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Despite an increasing focus by post‐secondary institutions on incorporating sustainability concepts into research and operations there is little research that investigates the understanding, benefits, challenges, and driving forces for institutions that are integrating sustainability concepts into teaching. This paper is a summary of a qualitative cross‐case analysis of two post‐secondary American institutions that have demonstrated significant progress in integrating the concepts of sustainability into teaching.

Federal legislation and increasing support for the full inclusion of all students in precollege education have resulted in higher expectations and increased participation of students with disabilities in academic programs that have prepared them for college studies. As a result, greater numbers of people with disabilities are attending postsecondary academic institutions and participating in distance learning offerings. This article focuses on the role that libraries can play in assuring that all distance learning students and instructors have access to the electronic resources they offer. It can be used to help libraries develop policies, guidelines, and procedures for making their electronic resources accessible to people with disabilities.

The purpose of this paper is to analyse 12 assessment tools of sustainability in universities and develop the structure and the contents of these tools to be more intelligible. The configuration of the tools reviewed highlight indicators that clearly communicate only the essential information. This paper explores how the theoretical concept of a sustainable university is translated into more measurable variables to support practitioners and academics in assessing sustainability in universities.

The main method for this paper was a desk study approach, which incorporated reviewing research papers, graduate theses, academic books, network platforms and websites.

The tools reviewed share similar traits in terms of criteria, sub-criteria and indicators. Five benchmarks are essential for a holistic framework: management; academia; environment; engagement and innovation.

This research can not only be used to improve existing assessment tools but also as a means to develop new tools tailored for universities that face a variety of challenges and lack the ability to measure their sustainability policies.

Making higher education more sustainable through all the criteria mentioned influences students, as well as staff, to maintain a culture of sustainability.

This study contributes to the literature by simplifying and detailing the structure and contents of the tools in a way which indicators are shown, giving a full picture of these tools to enable universities to be more aware of the sustainability issues that affect them.

Those who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.

An online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.

Educator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.

It is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.

U.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.

This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities.

A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted.

One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact.

There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education.

The fact that stocks going ex‐dividend decline in price by less than the dividend amount is theoretically attributed to the differential taxation of dividend and capital gains or the differential taxation of investor groups. NYSE, Amex and Toronto Stock Exchange listed stocks, and stocks interlisted on these three exchanges, are examined to infer the tax jurisdiction of the marginal investor. The stock price changes relative to the dividends are consistent with a tax clientele effect. Further, the stock price changes are plausible given the tax rates. Ex‐dividend day behavior is different for non‐interlisted stocks on all three exchanges, suggesting each exchange has a different tax clientele. Canadian firms interlisted on US exchanges exhibit ex‐dividend day behavior consistent with the appropriate US exchange’s non‐interlisted stocks, suggesting that the marginal investors in these stocks are American.

Sustainability may be defined as a concept that activates the inner sense of individuals, companies and societies to initiate, promote and sustain practices to protect and enhance the human and natural resources needed by future generations to enjoy a quality of life equal to or greater than our own. To translate this vision into action, it takes time, efforts and sincere leadership and managerial commitments towards sustainable global development. Therefore, the role of business schools is critical in generating a work force to cater to such needs. The purpose of this paper is to focus on the top business schools in India which promote sustainability issues, exploring the challenges of incorporating sustainability in the business curriculum and practices developed by leading professors and business schools to address these issues.

A sample of 35 faculty members from 17 leading business schools of India forms the basis of this research. Data were collected through on‐line questionnaires, telephone interviews and in‐depth exploration of teaching plans and course materials.

The findings highlight the importance of sustainability issues within the business curriculum and the value of integrated case studies which provide a wider perspective to students. Faculty members face serious challenges in the conflict between monetary and sustainability orientations of the curriculum, maintaining students' interest, applying new pedagogical tools effectively, and including considerations of social costs and quality of life.

This paper contributes to existing knowledge about the practical challenges of designing and teaching sustainability issues through integrated courses. It also explores the effectiveness of innovative pedagogical tools to address such issues.

The objective of the research presented in this paper is to explore the factors associated with company failures in the context of the construction industry. To that end, the four quadrants of an ‘environment/response’ matrix developed by Boyle & Desai (1991. Journal of Small Business Management, 29, 33–42) are populated with Dun and Bradstreet's US business failure data for the construction industry. The study indicates that budgetary and macroeconomic issues represent 83% of the reasons for construction company failures. This implies that firms that take vigorous administrative measures to address budgeting issues and that react promptly to economic conditions by implementing appropriate strategic policies should be able to avoid failure. On the other hand, issues of adaptability to market conditions and business issues appear to have limited effects on company survivability (6% of the reasons for failure). This implies that administrative measures to fend off internal conflicts that originate for reasons beyond management's control and long‐term strategic decisions to regulate the firm's adaptation to market conditions can also help to prevent failure. An ‘input/output’ model appears to explain the business failure phenomenon better than the ‘environment/response’ one.