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The firms’ adoption and improvement of big data analytics capabilities to improve economic and environmental performance have recently increased. This makes it important to discover the underlying mechanism influencing the association between big data analytics (BDA) and economic and environmental performance, which is missing in the existing literature. The present study discovers the indirect effect of green innovation (GI) and the moderating role of corporate green image (CgI) on the impact of BDA capabilities, including big data management capability (MC) and big data talent capability (TC), on economic and environmental performance.

A time-lagged design was employed to collect data from 417 manufacturing firms, and study hypotheses were evaluated using Mplus.

The empirical outcomes indicate that both BDA capabilities of firms significantly influence green innovation (GI), which significantly mediates the relationship between BDA and economic and environmental performance. Our findings also revealed that CgI strengthened the effect of GI on economic and environmental performance. The empirical evidence provides important theoretical and practical repercussions for manufacturing SMEs and policymakers.

This study contributes to the literature on BDA by empirically exploring the effects of MC and TC on improving the EcP and EnP of manufacturing firms. It does so through the indirect impact of GIs and the moderating effect of CgI, thereby extending the Dynamic capabilities view (DCV) paradigm.

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.