Search results

This paper aims to investigate the impact of greenhouse gas (GHG) emissions and their components on the firm performance (FP) of select Indian companies.

The sample is 100 large Indian firms from 2019–20 to 2021–22. Panel data and quantile regression models are employed to examine the issues.

There is a negative relationship between GHG emissions and financial performance. Further, this relationship is heterogeneous at different levels of financial performance. However, environmental certification fails to moderate the relationship.

The study focuses on the top 100 Indian listed companies over three years.

The results highlight the need for management to reduce GHG emissions to improve the financial performance of the firms. Regulators and policymakers may develop guidelines for implementing environmental certification in India.

The study reveals the existence of stringent environmental regulations for limiting GHG emissions.

This study in India explores the moderating impact of environmental certification on the GHG emissions–FP relationship and investigates the influence of GHG emissions at different locations of the distribution of firm performance by using quantile regression.

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.