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Purpose: This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues). Design/methodology/approach: Trends on sustainability research were investigated by means of an online survey -- the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme. Findings: The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common. Originality/value: The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

Purpose: The purpose of this paper is to analyse through a systematic literature review the evolution of the theme of environmental social and governance (ESG) in universities, correlating variables and presenting a panorama for Latin American universities. Design/methodology/approach: This paper uses a systematic literature review approach. The Web of Science database was used for data collection, and a set of keywords (Environmental, Social and Governance × Universities) and a classification method were used, resulting in 111 articles classified in the Zotero software. After classification, these publications were analysed in the VOSviewer software. Findings: The main evidence about ESG and universities shows that its relevance has been growing worldwide with an emphasis on England, the USA, Spain, followed by Brazil in fourth place regarding the number of papers published worldwide. The most representative areas identified were governance, sustainability, higher education, sustainable campus, environmental science, ecology, science and technology. The journals presenting more published papers under the topic are "International Journal of Sustainability in Higher Education," "Journal of Cleaner Production and Sustainability." As for the most relevant authors, the Europeans Lozano and Leal Filho, Velasquez from Mexico and Brandli from Brazil were identified. As for institutions, the University Durham, State University System of Florida and State University of Campinas do Brazil stand out. Research limitations/implications: As the main limitation of the study is related to the sample of articles. This study is focused on the analysis of publications from the last decade, presenting only 111 results. However, this restriction in the timeline is justified as it is a new topic; this study was also limited to the use of a single database; in this sense, future research can carry out a more comprehensive review of the sustainability literature covering periods prior to a decade and an analysis in other databases. Originality/value: These results provide a basis for improving sustainability in universities and ESG in Latin America. It also allows to explore and reflect on several indicators, enabling the evaluation and planning of actions to improve competitiveness.

Purpose: This paper aims to understand how the FUCAPE 120% Sustainable project promotes sustainable development in higher education. The project was conceived and implemented by FUCAPE Business School, a private higher education institution (HEI) specialised in business, located in Vitória, Espírito Santo, Brazil. Design/methodology/approach: The approach of the study was qualitative research based on a case study. Data were collected through semi-structured interviews with 12 stakeholders involved in FUCAPE 120% Sustainable. Findings: The results indicate that FUCAPE 120% Sustainable is a project formed from 18 sustainable actions incorporated on the campus of FUCAPE Business School. Most of the project's actions are connected to the triple bottom line (TBL) and linked to sustainable development goals (SDGs), particularly SDG12 (responsible consumption and production), SDG13 (climate action) and SDG17 (partnerships for the goals). Research limitations/implications: This study contributes to the literature by extending information on sustainability in HEIs, focusing specifically on a business HEI. Practical implications: This is an innovative project that can serve as a model for other HEIs, with due adaptations. As business HEIs do not usually have laboratories, they may be considered to have little effect on the environment. However, this study found that business HEIs can have a relevant impact on the environment, and the adoption of sustainable actions can minimise adverse effects. Originality/value: Various sustainability projects and actions are developed and implemented by HEIs, but studies analysing the projects in business HEIs or studies linking the actions of the project to the TBL theory and SDGs are scarce. Sustainable business HEI-based projects may provide future managers a more inter-disciplinary and sustainable vision focused on the TBL and SDGs.

Purpose: This study aims to explore students' sustainability attitudes and behavioural intentions and their relation to energy use, to promote energy saving and decarbonisation in higher education settings. Design/methodology/approach: The authors used a validated energy literacy survey to assess undergraduate students' attitudes and behavioural intentions towards energy saving in two countries (Brazil and Belgium). The questionnaire, administered online, comprised 23 Likert scale questions and three questions eliciting socio-demographic information. Results were analysed using a linear regression model and compared with previous research using the same energy literacy instrument. Findings: The research identified three dimensions of sustainable attitudes: citizens' role, scientists' role and government's role, explaining 65.5% of respondents' energy-related attitudes. Three dimensions of sustainable behaviours were identified, explaining 64.5% of energy-related behavioural intentions: consumption of eco-friendly products, financially driven behaviours and household energy saving. The linear regression model identified scientists' role, consumption of eco-friendly products and financially driven behaviour as the key predictors of student energy use. Differences between the two contexts also emerged. Research limitations/implications: Individual action to improve energy saving is necessary, but not sufficient for decarbonisation. However, student attitudes and behavioural intentions towards energy are an important element of campus decarbonisation: these "micro" experiments can become a "network" searching for synergies at the campus level (in collaboration with the neighbourhood) and act as a catalyst towards a more profound carbon-free society. Limitations of the research include the use of a survey to ascertain estimates of energy use; however, the study offers a model for further research and a mode of analysis that would be useful to other researchers. Practical implications: This research enables universities to better understand the drivers and barriers to student energy-saving activities and thereby promote decarbonisation on campus. This is a crucial underpinning in the creation of sustainable universities, linking education and campus developments. This survey was one of the catalysts to set up a total new maintenance energy performance contract (MEPC) at one of the authors' institutions, where energy efficiency was realised alongside other sustainability aspects, such as water saving, circular renovation and waste reduction. Social implications: This research illustrates the challenges and opportunities of working with key stakeholders in university settings for university-based decarbonisation efforts. Intensive involvement of students and teachers in the new MEPC offers an example of co-creation with building "users" -- which may have implications for other university building developments. Increasingly, universities need to consider the need for a new business model in which shared and multiple value creation is a key feature. Treating societal challenges as business opportunities is an important new dimension of corporate strategy and a powerful path to social progress, which higher education institutions should not overlook. Originality/value: Student attitudes and behavioural intentions towards energy are an important element of campus decarbonisation and can act as a catalyst towards a carbon-free society. Although energy literacy research has been undertaken in the USA and UK, this research is the first of its kind for Belgium and Brazil, and the mode of analysis -- using a linear regression model -- differs from the earlier work, offering a novel methodological approach.

Purpose: Universities are continually transforming its structure and governance in response to the new social, environmental and economic challenges. Particularly, there has recently been a growing academic interest for measuring sustainable practices of higher education institutions (HEI) aiming to monitor and reduce their carbon emissions, as well as transform them into more sustainable organizations. More recent studies began to focus also on the sustainable performance of distance education Universities. So it became crucial to evaluate their sustainability practices through sustainability assessment tools with the aim of improving their sustainability performance and boosting their role as agents of academic, social and economic change. The purpose of this study is to assess and compare holistically sustainability implementation in two similar distance learning universities and to evaluate their advantages and disadvantages. Design/methodology/approach: One of the most rigorous and internationally used sustainability assessment tools was used -- the Sustainability Tracking, Assessment and Rating System, to evaluate and compare sustainability implementation in two distance universities, one from Spain and another from Portugal: the Madrid Open University and Universidade Aberta. Indicators of both universities were compared and ways of improvement in both universities were widely discussed. Findings: The results of this research show that there is a similar pattern in both universities. Both have low performance in campus operations and low levels of community participation but good performance in sustainability courses and programmes offer. The results of both institutions were compared and allowed a learning process for improvement. Originality/value: This research hopes to contribute to the continuous research about the usefulness of sustainability assessment tools in particular when applied to distance universities at the time that offers new paths to carry out improved sustainable practices in crucial areas of interest such as research, administration, education and resource-saving. This research also highlights the value of distance learning universities and their ability to be more sustainable after the advent of COVID-19.

The rapidly evolving landscapes of healthtech and medtech present unique challenges for entrepreneurship education, necessitating a specialized pedagogical approach. This paper explores pedagogical frameworks and the multifaceted barriers faced by educators in these domains. The cases presented emphasize the complexity and regulatory environment, the need for interdisciplinary knowledge, and the fast-paced technological advancements. Moreover, the convergence of medical knowledge with technological expertise demands a cross-disciplinary teaching strategy, complicating the traditional entrepreneurial education model. Additionally, the accelerated pace of technological change in healthtech and medtech outstrips conventional teaching methodologies, necessitating continuous curriculum updates and the incorporation of real-time industry developments. By addressing the current pedagogical challenges, entrepreneurship education in healthtech and medtech can more effectively equip students with the skills and knowledge needed to innovate and succeed in these highly specialized fields. [ABSTRACT FROM AUTHOR]