value: The originality of this paper lies in the research questions designed to conceptualise and operationalise the generation of students' loyalty towards their university by encouraging and implementing sustainable strategies on campus. This paper highlights a structural model that combines strategic practices to determine students' loyalty towards a sustainable university during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Purpose: Higher education (HE) institutions can play a fundamental role in achieving the Sustainable Development Goals. However, universities often face various obstacles to sustainability management, leading to a lack of strategies for implementing governance for sustainability (GFS). The purpose of this paper is to propose a model, based on work and organizational psychology (WOP), for the analysis, promotion and implementation of GFS in HE. The model includes five dimensions: culture, leadership, teamwork, communication and transition management. Design/methodology/approach: Using a mixed methods approach, GFS was investigated in four Piedmontese (Northern Italy) universities and in their sustainability network, applying the model proposed in this paper. Findings: The five dimensions of the model have proven to be fundamental to the development of GFS in HE. Each dimension was filled with experiences from specific contexts through data collection, highlighting specificities and barriers. Furthermore, the mixed methods approach and the WOP perspective proved to be effective in addressing sustainable transitions in HE. Originality/value: A practical proposal for analyzing and improving HE sustainable transitions in a WOP perspective is still missing, as well as a model that identifies organizational dimensions that should be monitored. This study not only provides an example of this transition but also confirms the importance that the literature attributes to the specificities and barriers of dimensions such as culture, leadership, teamwork, communication and transition management in this context. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach: Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings: Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications: Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value: This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education. [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: The interconnectedness of supply chain processes in the aerospace industry requires companies to operate with excellence and the ability to provide robust technologies such as blockchain technology (BCT) to aid supply chain productivity. This paper aims to examine the existing practices of aerospace supply chain management, identify how BCT is used in the aerospace supply chain and whether it affects environmental sustainability. Design/methodology/approach: The qualitative research approach was used, and an online interview with informants was undertaken to collect data. Findings: The findings demonstrate that BCT has a diverse function in achieving sustainable development goals. Practical implications: The manufacturing sector can be strengthened by successfully deploying BCT in aerospace supply chain management. It contributes to achieving sustainable development objectives by introducing transparency to the system and bolstering market position. BCT enables organisations to gain a competitive edge by attaining innovative operational excellence in the face of the complexity of the supply chain environment. Originality/value: The findings can serve as a guide for anticipating the effectiveness of BCT in aerospace supply chain management. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the role of edible mushrooms in the Brazilian diet, considering their strategic significance in meeting nutritional goals within sustainable development. Despite their potential in the nutrition of the Brazilian population, significant knowledge gaps still exist. To address this, the authors formulated this study into five main sections: the consumption of edible mushrooms in Brazil, the factors influencing the consumption, the occurrence of edible mushrooms in Brazil, the nutritional contribution of mushrooms consumed in Brazil and sustainable mushroom production in Brazil. Design/methodology/approach: The authors compiled current literature to develop this viewpoint paper using systematic review, systematic search and narrative review search methods. Findings: Mushrooms are sporadically consumed in Brazil, primarily by the urban population, with challenges in estimating the most used species. Social, economic and cultural factors, health considerations and reduced meat consumption influence mushroom consumption behavior. While Pleurotus ostreatus, Lentinula edodes and Agaricus bisporus are primary species, ethnomycological studies highlight a more diverse consumption among traditional indigenous communities. Brazil hosts approximately 133 wild mushroom species safe for human consumption. Some can be sustainably cultivated using substrates derived from agricultural and urban waste, offering high-protein, high-fiber, low-fat foods with bioactive compounds holding antioxidant and prebiotic potential. Originality/value: To the best of the authors' knowledge, no previous study has investigated how edible mushrooms contribute to the food and nutrition of the Brazilian population. This study emphasizes the crucial role of edible mushrooms in preserving Brazil's cultural heritage, contributing to food and nutritional security and enhancing the overall diet quality. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty's behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them. Design/methodology/approach: This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom. Findings: The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation. Originality/value: The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties. Design/methodology/approach: Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus. Findings: The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study. Research limitations/implications: The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes. Practical implications: These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs. Social implications: The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities. Originality/value: Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs). Design/methodology/approach: A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE). Findings: The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed. Originality/value: The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system. [ABSTRACT FROM AUTHOR]

Purpose: Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities' sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities' practices regarding "gender equality and equal opportunities"? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development. Design/methodology/approach: This paper examines universities' general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities' plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university's documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022. Findings: According to the data, the main topics within the sustainability structure can be classified as (1) "sustainability in teaching system", (2) "sustainability in research, development and innovation research, development and innovation (R&D&I) activities", (3) "sustainability in management structure", (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) "networks and collaborations", (4) "sustainability communication" and (5) "community development." Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study's findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university's priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department. Research limitations/implications: This research is based on a case study method and is limited to the case of Jaume I University. Originality/value: To the best of the authors' knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC). Design/methodology/approach: A case study approach using Geneva Gay's (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings. Findings: The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified. Research limitations/implications: The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources. Practical implications: This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment. Social implications: The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all. Originality/value: This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions. [ABSTRACT FROM AUTHOR]

Purpose: The paper evaluates trends shaping the post-pandemic reality. The framework adopted is a case study of the V4 region (Poland, the Czech Republic, Slovakia and Hungary) that illustrates broader trends, their direction of change and their influence on the entire region. This paper aims to identify key trends and analyse how they can facilitate or hinder sustainable development. Design/methodology/approach: The paper is based on a multidisciplinary literature review and an online real-time Delphi study carried out across four European countries. Findings: The results indicate that the influence of negative trends on sustainability is much stronger than that of positive ones. Concerning the trends' driving factors, the blockers of negative trends have a much higher influence on sustainability than the blockers of positive ones. The study shows that the most significant trends affecting sustainability are distributed throughout various fields of human activity, including geopolitics, social issues, education, the environment, technology and health. Practical implications: The findings presented below can be used primarily by decision makers from the V4 region, who are responsible for crafting strategies regarding post-COVID recovery. The study illustrates trends that V4 countries and other European Union member states might be facing in the future and analyses how they relate to sustainability. The conclusions indicate that the most effective path to the desired level of sustainability is one that incorporates policies built around the blockers of negative trends. Originality/value: The importance of this study lies in its focus on countries that had previously received little attention in scientific analyses. The paper shows their possible developmental pathways and sheds light on the framework of integrated foresight and its applications in sustainability-related areas. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to compare the sustainability dimensions reported on the websites of public and private universities in Ghana, an emerging economy. Design/methodology/approach: The universities in Ghana were categorized under public and private universities. The top five under each category were chosen (by Edu Rank's ratings), and data was gathered from the websites of the sampled universities. Data analysis was conducted using Global Reporting Initiative (GRI-G4) framework and sustainability tools for campus assessment. Findings were then analyzed through stakeholder theory's lens and organizational characteristics such as ownership, students' acceptance ratios, performance, size and age. Findings: This study's results show that the key aspects of sustainability disclosed on the websites of the sampled private and public universities in Ghana are more of economic and campus sustainability assessment indicators than the social and environmental dimensions. Contrary to the popular notion that private sector organizations do more sustainability reporting than those in the public sector, in the case of Ghana, the sampled public universities reported more than the privately owned universities. This study attributes the extent and variations of sustainability reporting among the public and private Ghanaian universities to the universities' characteristics such as students' acceptance ratios, performance, size, ownership and age. Practical implications: The findings from this study indicate that in improving the value of sustainability reporting, stakeholders of the educational sector in emerging economies should encourage universities to adopt the GRI-G4 framework and campus sustainability assessment indicators in disclosing their sustainability initiatives. Originality/value: To the best of the author's knowledge, this paper is the first study to compare the extent and variations in sustainability reporting between public and private universities in an emerging economy. [ABSTRACT FROM AUTHOR]

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: This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students' experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving). Design/methodology/approach: This paper assessed students' perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation. Findings: The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders. Originality/value: To the best of the authors' knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts. [ABSTRACT FROM AUTHOR]

Purpose: Sports fashion is marketed showing happiness, physical performance and self-care. Thus, sports fashion brands should see a good fit with sustainability: future orientation, self-care, care for others and going out for a physical experience, oftentimes in nature. On the other hand, sports fashion is regularly made of non-sustainable materials and produced under difficult work conditions. This paper aims to discuss the aforementioned issues. Design/methodology/approach: The paper at hand seeks to investigate sports brands' approach to sustainability by examining their product portfolio and their annual report data, analyzing their status quo and sustainability strategy. A content analysis is conducted employing the brands' annual reports and their online shops as data sources to assess their status quo in terms of sustainability as well as future plans. Findings: Results show that on the ecological side, brands unanimously focus on carbon reduction, organic cotton, recycled polyester, circularity-ready business model innovation and water and toxic waste management. The social aspect may be divided into the focal brand and the supply chain, including similar measures: equality and diversity, the promotion of ethnic and cultural minorities and increased safety and health for workers. Originality/value: The paper derives development opportunities and pitfalls for sports fashion brands. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approach: An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. Findings: The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/value: This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the paper is the identification of the main factors affecting the cost of urban air mobility (UAM) based on results of ASSURED-UAM project. These factors can be found among such cost areas as investments (infrastructure, aircraft), operational, energy, end of life, delay and environmental. Once determined, they can be of great value for all UAM stakeholders, including manufacturers, urban planners and air service providers. Design/methodology/approach: The obtained results were based on the outcomes of ASSURED-UAM project. Having the information about the magnitude of each cost category, we were able to identify the most costly factors of UAM. As a result, it was possible to suggest feasible cost reduction means. Findings: For each cost category, there is the possibility to lower its value among the total cost of UAM. Each cost category has its own cost reduction means. It is vital however that the obtained results depend strongly on the assumptions made at the beginning of cost calculations. Originality/value: The value of this paper is the identification of key UAM costs reduction means which may be found beneficial for all UAM stakeholders involved in the development of UAM infrastructure and services. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to detail the design of a campus climate change strategy, transport strategy and paper reduction strategy at the University of Technology, Sydney (Australia). Design/methodology/approach - The approach to strategy development used desktop research and staff/student consultation to inform the development of objectives, targets and actions for each strategy. The strengths and weaknesses of the governance structures for strategy design and implementation are also discussed. Findings - A selection of targets are given here, with further details of objectives and actions in the main text. Climate change: reduce emissions by 11 percent by 2012/2013, 30 percent by 2020. Transport: double the proportion of staff/student commuting trips by walking and cycling to 35 percent by 2011. Paper reduction: by 2011, decrease paper purchased by 20 percent and increasing recycled paper use to 30 percent. The momentum generated by the strategy development shows that it can play a significant role in creating a more sustainable university. Practical implications - Practical guidance for universities and organisations undergoing organisational change for sustainability is given with a focus on: how to engage with staff and students to develop shared aspirations and reflect these in tangible objectives, targets and actions; and, how to evolve organisational structures to implement strategies and create a sustainable higher education institution. Originality/value - The value of this work lies in the frank reflections on the processes used to engage stakeholders and develop the strategies as well as with the tangible targets and actions presented which will be of interest for other universities seeking to benchmark their own activities. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach: Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings: Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications: Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value: This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 pandemic has brought tremendous changes in society. Universities were among the few organisations with some previous knowledge of online education, being able to rapidly adapt by transferring already known best practices to the new context. As teaching moved to online, students encountered less sustainable implementation by their universities. This allowed the development of previously planned sustainable strategies so that when face-to-face teaching resumed, universities could be even more sustainable. This paper aims to explore loyalty to the sustainable university during the later COVID-19 pandemic based on the university's efforts to manage a green campus. Design/methodology/approach: To investigate loyalty towards the sustainable university during the later COVID-19 pandemic, a conceptual model is proposed. This research is grounded in an empirical investigation using a quantitative online survey implemented with online interviews, the relations between all latent constructs being analysed with SmartPLS. Findings: The results show that university sustainability reflects student loyalty, outlining the image developed under the influence of green campus management. The results show that universities must intensify their efforts to support the sustainable agenda and create a sustainable academic brand, inducing student loyalty. The findings may attract the attention of other universities wishing to gain knowledge about the factors that students consider important in generating their loyalty. Research limitations/implications: As this research was carried out in the later COVID-19 pandemic context from 2021, the students already had experience of online teaching, so their assessment of the sustainability strategies implemented could be quite different from their perceptions in the first months of the pandemic. This research provides a comprehensive insight into the overall strategy that a sustainable university might apply in a crisis context. Social implications: Research has shown that green campus management has a positive impact on the sustainability of a university's image, on how students perceive the university at which they study and on the university's efforts to ensure efficient campus management. These factors contribute to the development of a strong and sustainable image of the university within the community. Originality/value: The originality of this paper lies in the research questions designed to conceptualise and operationalise the generation of students' loyalty towards their university by encouraging and implementing sustainable strategies on campus. This paper highlights a structural model that combines strategic practices to determine students' loyalty towards a sustainable university during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Purpose: Higher education (HE) institutions can play a fundamental role in achieving the Sustainable Development Goals. However, universities often face various obstacles to sustainability management, leading to a lack of strategies for implementing governance for sustainability (GFS). The purpose of this paper is to propose a model, based on work and organizational psychology (WOP), for the analysis, promotion and implementation of GFS in HE. The model includes five dimensions: culture, leadership, teamwork, communication and transition management. Design/methodology/approach: Using a mixed methods approach, GFS was investigated in four Piedmontese (Northern Italy) universities and in their sustainability network, applying the model proposed in this paper. Findings: The five dimensions of the model have proven to be fundamental to the development of GFS in HE. Each dimension was filled with experiences from specific contexts through data collection, highlighting specificities and barriers. Furthermore, the mixed methods approach and the WOP perspective proved to be effective in addressing sustainable transitions in HE. Originality/value: A practical proposal for analyzing and improving HE sustainable transitions in a WOP perspective is still missing, as well as a model that identifies organizational dimensions that should be monitored. This study not only provides an example of this transition but also confirms the importance that the literature attributes to the specificities and barriers of dimensions such as culture, leadership, teamwork, communication and transition management in this context. [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: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to develop an architecture for 3D printers in an Industrial Internet of Things (IIoT) controlled automated manufacturing environment. An algorithm is proposed to estimate the electrical energy consumption of 3D printing jobs, which is used, 3D Printing, Sustainable Manufacturing, Industry 4.0, Electrical Energy Estimation, IIoT to schedule printing jobs on optimal electrical tariff rates. Design/methodology/approach: An IIoT-enabled architecture with connected pools of 3D printers and an Electrical Energy Estimation System (EEES) are used to estimate the electrical energy requirement of 3D printing jobs. EEES applied the combination of Maximum Likelihood Estimation and a dynamic programming–based algorithm for estimating the electrical energy consumption of 3D printing jobs. Findings: The proposed algorithm decently estimates the electrical energy required for 3D printing and able to obtain optimal accuracy measures. Experiment results show that the electrical energy usage pattern can be reconstructed with the EEES. It is observed that EEES architecture reduces the peak power demand by scheduling the manufacturing process on low electrical tariff rates. Practical implications: Proposed algorithm is validated with limited number of experiments. Originality/value: IIoT with 3D printers in large numbers is the future technology for the automated manufacturing process where controlling, monitoring and analyzing such mass numbers becomes a challenging task. This paper fulfills the need of an architecture for industries to effectively use 3D printers as the main manufacturing tool with the help of IoT. The electrical estimation algorithm helps to schedule manufacturing processes with right electrical tariff. [ABSTRACT FROM AUTHOR]

Purpose: This paper sets out to investigate investors' sustainable preferences under different market conditions. Specifically, the authors examine the existence of a positive sustainable asset pricing gap, and whether it is influenced by the socioeconomic and financial sentiments. The increase of uncertainty rises investors' skepticism whether sustainable companies are under-performing the traditional counterparts, causing larger increasing gap. Conversely, if sustainable assets are overperforming, the increase of market uncertainty raises investors' sustainable preferences. Design/methodology/approach: The authors examine the existence of a positive sustainable asset pricing gap, and whether it is influenced by the socioeconomic and financial sentiments. Through a quantile regression, the authors remark the variability of sustainable preferences where market participants, although recognizing the present and future value added of sustainable investing, also show skepticism (i.e. asymmetric tail behavior). However, the analysis of the total change of sustainable investments returns over time demonstrates the emergence of positive viewpoints incentivized by economic and market uncertainty. Findings: The market-driven social responsibility exalts the positive insights regarding the future of sustainable developments. As the authors discuss along the paper, investors are gaining awareness about the environmental and social goals pursued by socially responsible companies. Hence, the authors consider how economic instability might stimulate the assessment of the social and environmental impact of the unsustainable production systems, switching investments toward virtuous sustainable companies. This could generate a series of positive externalities that might improve the welfare conditions of the whole society. Originality/value: The authors conduct an original empirical exercise, combining different techniques (i.e. quantile regressions and wavelet analysis). To the best of the authors' knowledge, this is the first paper trying to evidence a systematic connection between market uncertainty and sustainable preferences accounting for different market states (thanks to quantile regressions). [ABSTRACT FROM AUTHOR]