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The purpose of this paper is to examine higher education institutions’ participation in association for the advancement of sustainability in higher education’s (AASHE’s) Green Athletics category in the sustainability tracking, assessment and rating system (STARS) sustainability report while assessing how well collegiate athletic departments engage with their respective aspects.

This general review used quantitative content analysis to determine the number of NCAA Divisions I–III institutions that actively report Green Athletics categories in their AASHE STARS reports. The data collection process compiled current reports from the STARS website and the National Collegiate Athletic Association database. Green Athletics categorical and accumulated point attempts and outcomes were analyzed.

Of the 335 institutions that actively use the STARS reporting tool, the NCAA accounted for 247 rated institutions of which only 50 attempted points in Green Athletics while only 21 institutions succeeded. This paper discusses the lack of participation from institutions in Green Athletics and propose an alternate to better engage collegiate athletics in STARS reporting.

This study is one of the first known examinations of the tangible results of collaborations on college campuses to integrate the athletic department’s sustainability efforts into the overall sustainability reporting of the institution. This study can better inform STARS on how to more fully engage college athletic departments and boost the sustainability efforts in all corners of campus.

Sustainability has become an ever-increasing issue in today's world. Countries across the world have had to refocus on sustainability due to the new pressures of climate change. In recent decades, numerous different institutions have become the architectural framework for the promotion and implementation of sustainability in society, namely: governments, non-government organizations, universities, social enterprises, and the private sector. One of the key drivers of sustainability is social enterprise education. This driver has become vital in higher education, as it enables the learner to understand the complex processes of sustainability. This chapter critically explores the interlocking relationship of social enterprise and sustainability. The authors of this chapter present findings from their UKIERI research project entitled “The Benefits of Modifying Social Enterprise within Higher Education's Social Sciences Curriculum.” Moreover, the authors argue that social enterprise can have a real influence in the achievement of the 17 Sustainable Development Goals (SDGs), which were set out by the United Nations in 2015.

The purpose of this study is to evaluate the environmental values, beliefs, norms and behaviors of students in higher education institutions across North America, more specifically, undergraduate and graduate students in sport management programs.

The research was framed around Stern et al.’s (1999) value-belief-norm theory, which provides an explanation of the causes of the broad predisposition toward pro-environmental behavior. Furthermore, it was an extension of the work conducted by Casper and Pfahl (2012). Data collection was based on an online survey, comprising questions related to the students’ values, beliefs, norms and behaviors in relation to the natural environment.

Results indicated strong agreeance with the biospheric environmental statements that reflect the individuals’ personal ecological values, illustrating a moderate agreement with the degree of responsibility and obligation felt by the student to take environmental action. Findings also suggested that students hold sport organizations to a higher level of environmentalism than their personal environmental sustainability practices. Both groups, undergraduate and graduate students, have values, beliefs and norms moderately connected to pro-environmental stances.

It would be beneficial for educators to use this information as baseline from which to build and re-design their classes.

It would be beneficial for educators to use this information as baseline from which to build and re-design their classes. This study provides valuable information for faculty to create and frame curricula to better prepare future professionals for a career in the sports industry.

This chapter draws on experiences of research with children who work as street traders in Nigeria, with a focus on establishing trust and the related concepts of power and rights. The discussion stems from a study which used a rights-based approach to gather children’s accounts of their experiences of working as street traders within a large market in a Nigerian city. Seventeen children (aged 10–15 years) took part in semi-structured interviews and focus groups. Children talked about difficult situations as they undertook tiring work and received conflicting messages about the importance of making an economic contribution to the family, versus the need to attend school. Researching these accounts entailed a number of ethical challenges, which centred on access and recruitment; consent/assent and participation; sensitivity of research; and researcher positionality. First, recruitment was limited to children with parents/guardians who could give consent, with assent from the children. Second, a relationship of trust had to be negotiated between the researcher and the participating children. This involved acknowledging different elements of adult–child positionality, which had implications for the ways in which children participated in the study. Third, sensitivity was essential given that children could discuss attitudes or activities, which were not universally seen as acceptable. Fourth, researcher positionality influenced all aspects of the study, including access to children, how relationships were forged and the interpretation of data. All of these challenges relied heavily on building trust with children. However, the authors illustrate how trust must be employed cautiously in research with children, given adult–child power disparities.

Despite an abundance of literature regarding the motivations of sport and entertainment managers to adopt environmentally sustainable practices (ESPs) within their venue, there is little offered on which particular stakeholders motivate such action. This study examined the venues which host such events to identify the stakeholders who influence the adoption of ESPs, their specific roles and to highlight salient stakeholders who primarily motivate ESP adoption.

Guided by stakeholder theory as a framework for analysis, a qualitative study was employed which consisted of sixteen semi-structured interviews with venue personnel including presidents, general managers, operations directions and recycling coordinators. Participants were asked to discuss their venue’s management structure, stakeholder relations and ESPs.

Internal stakeholders – particularly ownership and operations personnel – were salient stakeholders motivating ESP adoption, but the most unique stakeholder identified was that of a motivated “doer” from no particular role who simply possessed the power, legitimacy and urgency to act on ESPs. Thus, there was no single, identifiable stakeholder role to champion ESPs so much as there was a motivated, normatively legitimate stakeholder who wanted to be that champion.

This research contributes to the growing sport ecology literature and is the first to present the idea of a non-particular, doer stakeholder to champion ESPs within this industry rather than one with a more defined role within organizational structure.

This chapter aims to present and critically question the work undertaken with a group of children as experts in a transdisciplinary research project, ‘Exploring the way to and from school with children: An interdisciplinary approach of children’s experiences of the third place’. The project is funded by the Swiss National Science Foundation.¹ A partnership was established between the research team and a group of 10 children (11–12 years old). The children were actively involved as co-researchers to provide the research team with expertise regarding their experiences of the school journey. Their roles as co-researchers included refining the research questions and methodological tools, analysing data, and drafting final recommendations. In this chapter, the authors outline the different stages of this transdisciplinary partnership with children as co-researchers, whilst addressing some key issues encountered during the process, including: What is expertise? When, and under what conditions, can children genuinely be co-researchers? What ethical aspects should be considered? The authors commence with an outline of the project’s theoretical framework before detailing how the participatory process enabled children to actively take part and give their views on the research. The authors address a specific focus on the ethical challenges encountered as part of the complexities of conducting research with children. They conclude with some reflections on the benefits of involving children as co-researchers and, in doing so, offer a critique of the notion of ‘expertise’ in research with children.

Mangrove forests are one of the most bio-diverse and productive wetland environments on earth. However, these unique tropical forest environments that occupy coastal areas are among the most threatened habitats globally. These threats include logging, conversion of land for agriculture and mariculture and degradation due to pollution over the past 50 years. The large population of resilient mangroves occupying the Turneffe Atoll area in Belize faces growing anthropogenic threats such as permanent clearing of land for housing, infrastructural development and pollution and natural factors (climate change). Given the few formal studies done to evaluate mangrove resilience at Turneffe Atoll, the purpose of this study was to evaluate mangrove resilience and nursery functions in the Turneffe Atoll Marine Reserve (TAMR).

Mangrove fish abundance and forest structure was assessed by means of a visual census and the point-centred quarter method (PCQM) for 11 sites that span across conservation and general use zones.

This study found that the more resilient mangroves (lower vulnerability ranks, higher standing biomass and higher fish biomass and abundance) exist in general use zones and warrant the need for improved mangrove conservation measures for these areas by Turneffe Atoll Sustainability Association (TASA).

Limitations of the methods for data collection included accessibility within mangrove forests stands when establishing PCQM, observer bias among data collectors, sites without surrounding mangroves were not captured to serve as a true control group and poor visibility underwater affected the estimation of fish species and size. The timeline for this research was only three months based on available funding, and no follow-up study was done to make a true comparison.

The findings of this research have a guiding role in the formulation of conservation measures such as better waste management, a robust framework for mangrove management, a communication strategy to guide public awareness and long-term monitoring surveys.