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Purpose: The purpose of this paper is to explore perspectives of academicians in leadership positions in Indian business schools on the sustainability of management education institutions in India. Design/methodology/approach: Semi-structured interviews were conducted with 20 respondents including directors, deans and vice-chancellors of private and public sector institutions offering management programmes across India. The interviews were audio recorded and transcribed verbatim for analysis. Findings: All the respondents strongly supported the need for building sustainable management education institutions. Different factors affecting sustainability of institutions that emerged from the interviews included focus on local context and inter-disciplinarity, visionary leadership and culture, country specific curriculum and pedagogy, sustained industry-academia collaboration, faculty orientation, training, retention and growth. On the basis of the factors identified, a directional proposition with the perspective of blue ocean strategy is proposed. Originality/value: There is a vast scope for exploring issues, challenges and strategies for building sustainable management education institutions. Literature in this field in the Indian context is very limited. This paper is one of the few attempts to study perspectives and experiences of leaders in Indian business schools on the sustainability of their institutions. [ABSTRACT FROM AUTHOR]

Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal "hidden" rather than the "formal" curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students' worldwide sustainability literacy. Originality/value: To the best of the authors' knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the "formal" and the informal "hidden" curriculum to SE by students and staff at an Indian university. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to identify the barriers to including sustainability in management education institutions (MEIs) in India, and subsequently, to analyze the structure of the causal relationships among the barriers. Design/methodology/approach: In this study, the decision-making trial and evaluation laboratory methodology are applied to analyze the structure of the causal relationships among the identified sustainability barriers. Findings: Through an extensive literature review and expert interviews, this paper identified 4 primary barriers and 46 sub-barriers. Encompassing sustainability in Indian MEIs results in changes in behavior involving increased respect for the environment, hence, leading to improved sustainable efficiency. Research limitations/implications: The present study is limited to MEIs in India. Practical implications: The inclusion of sustainability in MEIs equips future managers with the economic, ecological and technical knowledge required to demonstrate sustainable behavior in the workplace. It assists also equips managers with the ability to affect social change at an organizational level. MEIs has been acknowledged as playing a crucial role in societal transformations, including the need for transformation toward sustainability. Originality/value: The present study adds to the current knowledge base regarding the structure of the causal relationships among the identified sustainability barriers. To the author's knowledge, this is the first paper to identify such barriers to including sustainability in an Indian MEI context. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the influence of sustainability education in 15 Indian universities and the mediating role of the theory of planned behavior in predicting students' intentions to start an enterprise supporting sustainability. Design/methodology/approach: The data, which consists of 422 samples, was collected from 15 universities in India. It was analyzed through partial least squares structural equation modeling, which is frequently used for prediction models. The model was further checked for goodness-of-fit using Amos. Findings: The results suggested that personal and subjective norms play a mediating role in shaping the intentions of students to choose entrepreneurship in the sustainability field. Education on sustainability has a significant influence on personal and subjective norms, and these norms further help to develop entrepreneurial intentions. Practical implications: The study will be helpful for researchers and universities in understanding the importance and stake of including courses on sustainability. Social implications: As the results suggest, social norms play a significant role in determining entrepreneurial intentions; therefore, the study will develop a societal culture of start-up education and ethos. Originality/value: The research is original and one of the first to examine the mediating role of the theory of planned behavior on the relationship between education and intentions to start a sustainable enterprise. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable development goals (SDGs) can be used as a compass and debates the sustainability impact of applied research. Design/methodology/approach: A case study approach was adopted, including a literature review, scoping visits, online workshops and peer-to-peer inter-vision/learning, using the SDGs as a compass and framework for analysis. Findings: Most Living Labs use a "silo-approach" on the SDGs and are designed from a technological-expert perspective. This results in blind spots, particularly on SDGs related to reducing socio-economic inequality and just institutions. Debating unsustainable systems, cultures and practices is avoided. To contribute to sustainability transitions, universities need to invest in developing transformative capacity. This refers to SDG-transition competences such as collaborative communication, constructively engaging with diversity and conflicts, discussing values, norms and ethics and encouraging reflexivity. Research limitations/implications: Mainly lecturer-researchers were involved in the study. COVID-19 travel restrictions hindered the research at the grassroots level in India and Indonesia. Originality/value: The study revealed the importance of creating Living Labs as safe and brave inter- and transdisciplinary learning environments to practice reflexivity: encouraging students, researchers and stakeholders to look at sustainability issues from plural perspectives and questioning unsustainable practices, which combined lead to changing perceptions, practices and relations and a deeper understanding of how change happens. The SDGs as a compass method supports reflexivity among stakeholders and in redirecting strategies towards a sustainable future. [ABSTRACT FROM AUTHOR]

Purpose: Unsustainable actions have resulted in the deterioration of the environment. Higher education institutions are social entities responsible for developing future leaders who have the skills and abilities to solve societal challenges. This study aims to develop a conceptual assessment model of environmental sustainability in higher education and apply the model to test the environmental sustainability level of a higher education institution. Design/methodology/approach: The fuzzy logic method is used to develop the conceptual model, and a higher education institution in India was selected for evaluating the environmental sustainability level. Findings: The fuzzy environmental sustainability index for the higher education institution selected for the study was computed as (3.58, 4.95, 6.33). The computed value identifies the institution as "environmentally sustainable". The calculation of the fuzzy performance importance index further helped in identifying weak attributes that need improvement. Research limitations/implications: The result of this study would help the management understand their current environmental sustainability level and take corrective measures to improve the weak attributes. It would also assist the institution in reworking its processes and practices. Originality/value: This study has contributed to the literature of environmental sustainability assessment by creating a conceptual model for evaluating environmental sustainability in higher education. This model can be applied to any higher education institution. [ABSTRACT FROM AUTHOR]