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Article
Publication date: 25 May 2023

Jasmin Godemann, Bich-Ngoc Nguyen and Christian Herzig

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education…

376

Abstract

Purpose

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

Design/methodology/approach

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

Findings

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

Originality/value

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

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Article
Publication date: 25 September 2007

Maik Adomssent, Jasmin Godemann and Gerd Michelsen

356

Abstract

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 25 September 2007

Matthias Barth, Jasmin Godemann, Marco Rieckmann and Ute Stoltenberg

To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this…

15276

Abstract

Purpose

To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education.

Design/methodology/approach

An explorative, qualitative study based on focus groups was designed using different groups from formal and informal learning settings.

Findings

The development of key competencies is based both on cognitive and non‐cognitive dispositions and asks for multiple contexts. Through combining formal and informal learning settings within higher education – as part of a new learning culture – a variety of contexts can be given and competence development can be enhanced.

Research limitations/implications

While aspects of both formal and informal learning settings could be identified, the interdependencies between them remain elusive.

Practical implications

Based on the findings, some main aspects for acquiring competencies can be pointed out that may be crucial in higher education settings.

Originality/value

The paper analyses the implications for both formal and informal learning settings of new ways of developing key competencies within higher education. Particular attention is given to interdisciplinarity and students' self‐responsibility.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 25 September 2007

Maik Adomssent, Jasmin Godemann and Gerd Michelsen

The purpose of this paper is to outline the particular character of the research and development project “Sustainable University – Sustainable development in the Context of…

3174

Abstract

Purpose

The purpose of this paper is to outline the particular character of the research and development project “Sustainable University – Sustainable development in the Context of University Remits” which lies both in its integrative perspective on universities and the attempt to transfer its findings onto other higher education institutions.

Design/methodology/approach

The paper describes the testing and further development of transdisciplinary research methods (transformative approach, scenario development) for the purpose of both exploring and testing potentials/capabilities for sustainable development of a single institution (case study: University of Lüneburg, Germany) against the backdrop of sustainability concept; and making this kind of development transferable to other universities. The paper offers additional reinforcement of strategic scope/effectiveness by means of reference to findings of higher education research (e.g. relevance of neo‐institutionalism)

Findings

There is empirical evidence for successful development of transdisciplinary techniques for sustainability in higher education domains (among others management, research, and teaching – cf. other contributions of this issue). Further, dissemination of the “Lüneburg Approach” by establishing an intermediate level of collaboration between sustainability activists within universities and in higher education policy and administration (e.g. constitution of working groups in northern Germany and at the federal level)

Research limitations/implications

There is a need for enhancing research tools for transdisciplinary sustainability science; deliberating on international transferability (current focus: (solely) German academia)

Practical implication

A systemic approach is indispensable: instead of focusing upon isolated sustainability fields of action” (management, research, teaching, etc.), all‐embracing advancement to encompass their strategic relationships and thus synergies.

Originality/value

The paper provides a holistic view of academic organisations addressing the issue of how universities are to be proactive in advancing sustainable development.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 7 February 2014

Jasmin Godemann, Jan Bebbington, Christian Herzig and Jeremy Moon

This paper seeks to create the context within which research into how higher education institutions (HEIs) might engage with the goal of sustainable development. In particular…

4265

Abstract

Purpose

This paper seeks to create the context within which research into how higher education institutions (HEIs) might engage with the goal of sustainable development. In particular, the paper outlines the context in which papers in a special section on this topic might be understood as well as developing propositions for how a research focus might emerge in this area. The paper, therefore, seeks to contribute to discussions about whether, under which circumstances and how social accountability and engagement processes focusing on sustainable development might trigger, frame and/or promote change processes in HEIs. The papers that compose this special section are also introduced and future research avenues offered.

Design/methodology/approach

Literature review

Findings

Despite a dearth of literature in the area of HEI responsiveness to sustainable development (and leaving side education/learning and research for sustainable development), numerous points of intersection exist. Foremost among these is the role of HEIs as shapers of the values of society (and a place for debates about these values). In addition, HEIs are substantive organisations with sustainable development impacts. The paper suggests, however, that understanding HEIs and self-consciously seeking change in their activities has to seriously engage with the characterisation of these organisations as loosely coupled systems.

Originality/value

The paper discusses the distinctive characteristics of HEIs and considers the higher education context as a challenging case to explore the capacity of social accountability and stakeholder engagement to foster change towards the goal of sustainable development.

Details

Accounting, Auditing & Accountability Journal, vol. 27 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

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Article
Publication date: 25 September 2007

Almut Beringer

To assess the Lüneburg Sustainable University Project (the Project) in a non‐European international context; to relate the project scholarly approach to selected scholarly and…

2638

Abstract

Purpose

To assess the Lüneburg Sustainable University Project (the Project) in a non‐European international context; to relate the project scholarly approach to selected scholarly and practice‐oriented North American sustainability in higher education (SHE) methods; to analyze project innovations against North American initiatives.

Design/methodology/approach

Benchmarking indicators were developed inductively in four SHE areas – governance/administration, curriculum/student opportunities, research/scholarship, and operations – via thematic content analysis of 15 descriptions of USA and Canadian universities active in SHE. Data were triangulated with data from the four Association for the Advancement of Sustainability in Higher Education Campus Sustainability Leaders 2006.

Findings

The assessment against selected North American peers suggests that the project is unique in its scholarly approach to and scientific foundation of sustainability in higher education. The transdisciplinary transformative case study is not replicated at any of the comparison institutions; however, elements of the approach and scholarly framework can be found at all North American universities participating in this assessment. North American institutions tend to excel in operational innovations; to keep abreast of international developments, University of Lüneburg is encouraged to commit to a climate‐neutral campus strategy and to implement a sustainability management system, amongst other initiatives.

Practical implications

Knowledge transfer and capacity‐building: North American post‐secondary institutions can learn from the theoretically‐guided, applied research‐based approach to SHE. Through intensified exchange (partnerships) with North American peers, the project and the University of Lüneburg stand to profit from community‐based research approaches and the practice‐oriented work of USA and Canadian campus sustainability offices.

Originality/value

The paper contributes an “outsider's perspective” to the project evaluation. Methodologically, the paper contributes to inductive SHE indicator development.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 25 September 2007

Patrick Albrecht, Simon Burandt and Stefan Schaltegger

The purpose of this paper is to analyze the preparation of a sustainability report and a large‐scale energy‐saving campaign with regards to their role for organizational learning…

2544

Abstract

Purpose

The purpose of this paper is to analyze the preparation of a sustainability report and a large‐scale energy‐saving campaign with regards to their role for organizational learning (OL). Similar processes indicating OL were observed during the implementation of both projects. Along the lines of a theoretical framework of OL these processes will be discussed. Potential of institutional transformation regarding sustainable development is indicated.

Design/methodology/approach

Following calls for “unified theory” on OL which can be used for empirical research, an integrative perspective has been proposed. Based on this perspective, two projects are discussed with respect to five dimensions in the process of OL: actors and media as communicative characteristics and triggers, factors as well as results as information processing characteristics.

Findings

The results show the driving role of making data available to the public (transparency as incentive for organizational change) and the need to change structures for cross‐linking information. Furthermore, benefits of creating new networks of actors for reflecting current structures and developing visions for future change are outlined.

Practical implications

Possibilities for transferring the project designs and experiences to other institutions are shown. Need for further research on the mechanisms of OL for promoting structural change toward a stronger role of sustainability in higher education is indicated.

Originality/value

The perspective of OL for sustainability reporting and energy saving offers new perspectives for internal change processes triggered by sustainability related projects. Promising research opportunities on triggers and drivers of such processes evolve.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 25 September 2007

Angela Franz‐Balsen and Harald Heinrichs

Sustainability communication is evolving as a new interdisciplinary field of research and professional practice. The purpose of this paper is to point out the advantage of…

3705

Abstract

Purpose

Sustainability communication is evolving as a new interdisciplinary field of research and professional practice. The purpose of this paper is to point out the advantage of applying theoretical frameworks and related research instruments for an adequate sustainability communication management on campus. It also aims to highlight the normative constraints and challenges (participation) that differentiate sustainability communication from public relations.

Design/methodology/approach

An interdisciplinary theoretical framework and empirical studies (quantitative/qualitative; audience research) were used for the design of a context‐sensitive sustainability communication management concept for the University of Lüneburg‐

Findings

Empirical data clearly showed that disciplinary cultures (including their gender specificity) are highly relevant for sustainability attitudes. Continuous visibility of sustainability efforts on campus is critical for people's attitudes and engagement. Campus community members can be characterized by degrees of “sustainability affinity” vs “sustainability distance”. Too much sustainability‐campaigning is counterproductive, whereas listening to campus community members' ideas and needs seems appropriate.

Research limitations/implications

There is a need for qualitative data to assess “communication culture”

Practical implications

A balanced theoretically, empirically and normatively grounded communication management is recommended in order to establish a participatory communication culture.

Originality/value

The application of sustainability communication theory, including participation research, in the context of higher education for sustainable development is overdue; thesis: sustainability communication wants to initiate structural changes on campus, but is itself dependent on visible structural change in order to be effective.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 30 September 2010

Christian Herzig and Jasmin Godemann

The paper aims to explore trends in the use of internet‐supported sustainability reporting for German DAX30 companies. Particular focus is to be given to the question of the…

2655

Abstract

Purpose

The paper aims to explore trends in the use of internet‐supported sustainability reporting for German DAX30 companies. Particular focus is to be given to the question of the extent that these companies use the more effective internet‐specific methods of provision, accessibility, comprehensibility and dialogue compared to print‐based reporting systems in the dissemination of information to, and communication with, stakeholders.

Design/methodology/approach

The paper draws on data from three studies in 2004, 2005 and 2007. The research is based on quantitative content analysis from these studies and on an additional e‐mail survey in 2005.

Findings

Analysis shows an overall increase in the use of internet‐specific approaches on sustainability web sites between 2004 and 2007. Particular attention has been paid to developments to improve the access and comprehensibility of information on sustainability. There remains a great deal of potential for improvement in the use of tools for stakeholder dialogue, in the introduction of customised reporting elements and in the use of other internet technologies to improve the dissemination of past and present information. It seems that companies increasingly consider internet features to be useful for reducing information costs for companies and stakeholders but not for enhancing corporate value through more intensive and credible dialogue. The findings also indicate a shortfall in communicating trade‐offs and conflicts between environmental, social and economic impacts of businesses.

Originality/value

The paper is the first to outline trends in the use of corporate sustainability reporting via the internet. The paper also extends previous empirical research in Germany that focused on printed sustainability reports.

Details

Management Research Review, vol. 33 no. 11
Type: Research Article
ISSN: 2040-8269

Keywords

Available. Content available

Abstract

Details

Accounting, Auditing & Accountability Journal, vol. 25 no. 2
Type: Research Article
ISSN: 0951-3574

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