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Migration from the traditional management model to the BPM (business process management) approach results in improved process performance. In order to promote BPM, it is necessary to have an organizational approach that defines the necessary tasks of the processes' project, day‐to‐day execution, and learning‐related tasks. In this aspect, there are difficulties and barriers to be confronted in a different way through organization. The purpose of this paper is to analyze the importance attributed to the tasks necessary for process management considering the way the management of these tasks and barriers found in order to change from functional management to process oriented management.

A case study was developed on two companies from the services sector. In‐depth interviews with managers from the companies studied were conducted.

It was identified that these companies found themselves at different levels of transition from the functional management process to process oriented management and that people and organizational cultures are presented in both organizations as the main barriers to changes within this management model.

This research is based on a broad bibliographical base in opposition to the limited capacity of empirical validation.

The paper describes an empirical case study which refers to BPM tasks and to the barriers that will be transposed in order to promote business process management. The research investigates which BPM tasks are executed and the importance of each task and even the barriers against changing the management.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.