Search results

For this discussion, assume there are n sample observations of the dependent variable y at unique locations. In spatial samples, often each observation is uniquely associated with a particular location or region, so that observations and regions are equivalent. Spatial dependence arises when an observation at one location, say y i is dependent on “neighboring” observations y j, y j∈ϒi. We use ϒi to denote the set of observations that are “neighboring” to observation i, where some metric is used to define the set of observations that are spatially connected to observation i. For general definitions of the sets ϒi,i=1,…,n, typically at least one observation exhibits simultaneous dependence, so that an observation y j, also depends on y i. That is, the set ϒj contains the observation y i, creating simultaneous dependence among observations. This situation constitutes a difference between time series analysis and spatial analysis. In time series, temporal dependence relations could be such that a “one-period-behind relation” exists, ruling out simultaneous dependence among observations. The time series one-observation-behind relation could arise if spatial observations were located along a line and the dependence of each observation were strictly on the observation located to the left. However, this is not in general true of spatial samples, requiring construction of estimation and inference methods that accommodate the more plausible case of simultaneous dependence among observations.

This study provides a country-specific and sector-wide study of campus sustainability. Campus sustainability is a key consideration for the higher education (HEI) sector, and campus sustainability officers and managers manage its reporting and planning. Global and country-specific studies to date have focussed on individual organisation narratives, interviews with faculty and management and content analysis of reports and plans. Findings show wide divergence on scope and scale of formalised planning and reporting, few references to sustainability officers and managers’ perspectives and limited reference to organisational theory to explain tactics and strategies adopted. As a result, there are a few country-specific and sector-wide studies. The purpose of this paper is to address the scarcity of country-specific and sector-wide studies into campus sustainability practices in HEI by combining qualitative and quantitative analysis.

The authors provide the first sector-wide overview of formal campus sustainability commitments for the Australian public sector HEI (n = 41) in terms of several key indicators – plans, reports and other indicators. Second, the authors use reflexive thematic analysis of interviews (n = 21) with current and former sustainability officers and managers to examine sector organisational reasons for such variation. Third, the authors analyse HEI sector isomorphism and divergence on planning and reporting of campus sustainability from the perspective of institutional theory of organisations.

This study finds some convergence on the need for plans, reporting and other engagement elements, albeit without any sector-wide standards being followed. The authors observe a trend towards carbon-neutral (CN) declarations before 2030 although with nuances on emissions scope and increasing inclusion of renewable energy. Interviews identify a range of strategies and tactics adopted for campus sustainability relative to internal and external organisational pressures. Overall, the sector still exhibits weak institutionalisation of sustainability.

This study interviews a specific and limited cohort (n = 21) and presents an overview of sector reporting, planning and target setting although not a detailed content analysis. Other interview cohorts may have different views on the strategic and tactical purposes of reporting practices, and more in-depth analysis of formal plans and reports should be conducted in the future.

This study concludes that the Australian HEI sector should consider greater public transparency of its data and reporting actions. Common standards and a benchmarking platform for the sector would improve overall engagement with all internal and external stakeholders. At present, the HEI sector’s message to its key internal and external stakeholders is mixed and needs to change towards a more in-depth institutionalisation of sustainability on campus.

Particular insights are the value of organisational strategies and tactics as an interpretive framework for HEI campus sustainability and how interviewees attribute sector competitors and self-different motives and tactics. Albeit limited, this is the first mapping of sector approaches to sustainability reporting and planning.

Global demand for agricultural commodities, including beef, soy, and palm oil, has driven tropical deforestation throughout the 21st century, threatening biodiversity and ecosystem services while contributing significantly to greenhouse gas emissions. Deforestation in the tropics is a wicked problem because there is no consensus on its solution, conflicting moral and political considerations among stakeholders, and uncertainty about the potential effects of intended solutions. Faced with such complex policy challenges, jurisdictional approaches (JAs) are being increasingly embraced as potential means of increasing policy capacity to tackle deforestation and support the Sustainable Development Goals. JAs integrate tools such as public and private regulations, collaborative planning processes, and payments for ecosystem services to respond to the complexity that characterizes deforestation. In this chapter, we study PROAmazonia, an anti-deforestation JA implemented in Ecuador’s Amazon region since 2017.

Our study shows that enhancing policy capacities to manage wicked problems associated with deforestation requires confronting the inherent complexity of these problems and the wider socio-environmental system in which they emerge. However, this requires integrated policy strategies that exceed the scope of JAs, also demanding support from wider governance structures.

If a seller fails to deliver the correct quantity, the buyer may reject the goods in accordance with the Sale of Goods Act 1979, section 30(1). The nature of this right to reject is unclear, and whether breach by short delivery will suffice to terminate the contract is also unclear. The purpose of this paper is to clarify this area of law.

The focus is on the combined case‐law and academic commentary on the topic of short delivery, and the broader issue of termination.

The paper suggests that breach by short delivery does terminate the contract. It suggests that the right to cure cannot provide an entirely satisfactory response for victims of short delivery. The paper also proposes a reform of the Sale of Goods Act 1979 to take this into account.

This research mainly focused on the current legal position. Further research on the historical development of the rules on short delivery, which were crystallised in the Sale of Goods Act 1893, will provide valuable insights into this area of law.

The proposal for reform could have a practical benefit in terms of protecting buyers from the danger of short delivery, by providing them with a more secure remedy than what appears to be currently available.

To the extent of the author's knowledge, this is the first dedicated analysis of short delivery in the literature.

Full curriculum-based Venture Creation Programmes (VCPs) are a relatively new and potentially underutilised form of degree programme in which students explore the on-going creation of a new venture as a primary aspect of their formal study. The highly experiential nature of VCPs has the potential to meet the calls of researchers and policymakers for students to actively participate in and control their own learning for enterprise and entrepreneurship. However, research into VCP's remains limited which constrains their development. The purpose of this paper is, therefore, to review the literature surrounding VCPs in order to investigate the current research and explore areas for further study to support the development of these courses.

A systematic literature review was conducted in order to find and explore literature around VCPs, defined here as credit-bearing whole programmes of study, focused on learning for entrepreneurship, with the creation of a real-life business venture as an integral part of the learning experience, on which completion of the programme is dependent. First, academic literature published in peer-reviewed journals was collected through a systematic search. In parallel with this, academic colleagues working in this space were contacted for recommendations of literature and for information on work in progress. This led to additional emerging work being discovered that is primarily being presented at conferences. A further general Internet search was conducted to find non-academic information, reports and literature relating to VCP practice.

Four themes were explored covering the entire student journey (1) application and recruitment; (2) teaching, learning and assessment; (3) development of entrepreneurial identity; and (4) entrepreneurial outcomes. The literature presented in the paper suggests that VCPs can meet calls to provide an innovative curriculum based on experiential learning principles. VCPs can provide a positive learning experience in addition to leading to actual business start-up during the degree or after graduation.

This paper presents a comprehensive review of literature focusing on VCPs. Recommendations are made for further research. A key question remains: if full VCPs have the potential to enhance learning, produce positive business outcomes, and address policy calls, why are there so few known VCPs at universities around the world?

There is a growing need to train and support educators to introduce or enhance aspects of sustainability into post-secondary curriculum. The authors provide an overview of integration of curricular sustainability development and education as well as related institutional leadership at the post-secondary level. Turning to educational development for sustainability education, the authors share tools and resources to support educators from any discipline, to introduce, integrate, and/or enhance sustainability in their course, program, or initiative. The authors found very few examples of workshops to post-secondary teachers. For one such example, the Sustainability Education Intensive, a three-day workshop that the authors designed and led at the University of British Columbia. The authors summarize the workshop aspects that two years of participants found helpful, and how workshop involvement affected them as sustainability educators. The authors encourage post-secondary institutions to provide support in the form of workshops, resources, and funding to help educators introduce or enhance aspects of sustainability into their courses and programs. Students are asking for this, and, as they are future leaders, it is important that educators address the numerous environmental, social and economic issues that demand attention.

Despite increasing efforts to incorporate sustainability in curricula and practices of institutions of higher education, effective implementation remains challenging. The purpose of this study is to present an approach to incorporate sustainability into a practice-oriented research skills course, which was implemented at a small island state university in the Caribbean.

First-year university students followed a four-week course module, starting with the introduction of the sustainable development goals, and culminating in a symposium in which the students present the findings of their research projects to the campus community. Pre-course module and post-course module surveys measured the students’ knowledge and perceptions regarding sustainability. These survey results were also compared with the result of a similar survey held for the university’s employees.

The survey results suggested that following the course module increased students’ knowledge about sustainable development, as well as their support for the university campus and its community putting more emphasis on teaching, practicing and encouraging sustainability. Interestingly, university employees scored significantly higher on the latter component than students, suggesting that in this case a lack of interest of the staff is not a barrier toward a sustainable campus.

The presented course module offers a novel and low-cost approach to introducing sustainability into a broad range of academic curricula, specifically tailored to the needs of institutes of higher education in small island states. The survey results suggest that this type of education may not only ensure reaching academic goals but also increase students’ interest in sustainable development within their local environment.

The purpose of this paper was to analyse the demographic, crop choice, institutional and environmental factors that will influence the vegetable growers in Bono and Ahafo regions of Ghana to produce organic vegetables. The study also assessed the knowledge level of vegetable growers on organic certification processes.

Primary data were collected with the help of a structured questionnaire from 120 vegetable growers via a multistage sampling technique. The Heckman selection model was used to analyse the factors that influence farmers' willingness to adopt organic production as well as the intensity of adoption.

In this study, pepper (Capsicum spp) production, residential status, knowledge of organic certification processes, perceived negative environmental effect of conventional farming on the soil, and climate change positively influenced willingness to produce organic vegetables. Likewise, pepper production perceived negative environmental effect of conventional farming on the soil positively influenced the intensity of adoption. Household headship status, garden egg (Solanum integrifolium) production, perceived knowledge on grading and standards of vegetables, as well as the perception that only pesticides can be used to control vegetable pests negatively influenced the willingness to produce organic vegetables however perceived expertise of the farmer on grades and standards influenced intensity of adoption negatively.

In Ghana, even though most vegetable farmers do not have the requisite knowledge in the safe handling of pesticides, usage is widespread. Subsequent to this, is a health risk to farmers, consumers and the environment. As a result, there is a growing awareness that organic agriculture has a role to play in addressing problems associated with agrochemical use and over usage. However, most studies are consumer oriented with limited empirical research on the willingness to produce organics by farmers.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-12-2019-0723

The purpose of this paper is to ascertain whether or not there are differences between college students in Alabama and Hawaii based on three questions: are students concerned about the present/future? What do students know about sustainability? Who is responsible for sustainability?

Two approaches were used to address these questions. First, a summary of sustainability efforts at universities in Alabama and Hawaii is provided. Second, a random sample of 406 undergraduate students at two universities in Alabama (n=258) and at a community college in Hawaii (n=148) were surveyed.

The data indicate that sustainable programs and practices are being implemented on a number of college campuses in Alabama and in Hawaii. Students surveyed in both states are concerned about wasteful consumption and pollution. Respondents' were similar in their self‐assessed knowledge about sustainability. Respondents were also similar in their views about who is responsible for sustainability. However, a consistently larger proportion of Hawaii respondents expressed concern for and willingness to participate in sustainable practices. So, there seems to be little or no “knowledge gap” when it comes to campus sustainability, but there does seem to be a “commitment gap.” Possible reasons for this are discussed.

Since the 1980s, many universities in the USA have elected to incorporate sustainability practices into campus development and day‐to‐day operations. They are now emerging as environmental leaders and innovators. An understanding of students' perceptions of sustainability may give insight into whether or not and how they are likely to engage in sustainable practices.