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Purpose: This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach: A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings: The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the "Western world" is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications: The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications: These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value: This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to evaluate how transformative learning is key to innovating sustainability education in the built environment in the region’s universities, in addition to reporting on the research project undertaken to integrate sustainability thinking and practice into engineering/built environment curricula in Asia-Pacific universities. Design/methodology/approach – The project drew from the experiences of academics in built environment programmes and espoused a collaborative inquiry process wherein the role of the industry was vital. A literature review focusing on sustainability integration into curricula was followed by a workshop which brought together academic and industry participants. Findings – The general direction of education for sustainability is moving increasingly towards integration and innovation. However, the slow progress of integration of sustainability in the built environment curricula may have been due in part to the outcome/practice-led approach of built environment education, which is the hallmark of the discipline and lends to a largely discipline-based curriculum framework. Research limitations/implications – The project focused only on the curricula of university programmes and courses taught in the participating Asia-Pacific universities and institutions. Practical implications – This paper highlights how the framework for the proposed curriculum guide focusing primarily on built environment programmes and courses can provide guidance for potential application in other higher education institutions. Originality/value – Much is written about embedding sustainability and education in built environment curricula. However, little analysis, application and collaborative work in Asia-Pacific universities have taken place. This paper considers the value of transformative learning in the innovation of the predominantly discipline-based engineering/built environment programmes for sustainability. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach – Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors’ educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings – The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications – Findings are based on web-based sustainability -related courses. Future research could apply method of case study to do a deeper study. Practical implications – The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value – This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia. [ABSTRACT FROM AUTHOR]