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Abstract: The literature on environmental champions emphasises the effective action of environmentally committed individuals. This paper draws on case studies of process technology investment projects in chemical and dairy companies in the UK and Sweden. The analysis is based on a political process perspective on organisations. By analysing the career histories of environmental champions as well as their behaviour in the investment projects, the paper shows how their championing behaviour is shaped by dynamic interaction with the organisational context, as well as a broader range of motivations and interests, including career opportunities and private life concerns. [Copyright &y& Elsevier]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

Suppliers play an important and strategic role in the supply chain as they are critical providers of inputs to other supply chain members. Sustainable supplier development is key to improve suppliers' sustainability capabilities and it is highly effective to provide a sustainable supply chain. Supplier development for Triple Bottom Line (TBL) outcomes is a relatively new topic in the literature and lacks both academic and managerial expertise on the subject. Understanding the triple bottom line supplier development strategies that should be adopted to improve suppliers' sustainable results is critical to improve sustainability across the supply chain. Thus, the overarching goal of this research is to provide an overview of the TBL supplier development practices aiming to investigate the primary strategies that can deliver triple bottom line outcomes. Thus, a systematic literature review was conducted, and data analysis was performed based on content analysis, with an inductive category building approach. The qualitative software, QDA Miner, supported the literature analysis. The results of this paper include: (i) TBL supplier development practices are categorized into managerial, evaluation and technical aiming to reflect the different nature of TBL supplier development; (ii) implications of these categories in TBL supplier development are illustrated according to their effectiveness, organizational criteria and risks; (iii) a conceptual model that supports TBL supplier development implementation that reflects both the buying organization's and the suppliers' perspective in the process is proposed; (iv) a research agenda is developed, delineating the main research gaps that need to be covered and guiding opportunities for future research. [ABSTRACT FROM AUTHOR]