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As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.

Millions of children participate in community sports clubs and leagues each weekend across the UK, and other countries. The rates of participation and the cultural significance of these sports in different countries are not always matched by recognition or support from governments. Policy interest in sport in the UK has, in recent years at least, tended to focus on elite performance and the hosting of events such as the Olympics and the UEFA European Championships. Commitment to grassroots and community sports has waned, or been limited to how sport and/or physical activity can help to deliver other policy goals. The lack of funding provided to community sports clubs can lead to young people with limited resources being excluded from clubs. Inequalities in participation in sport and physical activity were exacerbated during lockdowns and restrictions imposed during the coronavirus pandemic. This chapter explores some of the contemporary challenges facing grassroots youth sports clubs and highlights the possible advantages of adopting a different approach to them, including consideration of the informal care provided by sports clubs and the role that they can play during critical moments in children and families' everyday lives.

This paper aims to explore three operations and supply chain management (OSCM) approaches for meeting the 2 °C targets to counteract climate change: adaptation (adjusting to climatic impacts); mitigation (innovating towards low-carbon practices); and carbon-removing negative emissions technologies (NETs). We suggest that adaptation nor mitigation may be enough to meet the current climate targets, thus calling for NETs, resulting in the following question: How can operations and supply chains be reconceptualized for NETs?

We draw on the sustainable supply chain and transitions discourses along with interview data involving 125 experts gathered from a broad research project focused on geoengineering and NETs. We analyze three case studies of emerging NETs (biochar, direct air carbon capture and storage and ocean alkalinity enhancement), leading to propositions on the link between OSCM and NETs.

Although some NETs are promising, there remains considerable variance and uncertainty over supply chain configurations, efficacy, social acceptability and potential risks of unintended detrimental consequences. We introduce the concept of transformative OSCM, which encompasses policy interventions to foster the emergence of new technologies in industry sectors driven by social mandates but lack clear commercial incentives.

To the best of the authors’ knowledge, this paper is among the first that studies NETs from an OSCM perspective. It suggests a pathway toward new industry structures and policy support to effectively tackle climate change through carbon removal.

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

The process of knowledge creation is recognized as an essential process for organizational learning and innovation. Creating knowledge to solve the problems and complexities of today's world is like opening a black box. Hence, the higher education system and universities are exploring ways to overcome the complexities and cope with global changes. In this regard, interdisciplinary collaborations and activities are crucial in creating knowledge and innovation to counter these changes. This study aimed to know the experiences of Shiraz university interdisciplinary researchers in the field of humanities and also design and explain the conceptual model of knowledge creation in interdisciplinary research teams in the field of humanities.

In this qualitative research, grounded theory was implemented based on Strauss and Corbin's systematic approach. The sampling method was purposeful, and the participants included sixteen faculty members of shiraz university who had at least one experience of performing an interdisciplinary activity in one of the humanities fields. The first participant was selected as a pilot, and the rest were selected by snowball sampling. Semi-structured interviews were also used to collect data and continued until theoretical saturation was attained. After collecting the available information and interviewing the people, the data were organized and analyzed in three stages, open coding, axial coding, and selective coding, using the proposed framework of Strauss and Corbin. Finally, the researcher reached a final and meaningful categorization.

In this research, the results were presented as a paradigm model of knowledge creation in the interdisciplinary research teams in the field of humanities. The paradigm model of the study consists of causal factors (internal and external factors), main categories (specialized competencies, scientific discourse, understanding of knowledge domains), strategies (structuring and synchronizing), context (individual and organizational), interfering factors (leadership, industry, and society), and consequences (individual and group achievement).

The present study aimed to explore the experiences of researchers in the interdisciplinary humanities research teams on knowledge creation in qualitative research. The study used Strauss and Corbin's systematic approach to recognize the causal factors of knowledge creation and the contexts. Discovering the main category of knowledge creation in interdisciplinary research teams, the authors analyze the strategies and consequences of knowledge creation.