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This paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.

A qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.

The paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.

Although several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.

The aim of this paper is to explore the possibility of using the Define-Measure-Analyze-Improve-Control (DMAIC) cycle, process mining (PM) and multi-criteria decision methods in an integrated way so that these three elements combined result in a methodology called the Agile DMAIC cycle, which brings more agility and reliability in the execution of the Six Sigma process.

The approach taken by the authors in this study was to analyze the studies arising from this union of concepts and to focus on using PM tools where appropriate to accelerate the DMAIC cycle by improving the first two steps, and to test using the AHP as a decision-making process, to bring more excellent reliability in the definition of indicators.

It was indicated that there was a gain with acquiring indicators and process maps generated by PM. And through the AHP, there was a greater accuracy in determining the importance of the indicators.

Through the results and findings of this study, more organizations can understand the potential of integrating Six Sigma and PM. It was just developed for the first two steps of the DMAIC cycle, and it is also a replicable method for any Six Sigma project where data acquisition through mining is possible.

The authors develop a fully applicable and understandable methodology which can be replicated in other settings and expanded in future research.

This paper aims to emphasize the significance of integrating sustainable development (SD) content into higher education institutions (HEIs) curricula. The focus is on identifying areas of research demand related to SD in teaching and learning programmes.

This study uses a comprehensive approach, combining bibliometric analysis and an original survey instrument tool. The research involves HEIs staff engaged in both research and teaching roles across 36 countries worldwide.

The findings of the study shed light on the challenges and gaps in incorporating SD into HEIs curricula. Insights reveal that researchers focusing on SD within teaching and learning programmes face a notable obstacle in the form of congested timetables.

While providing valuable insights, this research acknowledges study design and methodology limitations. These limitations should be considered when interpreting the findings and planning future research endeavours in SD in HEIs.

The paper underscores the practical implications of the findings, emphasising the need to address congested timetables as a significant obstacle to sustainability education efforts. The practical insights aim to guide educators and institutions in enhancing the incorporation of SD content in their teaching programmes.

The study’s social implications highlight the broader impact on society, emphasising the role of HEIs in shaping a sustainable future. Addressing the identified challenges can contribute to better preparing students for addressing real-world sustainability issues, thereby fostering positive social change.

This paper concludes by outlining essential measures to address identified challenges and gaps, emphasising the imperative of creating an environment that supports the integration of SD into higher education curricula. The findings provide valuable guidance for educators, policymakers and institutions seeking to enhance sustainability education efforts.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD).

The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions.

University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education.

This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis

This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.

This paper aims to assist higher education institutions (HEIs) in their decision-making process to define initiatives and foster research projects contributing to sustainable development (SD) and minimizing the deficits found in the municipalities.

A documental analysis was performed to select HEIs and Brazilian regional development indicators. Then, the assessment of the sustainable and institutional performance of Brazilian municipalities that have HEIs consisted of three parts: clustering with an unsupervised machine learning model, ranking with a hybrid multi-criteria decision making method and visualization of sustainability performance with the dashboard.

The critical analysis of institutional and sustainability indicators contributes to a more active role of HEIs in matters of social responsibility, with a more holistic view of the performance and quality of municipal education. Furthermore, this critical analysis creates a scenario where HEIs can develop public policy proposals in partnership with the government to mitigate the main issues identified.

With this study, HEIs will be able to direct their actions to minimize the deficits found in the municipalities, consolidating their social responsibility.

This study proposes a new decision-support tool with a dashboard of indicators so that HEIs can foster research projects with a focus on regional SD.

The purpose of this paper is to evaluate the efficiency in financial intermediation and the cost efficiency in banking service of credit unions in Brazil, based on essentially accounting variables, and to analyze the temporal evolution of the efficiency of these cooperatives.

With a sample of 315 cooperatives over the period from 2007 to 2014, this research uses a two-stage process: application of regression models with panel data to verify which variables are related to the defined outputs, with the reduction of 31 variables to 8 variables in both models; and application of the data envelopment analysis method to obtain an analysis of credit unions’ efficiency.

The results demonstrate a high level of efficiency in financial intermediation, with low variation over time, associated with a low efficiency in the banking service, in which few cooperatives have remained efficient over time. In addition, the cooperatives with highest efficiency in financial intermediation were also the most efficient in providing services.

This research has some limitations about the capacity of the proxies used to capture the real effect of the variables and assumptions of economic relations resulting in restrictions to generalize the results.

Cooperatives are usually analyzed under just one dimension. By separating the analysis into financial intermediation and banking services, cooperatives that are more efficient in each dimension can be identified, in addition to analyzing the evolution over time. The authors found that efficiency tends to be lower in banking services, and few cooperatives remain at the highest level of efficiency over time in both models.

Credit unions provide an important service in the banking and credit market. Therefore, understanding its operation and the characteristics that influence its efficiency allows a better management of the cooperatives themselves and a greater understanding of this important segment of the financial market.

Changing the present behavior of individuals toward a more sustainable lifestyle is a complex task requiring a well-established strategy and institutional commitment. The purpose of this paper is to understand the strategic steps, as proposed by Steg and Vlek (2009), that has been mostly focused on by higher education institutions (HEIs) in the past decade (2010–2020) to foster pro-environmental behavior (PEB) of students.

A literature review was conducted following the approach given by Denyer and Tranfield (2009). Subsequently, the results of 147 articles from 22 journals were discussed using the seven-element system proposed by Lozano et al. (2013).

In the past decade, HEIs have increased their efforts to improve their understanding of the determinants of PEB of students and methods to foster PEB. However, the results indicated that the classification was similar to previous studies, with HEIs focused mainly on assessing students in terms of personal factors (assessment and reporting category), understanding the relationships among psychological determinants and their influence on student behavior (research category) and planning educational interventions (education category).

This is the first study that reviewed the role of HEIs in fostering PEBs of students using the approach proposed by Lozano et al. (2013) as a theoretical framework and the strategy proposed by Steg and Vlek (2009) as a guideline.