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Article
Publication date: 2 May 2022

Talia Stough, Kim Ceulemans, Marc Craps, Luc Van Liedekerke and Valérie Cappuyns

This study analyzes which worldviews on the interrelatedness of the economic, environmental and social systems are adopted in the literature on responsible management education…

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Abstract

Purpose

This study analyzes which worldviews on the interrelatedness of the economic, environmental and social systems are adopted in the literature on responsible management education (RME) and explores how this affects the way business schools educate future responsible managers.

Design/methodology/approach

The sustainability-focused relational worldviews of Kurucz et al. (2014) were used to perform a content analysis on 100 articles from the field of RME to understand which worldviews are adopted and to distill potential implications of the prevalence of such worldviews in the RME field.

Findings

In the sample, the most adopted view was the intertwined view that imagines a balance between the economic, environmental, and social system (61% of the articles). The subsuming worldview (highlighting the business case for sustainability) accounted for 8% of articles in the sample. The embedded worldview (a new paradigm that respects the limitations of the environmental and social systems) accounted for 31% of the articles in the sample. The disparate view (representing classic economic views of discrete systems) was not adopted, indicating a rather uniform belief that RME is about moving management education away from this view. Examining the evolution of views over the last 20 years, it can be observed that the embedded view is growing in popularity. The continuing prevalence of the ambiguous and malleable intertwined view in the RME literature could explain why so many RME initiatives have been taken in the last two decades, while simultaneously critics remain vocal that business schools are not preparing future managers to engage with ethics, responsibility, and sustainability (ERS).

Originality/value

While sustainability-focused relational worldviews have been introduced in the RME literature, this study provides empirical evidence of the prevalence of such worldviews in the literature, allowing an exploration of the implications for the field. The presence of multiple — and at times competing — worldviews adds tension to the field of RME. Seen on the trajectory of increasingly progressive worldviews, the intertwined view is not limited by economic rationalism (like the subsuming view) but also stops short of requiring a full paradigm shift (like the embedded view).

Details

Journal of Management Development, vol. 41 no. 3
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 27 August 2021

Gavin Melles, Stefan Lodewyckx and Thangatur Sukumar Hariharan

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…

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Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 1
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 25 July 2019

Roger Berquier and Delphine Gibassier

Cities are key actors in the fight against climate change. They have developed integrated strategies harnessing the power of information and communication technologies (ICT) as…

770

Abstract

Purpose

Cities are key actors in the fight against climate change. They have developed integrated strategies harnessing the power of information and communication technologies (ICT) as part of the move towards smart(er) cities. In spite of our knowledge of the role of technological infrastructure in tackling climate change, the role of governance mechanisms to actively pursue environmental sustainability is often understated. Therefore, the purpose of this paper is to analyse governmentality mechanisms developed by a small town in Europe to render energy savings and new energy sources visible and to create new identities with which the citizen and other cities could then identify with, thereby participating in the fight against climate change.

Design/methodology/approach

Data were gathered through non-participant observation, interviews and access to internal data from the city’s energy control project.

Findings

The outcome of these governmentality mechanisms was to create two new identities: the “good citizen”, responsible to lower his impact on climate change, and the “model city”, a laboratory that would serve as a guide for future policies to tackle climate change at the city level. While the “model city” was successful and identification happened with other small cities taking example from it, the “good citizen” failed and inhabitants did not identify with this role model that was defined for them as a way to participate in the fight against climate change.

Practical implications

This case study is a concrete example, based on a longitudinal study, of a city’s strategy and actions on climate change. Other small cities will be able to use this case study to gauge their possibilities for action on climate change. Notably, it is an example of how a network of mechanisms can achieve results in CO2 emissions reduction. It also demonstrates the difficulty to enrol citizens into an environmental sustainability scheme.

Social implications

This paper has implications for how climate change can be tackled in rural areas by small cities. While the role of organizations and large cities (e.g. C40 city network) has been acknowledged, there is a possibility for smaller local actors to act upon grand challenges with local strategies and their own governmentality mechanisms.

Originality/value

The case study contributes to the literature on cities, bringing new insights into how they can become actors of climate change beyond acting on internal controls, and the literature on governmentality by demonstrating how mechanisms can act upon a population without being calculative.

Details

Sustainability Accounting, Management and Policy Journal, vol. 10 no. 4
Type: Research Article
ISSN: 2040-8021

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Article
Publication date: 11 February 2021

Shalini Menon and M. Suresh

The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to…

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Abstract

Purpose

The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers.

Design/methodology/approach

The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.

Findings

An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power.

Practical implications

The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students.

Originality/value

So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).

Details

Journal of Modelling in Management, vol. 17 no. 2
Type: Research Article
ISSN: 1746-5664

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Book part
Publication date: 8 August 2022

Silvia Elena Gallagher and Timothy Savage

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing…

Abstract

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

Details

The Emerald Handbook of Challenge Based Learning
Type: Book
ISBN: 978-1-80117-491-6

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Book part
Publication date: 29 January 2024

David Hampton-Musseau

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS…

Abstract

Purpose

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

Methodology

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

Findings

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

Originality/Value

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

Limitations

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

Implications

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.

Details

Emotion in Organizations
Type: Book
ISBN: 978-1-83797-251-7

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Book part
Publication date: 18 April 2018

Tom Brijs and Ali Pirdavani

Purpose – Urban and suburban arterials carry a large share of urban traffic and contend with a relatively large proportion of transport network crashes. Road crashes and their…

Abstract

Purpose – Urban and suburban arterials carry a large share of urban traffic and contend with a relatively large proportion of transport network crashes. Road crashes and their consequent societal costs diminish the sustainability of transportation systems, highlighting the need to identify road safety problems and their corresponding solutions. This chapter briefly outlines problems and solutions associated with crash risk on urban and suburban arterials. In addition, this chapter studies and discusses several safety countermeasures – ranging from local treatments to integral frameworks – and their effectiveness on improving traffic safety of urban and suburban arterials.

Approach – Crash occurrence on urban and suburban arterials is affected by numerous contributing factors. This chapter pays attention primarily to the effects of traffic characteristics and road design features. In this regard, several pertinent variables which have been extensively examined in the literature are reviewed and their contributions to the safety of urban and suburban arterials are discussed.

Findings – A review of the literature identifies a number of variables as influential factors of crashes on urban and suburban arterials. Although the associations of some variables (e.g., traffic volume) are consistent with expectations, others (e.g., lane width and speed) show mixed and sometimes counterintuitive results. These findings signify that additional research is needed to reveal the correct functional form and magnitude of these relationships.

Practical implications – The results show that while the general direction and magnitude of effects of some engineering and management-related treatments are known, additional research is needed to consolidate the impact and effectiveness of integrated approaches.

Details

Safe Mobility: Challenges, Methodology and Solutions
Type: Book
ISBN: 978-1-78635-223-1

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 January 2019

Jacques van der Meer, Jane Skalicky and Harriet Speed

Increasingly, universities are involved in providing leadership development opportunities that support students’ academic endeavours and their personal and professional…

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Abstract

Increasingly, universities are involved in providing leadership development opportunities that support students’ academic endeavours and their personal and professional development, including employability and citizenship skills. Leadership experiences are beneficial not only for students, but also for universities, the wider community, and future employers. To develop a greater understanding of students’ perceived benefits of their involvement in peer leadership activities, a group of Australasian universities participated in a pilot survey based on the United States National Survey of Peer Leadership. Overall, the results suggest students believe they benefit from peer leadership experiences across a range of key outcomes areas, most prominently creative problem solving, appreciation of diversity, and a sense of belonging and contributing to the university community.

Details

Journal of Leadership Education, vol. 18 no. 1
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 6 May 2021

Krishnadas Nanath and Shivani Ajit Kumar

This paper aims to test the effectiveness of communication platforms in conveying the importance of sustainability messages focusing on electronic waste (e-waste) recycling. While…

1062

Abstract

Purpose

This paper aims to test the effectiveness of communication platforms in conveying the importance of sustainability messages focusing on electronic waste (e-waste) recycling. While corporate communication has been explored well, this research explores the influence of communication medium on the shift in attitude and behavioural intention of higher education students.

Design/methodology/approach

An experimental design approach was used with quantitative data analysis to address the research questions.

Findings

The results revealed that the text form of communication was more effective in conveying the e-waste recycling message. Students demonstrated a significant shift in attitude and call for action when they read the sustainability article instead of watching a video with the same message.

Practical implications

With several universities trying to integrate sustainability in their curriculum, this research provides guidelines on effective communication methods for students. It also sheds light on the choice of platforms that can be used by organisations to reach out to their employees to convey sustainability-related messages.

Originality/value

The paper addresses sustainability communication in a university by exploring the best method of communication. The results open up new conversations on the media richness theory in the context of sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Available. Content available
Book part
Publication date: 18 March 2020

Abstract

Details

Integrating Sustainable Development into the Curriculum
Type: Book
ISBN: 978-1-78769-941-0

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